There's a whole new TIM in town!

The version of the Technology Integration Matrix that you are currently viewing was developed by FCIT in 2006. The revised and expanded 2011 Technology Integration Matrix is complete. TIM 2.0 includes detailed descriptions of each characteristic and level and 100 classroom video lesson plans in four core subject areas. The TIM was created with the help of a diverse group of talented educators and we would love to have your input to ensure that the needs of all stakeholders are represented in the new Matrix. Please visit the new TIM and share your feedback!

What is the Technology Integration Matrix?

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.

What is the history behind the tool?

The Technology Integration Matrix (TIM) was developed to help guide the complex task of evaluating technology integration in the classroom. Basic technology skills and integration of technology into the curriculum go hand-in-hand to form teacher technology literacy. Encouraging the seamless use of technology in all curriculum areas and promoting technology literacy are both key NCLB:Title II-D/EETT program purposes. The Inventory for Teacher Technology Skills (ITTS) companion tool is designed to help districts evaluate teachers’ current levels of proficiency with technology and is also used as a professional development planning and needs assessment resource. The TIM is envisioned as an EETT program resource which can help support the full integration of technology in Florida schools.

What is in each cell?

Each cell in the matrix will have a video (or several videos) which illustrate the integration of technology in classrooms where only a few computers are available and/or classrooms where every student has access to a laptop computer.

How should the Technology Integration Matrix be used?

The 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.

What are the next steps for developments with the Matrix?

One consideration is to develop a supplementary TIM component/tool to help place teachers into the appropriate spot or region of the grid. Initial explorations into making an additional section on the Inventory of Teacher Technology Skills have received positive feedback, 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. 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 Florida Digital Educator Program), it is our hope that over time teachers will be able to effectively monitor their progress through a continuum of technology integration levels.

The videos on this site require QuickTime 7, a free plug-in from Apple.

 

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 the best school library.
 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, students 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
 
Constructive
Students use technology tools to build understanding rather than simply receive information.
Indicator: Technology is used to deliver information to students.
 1-1 access
 Shared access
.
Indicator 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
 
Authentic
Students use technology tools to solve real-world problems meaningul to them rather than working on artificial assignments.
Indicator: 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
Goal Directed
Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.
Indicator: 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.
 1-1 access
 Shared access
 

*You can download the Technology Integration Matrix for printing as a PDF.

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The Technology Integration Matrix
Produced by the Florida Center for Instructional Technology,
College of Education, University of South Florida © 2013.