TIM

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TIM 2017-07-20T13:15:37+00:00

Technology Integration Matrix

ENTRY

Teacher uses technology to deliver curriculum.

ADOPTION

Teacher directs students in the conventional use of tool-based software if such software is available. This level is recommended.

ADAPTATION

Teacher encourages adaptation of tool-based software by allowing students to select and modify a tool to accomplish the task at hand.

INFUSION

Teacher consistently provides the infusion of technology tools with understanding, applying analyzing, and evaluating learning tasks.

TRANSFORMATION

Teacher cultivates a rich learning environment, where blending choice of technology tools with student-initiated investigation, discussion, compositions, or projects, across any content area, is promoted.

ACTIVE

Students are actively engaged in education activities where technology is a transparent tool used to generate and accomplish objectives and learning.

Students receive content through the use of technology or use technology for drill and practice type activities.

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Students occasionally use specified technology tools to plan or create end products.
Students choose or modify the technology-related tools most appropriate for developing learning tasks.
Students focus on learning tasks, and purposefully combine technology tools to design desired outcomes based on their own ideas.
Students seamlessly organize the learning tasks and formulate products, discussions, or investigations using any appropriate technologies available.

COLLABORATIVE

Students use technology tools to collaborate with others.

Students primarily work alone in highly structured activities, using technology.
Students are allowed the opportunities to utilize collaborative tools in conventional ways.
Students have opportunities to select and employ technology tools to facilitate and enhance collaborative work.
Students select technology tools to facilitate and enhance collaboration in all aspects of their learning.
Students seamlessly use technology tools to globally collaborate with peers and experts.

CONSTRUCTIVE

Students use technology to understand content and add meaning to their learning.

Technology used to deliver information to students.
Students begin to use constructive technology tools to build upon prior knowledge and construct meaning.
Students have opportunities to choose and manipulate technology tools to assist them in molding their understanding.
Students make connections with technology tools to construct deeper understanding across disciplines.
Students use technology to construct, share, and publish new knowledge to an appropriate audience.

AUTHENTIC

Students use technology tools to solve real-world problems meaningful to them, such as digital citizenship.

Students use technology to complete assigned activities that are generally unrelated to real-world problems.
Students are allowed opportunities to employ technology tools to connect content-specific activities that are based on real-world problems.
Students have opportunities to select and utilize the appropriate technology tools and digital resources to solve problems based on real-world issues.
Students select appropriate technology tools to complete authentic tasks across disciplines while modeling digital etiquette and responsible social interactions.
Students participate in meaningful projects that require problem-solving strategies, and facilitate global awareness, through the utilization of technology tools.

GOAL DIRECTED

Students use technology tools to research data, set goals, plan activities, monitor progress, and evaluate results.

Students receive directions, guidance, and feedback from technology, rather than using technology tools to set goals, plan activities; monitor.
From time to time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity.
Students have opportunities to select and modify the use of technology tools to facilitate goal-setting, planning, monitoring, and/or evaluating specific activities.
Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum.
Students engage in ongoing metacognitive activities, with reflection or connected purpose, supported by technology tools.