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The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below. Please let us know what you think of the new TIM.
An Overview of Syllabuses in English Language Teaching by Mohammad Mohseni Far , M.A., Shahid Chamran University, Iran. Introduction The purpose of this article is to briefly introduce and study the influential types of syllabuses utilized in the domain of ELT.
APPROACHES to SYLLABUS SPECIFICATION COURSE and SYLLABUS DESIGN - UNIT 1 J. Skelton & J. Willis Purposes, outcomes and objectives · to help you appraise your own experience of different types of syllabus and to describe syllabuses you have used or seen in action · to broaden your experience of ways in which syllabuses can be specified and described · to introduce you to some key concepts in syllabus design and to show how these concepts can be used in order to appraise any type of syllabus. Preliminary information This first unit builds on concepts explored in Unit 7 of the Foundation Module which looked at the field of CSD from four different perspectives.
Why should you integrate the internet into your curriculum? How do you plan meaningful web-based activities? How do you build a Professional Learning Community? What free tech tools are available for teachers and students?