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Technology Integration Matrix

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Saved by 394 people (-31 private), first by anonymouse user on 2007-11-20


Public Comment

on 2008-04-16 by teamann

Between this matrix and the Blooms digital from yesterday, my grade level is going to be rocking some tech integration on ALL levels! Love it!! can't wait to share in my district trainings... technically, amber

on 2008-04-17 by cobannon

This resource blew me away. Absolutely incredible!

on 2008-05-16 by n2teaching

Reminds me of Frank X. Sutman's research

Public Sticky notes

1-1 access

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Shared access

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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.
Active
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

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.
Active
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

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Shared access

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Levels of Technology Integration into the Curriculum
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.
Active
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

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)

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Basic technology skills and integration of technology into the curriculum go hand-in-hand to form teacher technology literacy.

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evaluate teachers’ current levels of proficiency with technology

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professional development planning and needs assessment resource

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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

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Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even the best school library.

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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.

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Students have opportunities to utilize collaborative tools, such as email, in conventional ways.

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Students primarily work alone when using technology.

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Throughout the day and across subject areas, stud ents utilize technology tools to facilitate collaborative learning

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1-1 access
 shared access
Collaborative
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.

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Technology is used to deliver information to students.

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Students begin to utilize constructive tools such as graphic organizers to build upon prior knowledge and construct meaning.

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Students have opportunities to select and modify technology tools to assist them in the construction of understanding.

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Students use technology to construct, share, and publish knowledge to a worldwide audience.

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Students utilize technology to make connections and construct understanding across disciplines and throughout the day.

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-1 access

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1-1 access

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Constructive
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.

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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.

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Students use technology to complete assigned activities that are generally unrelated to real-world problems.

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Students select appropriate technology tools to complete authentic tasks across disciplines.  

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Authentic
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.

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From time to time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity.

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Students receive directions, guidance, and feedback from technology, rather than using technology tools to set goals, plan activities, monitor progress, or self-evaluate.

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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

Shared access

Highlighted by tsweeney

on 2009-05-20 by tsweeney

Excellent video!

Goal Directed
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