8/18/2019 Technology Integration Matirx Table of Student Indicators

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The Technology Integration Matrix

Table of Student Descriptors

This table contains student descriptors for each cell of the Technology Integration Matrix (TIM). Other availableresources include a tables detailing teacher activity, instructional settings, and a table of summary indicators for

each TIM cell.

 Levels of Technology Integration into the Curriculum 

Entry Adoption Adaptation Infusion Transformation

harcteistis ofthe

earingnvirnm

ent

Active

 

Collaborative

 

Constructive

Students receive

information from

the teacher or from

other sources.

Students may be

watching aninstructional video

on a website or

using a computer

program for "drill

and practice"

activities.

Students are usingtechnology inconventional waysand the locus ofcontrol is on theteacher.

Students workindependently withtechnology tools inconventional ways.Students aredeveloping a

conceptualunderstanding oftechnology toolsand begin to engagewith these tools.

Studentsunderstand how touse many types oftechnology tools,are able to selecttools for specific

purposes, and usethem regularly.

Students haveoptions on how andwhy to use differenttechnology tools,and often extendthe use of tools in

unconventionalways. Students arefocused on whatthey are able to dowith thetechnology. Thetechnology toolsbecome an invisiblepart of the learning.

Students primarilywork alone whenusing technology.Students maycollaborate withoutusing technologytools.

Students haveopportunities to usecollaborative tools,such as email, inconventional ways.These opportunitiesfor collaborationwith others throughtechnology or inusing technologyare limited, and arenot a regular part oftheir learning.

Students have abeginning level ofconceptualknowledge of usingtechnology toolsfor working withothers.

Technology use forcollaboration bystudents is regularand normal in thissetting. Studentschoose the besttools to use toaccomplish theirwork.

Students regularlyuse technologytools forcollaboration, towork with peersand expertsirrespective of timezone or physicaldistances.

Students receiveinformation fromthe teacher viatechnology.

Students begin toutilize technologytools (such asgraphic organizers)to build on priorknowledge andconstruct meaning.

Students begin touse technologytools independentlyto facilitateconstruction ofmeaning. With theirgrowing conceptual

understanding ofthe technologytools, students canexplore the use ofthese tools as theyare buildingknowledge.

Studentsconsistently haveopportunities toselect technologytools and use themin the way that bestfacilitates their

construction ofunderstanding.

Students usetechnology toconstruct and shareknowledge in waysthat may have beenimpossible withouttechnology. They

have a deepunderstanding ofthe technologytools that allowsthem to explore andextend the use ofthe tools toconstruct meaning.

Technology Integrat ion Matrix http://mytechmatrix.org

     C     h    a    r    a    c     t    e    r     i    s     t     i    c    s    o

     f     t     h    e     L    e    a    r    n     i    n    g     E    n    v     i    r    o    n    m    e    n     t

8/18/2019 Technology Integration Matirx Table of Student Indicators

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 Levels of Technology Integration into the Curriculum 

Entry Adoption Adaptation Infusion Transformation

Authentic

Goal-Directed

Students usetechnology tocomplete assignedactivities that aregenerally unrelatedto the world beyondthe instructionalsetting.

Students haveopportunities toapply technologytools to somecontent-specificactivities that arerelated to thestudents or issuesbeyond theinstructionalsetting.

Students begin touse technologytools on their ownin activities thathave meaningbeyond theinstructionalsetting.

Students selectappropriatetechnology tools tocomplete activitiesthat have ameaningful contextbeyond theinstructionalsetting. Studentsregularly usetechnology tools,and are comfortablein choosing andusing the tools inthe mostmeaningful way foreach activity.

Students exploreand extend the useof technology toolsto participate inprojects and higherorder learningactivities that havemeaning outside ofschool. Studentsregularly engage inthese types ofactivities that mayhave beenimpossible toachieve withouttechnology.

Students receivedirections,

guidance, andfeedback viatechnology. Forexample, studentsmay work throughlevels of anapplication thatprovidesprogressively moredifficult practiceactivities.

Students followprocedural

instructions to usetechnology toeither plan,monitor, orevaluate an activity.For example,students may begina K-W-L chart usingconcept mappingapplication.

Students haveopportunities to

independently usetechnology tools tofacilitate goal-setting, planning,monitoring, andevaluating specificactivities. Studentsexplore the use ofthe technologytools for thesepurposes.

Students regularlyuse technology

tools to set goals,plan activities,monitor progress,and evaluateresults. Thestudents know howto use, and haveaccess to, a varietyof technologiesfrom which theychoose. Forexample, studentsmay choose towrite a blog forpeer mentoring

toward self-selected writinggoals.

Students engage inongoing

metacognitiveactivities at a levelthat may have beenunattainablewithout the supportof technology tools.Students areempowered toextend the use oftechnology toolsand have greaterownership andresponsibility forlearning.

The Technology Integration Matrix was developed by the Florida Center for Instructional Technology at theUniversity of South Florida College of Education and funded with grants from the Florida Department of Education.For more information, visit http://mytechmatrix.org.

Technology Integrat ion Matrix http://mytechmatrix.org