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

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The Technology Integration Matrix

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

 Levels of Tec nology Integration into t e Curriculum 

Entry Adoption Adaptation Infusion Transformation

r

r

i 

f

ri

 

Active

 

iCollaborative

The teacher may be

the only one actively

using technology.

This may include

using presentation

software to support

delivery of a lecture.

The teacher may also

have the studentscomplete "drill and

practice" activities on

computers to practice

basic skills, such as

typing.

The teacher controlsthe type oftechnology and howit is used. The teachermay be pacing thestudents through aproject, making surethat they eachcomplete each step in

the same sequencewith the same tool.Although the studentsare more active thanstudents at the Entrylevel in their use oftechnology, theteacher still stronglyregulates activities.

The teacher chooseswhich technologytools to use andwhen to use them.Because the studentsare developing aconceptual andprocedural knowledgeof the technology

tools, the teacherdoes not need toguide students stepby step throughactivities. Instead, theteacher acts as afacilitator towardlearning, allowing forgreater studentengagement withtechnology tools.

The teacher guides,informs, andcontextualizesstudent choices oftechnology tools andis flexible and open tostudent ideas.Lessons arestructured so that

student use oftechnology is self-directed.

The teacher serves asa guide, mentor, andmodel in the use oftechnology. Theteacher encouragesand supports theactive engagement ofstudents withtechnology resources.

The teacherfacilitates lessons inwhich students areengaged in higherorder learningactivities that maynot have beenpossible without theuse of technologytools. The teacherhelps students locateappropriate resourcesto support studentchoices.

The teacher directsstudents to workalone on tasksinvolving technology.

The teacher directsstudents in theconventional use oftechnology tools forworking with others.

The teacher providesopportunities forstudents to usetechnology to workwith others. Theteacher selects andprovides technologytools for students touse in collaborativeways, and encouragesstudents to beginexploring the use ofthese tools.

Teacher encouragesstudents to usetechnology toolscollaboratively.

The teacher seekspartnerships outsideof the setting toallow students toaccess experts andpeers in otherlocations, andencourages studentsto extend the use ofcollaborativetechnology tools inhigher order learningactivities that maynot have been

possible without theuse of technologytools.

Technology Integrat ion Matrix http://mytechmatrix.org

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

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

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 Levels of Tec nology Integration into t e Curriculum 

Entry Adoption Adaptation Infusion Transformation

Constructive

Authentic

Goal-Directed

The teacher usestechnology to deliverinformation tostudents.

The teacher providessome opportunitiesfor students to usetechnology inconventional ways tobuild knowledge andexperience. Thestudents areconstructing meaningabout therelationships betweenprior knowledge andnew learning, but theteacher is making thechoices regardingtechnology use.

The teacher hasdesigned a lesson inwhich students' useof technology tools isintegral to building anunderstanding of aconcept. The teachergives the studentsaccess to technologytools and guides themto appropriateresources.

The teacherconsistently allowsstudents to selecttechnology tools touse in building anunderstanding of aconcept. The teacherprovides a context inwhich technologytools are seamlesslyintegrated into alesson, and issupportive of studentautonomy inchoosing the toolsand when they canbest be used toaccomplish thedesired outcomes.

The teacherfacilitates higherorder learningopportunities inwhich studentsregularly engage inactivities that mayhave been impossibleto achieve withoutthe use of technologytools. The teacherencourages studentsto explore the use oftechnology tools inunconventional waysand to use the fullcapacity of multipletools in order to buildknowledge.

The teacher assignswork based on apredeterminedcurriculum unrelatedto the students orissues beyond theinstructional setting.

The teacher directsstudents in theconventional use oftechnology tools forlearning activitiesthat are sometimesrelated to thestudents or issuesbeyond theinstructional setting.

The teacher createsinstruction thatpurposefullyintegrates technologytools and providesaccess to informationon community andworld problems. Theteacher directs thechoice of technologytools but studentsuse the tools on theirown, and may beginto explore othercapabilities of the

tools.

The teacherencourages studentsto use technologytools to makeconnections to theworld outside of theinstructional settingand to their lives andinterests. The teacherprovides a learningcontext in whichstudents regularly usetechnology tools andhave the freedom tochoose the tools that,

for each student, bestmatch the task.

The teacherencouragesinnovative use oftechnology tools inhigher order learningactivities that supportconnections to thelives of the studentsand the world beyondthe instructionalsetting.

The teacher usestechnology to givestudents directionsand monitor step-by-step completion oftasks. The teachermonitors thestudents' progressand sets goals foreach student.

The teacher directsstudents step by stepin the conventionaluse of technologytools to either plan,monitor, or evaluatean activity. Forexample, the teachermay lead the classstep by step throughthe creation of a KWLchart using concept

mapping software.

The teacher selectsthe technology toolsand clearly integratesthem into the lesson.The teacherfacilitates studentsindependent use ofthe technology toolsto set goals, plan,monitor progress, andevaluate outcomes.For example, in a

given project, theteacher may select aspreadsheet programthat students useindependently to planand monitor progress.The teacher mayprovide guidance inbreaking down tasks.

The teacher creates alearning context inwhich studentsregularly usetechnology tools forplanning, monitoring,and evaluatinglearning activities.The teacherfacilitates students'selection oftechnology tools.

The teacher creates arich learningenvironment in whichstudents regularlyengage in higherorder planningactivities that mayhave been impossibleto achieve withouttechnology. Theteacher sets acontext in which

students areencouraged to usetechnology tools inunconventional waysthat best enable themto monitor their ownlearning.

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

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