The effect of the technology integration matrix (TIM) on students' technology standarts, reflective thinking skills and their academic achievements in science lessons

This research aims at analyzing how a lesson plan on reflection and light absorption for 7th grade science students based on the Technology Integration Matrix Model (TIM) affects the technology competency, reflective thinking skills and the academic achievements of the students involved. The study is based on the quasi-experimental research model, a model from the field of quantitative research methods with a control group and was carried out in the academic year 2015-2016 with 44 male and 51 female students attending a middle School in Samsun. The data was collected by means of the Technology Standard Scale, the Scale on Reflective Thinking Skills focused on Problem Solving, the Academic Achievement Test, the ISTE Observation Tool, interview questions and field notes. The lesson plans on reflection and light absorption based on the Technology Integration Matrix Model (TIM) have been conducted for a period of 4 weeks in the experimental group whereas in the control group, the lessons plans were based on activities from the student's textbook. As a result, it was determined that lesson plans for science education based on the Technology Integration Matrix Model (TIM) increased the technology proficiency of the participants of the experimental group even though this increase is considered to be statistically insignificant. However, the increase in the subscale of digital citizenship related to the Technology Standard Scale was considered to be significant. Nevertheless, it was determined that students still show their lowest performance in the field of digital citizenship. In terms of technology competency, no changes could be determined in the control group whereas the experimental group was considered to be at a good level. At the end of the study, it was found that the students of the experimental group also increased their reflective thinking skills on a statistically significant level. The academic achievement test was conducted on both groups. Even though there was an increase in the academic achievement test results of both groups, the increase in the final results of the experimental group were better than those of the control group. The research results illustrate that lesson plans for science education based on the Technology Integration Matrix Model (TIM) have a better effect on student's technology standarts, academic achievement and reflective thinking skills than lesson plans based on student's activity books. The results achieved in the digital citizenship sub-dimension related to Technology standards are also consistent with other academic research results mentioned in literature. Besides, interviews with students of the study group have shown that students meet the standards in the field of research and information flow, technology operations and technology concepts. It was therefore strongly recommended researchers to apply the Technology Integration Matrix (TIM) in different classes and different levels. Key words:, Technology Integration, Techology Integration Matrix, Technology Standards, Reflective Thinking Skill, Academic Achievement