Adoption Level of Technology Integration

At the Adoption level, technology tools are used in conventional ways. The teacher makes decisions about which technology tool to use and when and how to use it. Students exposure to individual technology tools may be limited to single types of tasks that involve a procedural understanding.

This page provides greater detail about the Adoption level of the Technology Integration Matrix. To see the entire matrix or to locate other levels, return to the TIM home page. Descriptors for typical teacher activity, student activity, and instructional settings are provided below, along with links to all of the Adoption level video lesson pages.

Other levels: Entry; Adoption; Adaptation; Infusion; Transformation.

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

Levels of Technology Integration into the Curriculum

Adoption | Student

Adoption | Teacher

Adoption | Setting

Adoption | Video Lessons

Characteristics of the Learning Environment

Active

•Students are using technology in conventional ways and the locus of control is on the teacher. •The teacher controls the type of technology and how it is used. The teacher may be pacing the students through a project, making sure that they each complete each step in the same sequence with the same tool. Although the students are more active than students at the Entry level in their use of technology, the teacher still strongly regulates activities. •The setting is arranged for direct instruction and individual seat work. The students may have very limited and regulated access to the technology resources.

Collaborative

•Students have opportunities to use collaborative tools, such as email, in conventional ways. These opportunities for collaboration with others through technology or in using technology are limited, and are not a regular part of their learning. •The teacher directs students in the conventional use of technology tools for working with others. •The setting allows for the possibility of group work, and at least some collaborative technology tools are available.

Constructive

•Students begin to utilize technology tools (such as graphic organizers) to build on prior knowledge and construct meaning. •The teacher provides some opportunities for students to use technology in conventional ways to build knowledge and experience. The students are constructing meaning about the relationships between prior knowledge and new learning, but the teacher is making the choices regarding technology use. •Technology tools that allow for building knowledge are available to students for conventional uses on a limited basis.

Authentic

•Students have opportunities to apply technology tools to some content-specific activities that are related to the students or issues beyond the instructional setting. •The teacher directs students in the conventional use of technology tools for learning activities that are sometimes related to the students or issues beyond the instructional setting. •The setting includes access to information about community and world events and primary source materials.

Goal Directed

•Students follow procedural instructions to use technology to either plan, monitor, or evaluate an activity. For example, students may begin a K-W-L chart using concept mapping application. •The teacher directs students step by step in the conventional use of technology tools to either plan, monitor, or evaluate an activity. For example, the teacher may lead the class step by step through the creation of a KWL chart using concept mapping software. •The setting includes access to technology tools that allow students to plan, monitor, and evaluate their work.

*You can download print versions of the Technology Integration Matrix from the TIM Resources page.