Technology Integration Matrix
Popularity Report
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URL Tag Cloud
Bookmark History
Saved by 394 people (-31 private), first by anonymouse user on 2007-11-20
- Chamada on 2009-12-03 - Tags techintegration , matrix , education , curriculum , resource , integration
- Mrcirce on 2009-12-02 - Tags technology , integration , education , edtech , florida , resources
- Lisasauer on 2009-11-20 - Tags technology , curriculum , matrix
- Arickels on 2009-11-16 - Tags no_tag
- Kefiore on 2009-11-13 - Tags diigo , technology , edtech , education , resource
Public Sticky notes
1-1
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Highlighted by dagonyclark
Shared
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Integration
Matrix
The teacher uses technology to deliver curriculum content to students.
The teacher directs students in the conventional use of tool-based software. If such software is available, this level is the recommended.
The teacher encourages adaptation of tool-based software by allowing students to select a tool and modify its use to accomplish the task at hand.
The teacher creates a learning environment that infuses the power of technology tools throughout the day across subject areas.
The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology.
Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.
| Indicator: Students use technology for drill and practice and computer based training. |
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| Indicator: Students begin to utilize technology tools to create products, for example using a word processor to create a report. |
| 1-1
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access |
| Indicator: Students have opportunities to select and modify technology tools to accomplish specific purposes, for example using colored cells on a spreadsheet to plan a garden. |
| 1-1
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access |
| Indicator: Throughout the school day, students are empowered to select appropriate technology tools and actively apply them to the tasks at hand. |
| 1-1
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| Indicator: Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even |
Highlighted by sarahfrith429
Integration
Matrix
The teacher uses technology to deliver curriculum content to students.
The teacher directs students in the conventional use of tool-based software. If such software is available, this level is the recommended.
The teacher encourages adaptation of tool-based software by allowing students to select a tool and modify its use to accomplish the task at hand.
The teacher creates a learning environment that infuses the power of technology tools throughout the day across subject areas.
The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology.
Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.
| Indicator: Students use technology for drill and practice and computer based training. |
| 1-1
access shared
access |
| Indicator: Students begin to utilize technology tools to create products, for example using a word processor to create a report. |
| 1-1
access shared
access |
| Indicator: Students have opportunities to select and modify technology tools to accomplish specific purposes, for example using colored cells on a spreadsheet to plan a garden. |
| 1-1
access shared
access |
| Indicator: Throughout the school day, students are empowered to select appropriate technology tools and actively apply them to the tasks at hand. |
| 1-1
access shared
access |
| Indicator: Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even |
Highlighted by sarahfrith429
"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."
Highlighted by hezadowd
on 2009-02-27 by hezadowd
This is a great tool for evaluating how you are using technology in your classroom and to make technology use more meaningful. Activities with technology can be spread through the 25 cells in this rubric. The first column does not denote the 'lowest' score! (In my opinion...)
1-1
access
Highlighted by dagonyclark
Highlighted by mr_maher
Shared
access
Highlighted by tsweeney
Levels
of Technology Integration into the Curriculum
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| Technology Integration Matrix |
Entry The teacher uses technology to deliver curriculum content to students. |
Adoption The teacher directs students in the conventional use of tool-based software. If such software is available, this level is the recommended. |
Adaptation The teacher encourages adaptation of tool-based software by allowing students to select a tool and modify its use to accomplish the task at hand. |
Infusion The teacher creates a learning environment that infuses the power of technology tools throughout the day across subject areas. |
Transformation The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology. |
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Active Students are actively engaged in using technology as a tool rather than passively receiving information from the technology. |
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Highlighted by sarahfrith429
Technology Integration Matrix?
Highlighted by olebrudvik
The
Technology Integration Matrix (TIM) illustrates how teachers can use
technology to enhance learning for K-12 students
Highlighted by mrcirce
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.
Highlighted by willstewart
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.
Highlighted by chanbliss
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.
Highlighted by ann-frances
illustrates how teachers can use
technology to enhance learning for K-12 students
Highlighted by jediger1
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.
Highlighted by coolcatteacher
Jonassen, Howland, Moore, & Marra, 2003)
Highlighted by tsweeney
Basic technology
skills and integration of technology into the curriculum go hand-in-hand
to form teacher technology literacy.
Highlighted by choelzer
evaluate teachers’ current levels of proficiency with
technology
Highlighted by choelzer
professional development planning
and needs assessment resource
Highlighted by choelzer
Inventory for
Teacher Technology Skills (ITTS) companion tool
Highlighted by tsweeney
he TIM is
designed to assist schools and districts in evaluating the level of
technology integration in classrooms and to provide teachers with models
of how technology can be integrated into instruction in meaningful
ways. It is the Department’s intent that the TIM be used in the
context of comprehensive technology planning and EETT program accountability.
Highlighted by cobannon
he TIM is
designed to assist schools and districts in evaluating the level of
technology integration in classrooms and to provide teachers with models
of how technology can be integrated into instruction in meaningful
ways. It is the Department’s intent that the TIM be used in the
context of comprehensive technology planning and EETT program accountability.
Highlighted by clairemiller13
designed to assist schools and districts in
evaluating the level of
technology integration in classrooms and to
provide teachers with models
of how
technology can be integrated into instruction in meaningful
ways. It is the Department’s intent that the
TIM be used in the
context
of comprehensive technology planning and EETT program accountability.
Highlighted by psteffen
citing the need for more integration
evaluation and professional development. Additional resources such
as lesson plans and teaching materials are being developed so teachers
can use the tool for professional growth.
Highlighted by n2teaching
d teaching materials are being developed so teachers
can use the tool for professional growth. The TIM will initially be
pilot tested by interested districts in an informal evaluation mode.
The Bureau of Instruction and Innovation will be seeking input and
comments (from teachers and district personnel) on an ongoing basis
regarding potential uses of this new evaluation tool. Districts will
be encouraged to use the TIM in the context of technology integration
goal development and associated professional development planning.
Through regular classroom observation and targeted professional development
activities (organized through the Fl
Highlighted by freckles827
Levels
of Technology Integration into the Curriculum
Highlighted by coolcatteacher
Given
ongoing access to online resources, students actively
select and pursue topics beyond the limitations of even
the best school library.
Highlighted by keepps
Students
begin to utilize technology tools to create products,
for example using a word processor to create a report.
Highlighted by keepps
Students
have opportunities to select and modify technology tools
to accomplish specific purposes,
Highlighted by keepps
Students
use technology for drill and practice and computer based
training
Highlighted by keepps
Throughout
the school day, students are empowered to select appropriate
technology tools and actively apply them to the tasks
at hand.
Highlighted by keepps
Highlighted by clairemiller13
Highlighted by cobannon
on 2008-04-17 by cobannon
Make sure to click on the links under each indicator. You'll find video examples, objectives, materials/technology list, standards, and what amounts to basically a lesson plan. Incredible resource!
Students
have opportunities to select and modify technology tools
to facilitate collaborative work.
Highlighted by keepps
Technology
enables students to collaborate with peers and experts
irrespective of time zone or physical distances.
Highlighted by keepps
Students
have opportunities to utilize collaborative tools, such
as email, in conventional ways.
Highlighted by keepps
Students
primarily work alone when using technology.
Highlighted by keepps
Throughout
the day and across subject areas, stud ents utilize technology
tools to facilitate collaborative learning
Highlighted by keepps
| 1-1
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Students use technology tools to collaborate with others rather than working individually at all times.
| Indicator: Students primarily work alone when using technology. |
| 1-1
access shared
access |
| Indicator: Students have opportunities to utilize collaborative tools, such as email, in conventional ways. |
| 1-1
access shared
access |
| Indicator: Students have opportunities to select and modify technology tools to facilitate collaborative work. |
| 1-1
access shared
access |
| Indicator: Throughout the day and across subject areas, stud ents utilize technology tools to facilitate collaborative learning. |
| 1-1
access sharedaccess |
| Indicator: Technology enables students to collaborate with peers and experts irrespective of time zone or physical distances. |
| 1-1
access shared
access |
Highlighted by sarahfrith429
Indicator Students
begin to utilize constructive tools such as graphic organizers
to build upon prior knowledge and construct meaning.
Highlighted by dagonyclark
Technology
is used to deliver information to students.
Highlighted by keepps
Students
begin to utilize constructive tools such as graphic organizers
to build upon prior knowledge and construct meaning.
Highlighted by keepps
Students
have opportunities to select and modify technology tools
to assist them in the construction of understanding.
Highlighted by keepps
Students
use technology to construct, share, and publish knowledge
to a worldwide audience.
Highlighted by keepps
Students
utilize technology to make connections and construct understanding
across disciplines and throughout the day.
Highlighted by keepps
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Highlighted by dagonyclark
1-1
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Highlighted by dagonyclark
Constructive
Students use technology tools to build understanding rather than simply receive information.
Students use technology tools to build understanding rather than simply receive information.
Highlighted by sarahfrith429
ndicator: Technology
is used to deliver information to students.
Highlighted by sarahfrith429
| dicator Students begin to utilize constructive tools such as graphic organizers to build upon prior knowledge and construct meaning. |
| 1-1
access Shared access |
| Indicator: Students have opportunities to select and modify technology tools to assist them in the construction of understanding. |
| 1-1
access Shared
access |
| Indicator: Students utilize technology to make connections and construct understanding across disciplines and throughout the day. |
| 1-1
access Shared
access |
| Indicator: Students use technology to construct, share, and publish knowledge to a worldwide audience. |
| 1-1
access Shared
access |
Highlighted by sarahfrith429
Students
have opportunities to select and modify technology tools
to solve problems based on real-world issues.
Highlighted by keepps
Students
have opportunities to apply technology tools to some content-specific
activities that are based on real-world problems.
Highlighted by keepps
By
means of technology tools, students participate in outside-of-school
projects and problem-solving activities that have meaning
for the students and the community.
Highlighted by keepps
Students
use technology to complete assigned activities that are
generally unrelated to real-world problems.
Highlighted by keepps
Students
select appropriate technology tools to complete authentic
tasks across disciplines.
Highlighted by keepps
Authentic
Students use technology tools to solve real-world problems meaningul to them rather than working on artificial assignmen
Students use technology tools to solve real-world problems meaningul to them rather than working on artificial assignmen
Highlighted by sarahfrith429
| ndicator: Students use technology to complete assigned activities that are generally unrelated to real-world problems. |
| 1-1
access Shared
access |
| Indicator: Students have opportunities to apply technology tools to some content-specific activities that are based on real-world problems. |
| 1-1
access Shared
access |
| Indicator: Students have opportunities to select and modify technology tools to solve problems based on real-world issues. |
| 1-1
access Shared
access |
| Indicator: Students select appropriate technology tools to complete authentic tasks across disciplines. |
| 1-1
access Shared
access |
| Indicator: By means of technology tools, students participate in outside-of-school projects and problem-solving activities that have meaning for the students and the community. |
| 1-1
access Shared
access |
Highlighted by sarahfrith429
Students
engage in ongoing metacognative activities at a level that
would be unattainable without the support of technology
tools.
Highlighted by keepps
From
time to time, students have the opportunity to use technology
to either plan, monitor, or evaluate an activity.
Highlighted by keepps
Students
receive directions, guidance, and feedback from technology,
rather than using technology tools to set goals, plan activities,
monitor progress, or self-evaluate.
Highlighted by keepps
Students
have opportunities to select and modify the use of technology
tools to facilitate goal-setting, planning, monitoring,
and evaluating specific activities.
Highlighted by keepps
Students
use technology tools to set goals, plan activities, monitor
progress, and evaluate results throughout the curriculum.
Highlighted by keepps
Goal
Directed
Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.
Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.
Highlighted by sarahfrith429
| ndicator: Students receive directions, guidance, and feedback from technology, rather than using technology tools to set goals, plan activities, monitor progress, or self-evaluate. |
| 1-1
access Shared
access |
| Indicator: From time to time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity. |
| 1-1
access Shared
access |
| Indicator: Students have opportunities to select and modify the use of technology tools to facilitate goal-setting, planning, monitoring, and evaluating specific activities. |
| 1-1
access Shared
access |
| Indicator: Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum. |
| 1-1
access Shared
access |
| Indicator: Students engage in ongoing metacognative activities at a level that would be unattainable without the support of technology tools. |
Highlighted by sarahfrith429
Public Comment
on 2008-04-16 by teamann
on 2008-04-17 by cobannon
on 2008-05-16 by n2teaching