Listen to Episode 61
In this episode of #coachbetter spotlight, Kim chats with James Welsh, Director of the Florida Center for Instructional Technology.
Bonus: Watch the spotlight version of this episode on YouTube!
Researchers at the FCIT developed the Technology Integration Matrix in 2005 and have been continually updating not only the matrix, but also the resources and supporting materials. It a wealth of resources relevant for coaches working with teachers on technology for learning. Our conversation ranges from the history and development of the matrix to the ways that it’s being effectively implemented in schools around the world. From questioning strategies, to the phases of implementing the TIM with teachers, to observations about effective practice, this episode is full of practical takeaways for all technology coaches!
Here’s some helpful snippets of the broader conversation.
Tell us a bit about your background?
Prior to coming on to the staff and being the director of the center I have always incorporating a lot of technology into my teaching. The important thing to me has been about the connections you can make with students. A long time ago I worked at a tv station, and a bit of digital media work was in my past.
What grade levels did you teach, and how did you move from elementary to college?
Mostly 3rd and 4th grade. When I was a classroom teacher, I would come here to the center to do training. FCIT at the time, many years ago, there was a push for bringing laptops into teacher preparation, some students were, most were not. There was a program to increase that use, and we had funding, so they hired me to work on that. I was starting my masters and that led directly to my PhD. As a researcher, I have always been oriented towards literacy. I have always been interested in those processes and how digital environments influence them.
How has the technology integration matrix get started?
I was here at the center when it was being developed. We did it in collaboration with school districts all across Florida. We did a lot of focus groups, a lot of classroom observations. The core: the need we recognized was that there was no common language for classroom technology integration or what is important about it. As former teachers we knew intuitively it wasn’t about the boxes and wires, and we wanted to look at the language and why it matters. We had to explore the pedagogical dimensions. We needed to look at meaningful learning and meaningful learning environments.
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