The Technology Integration Matrix
The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation. Together, the five characteristics of meaningful learning environments and five levels of technology integration create a matrix of 25 cells, as illustrated below. Developed by the Florida Center for Instructional Technology (FCIT), the TIM is in its second version.
ENTRY
Individual student use of tools
ADOPTION
Collaborative use of tools in conventional ways
ADAPTATION
Collaborative use of tools; some student choice and exploration
INFUSION
Choice of tools and regular use for collaboration
TRANSFORMATION
Collaboration with peers and outside resources in ways not possible without technology
ENTRY
Information is delivered to students
ADOPTION
Guided, conventional use for building knowledge
ADAPTATION
Independent use for building knowledge; some student choice and exploration
INFUSION
Choice and regular use for building knowledge
TRANSFORMATION
Extensive and unconventional use of technology tools to build knowledge
ENTRY
Use unrelated to the world outside of the instructional setting
ADOPTION
Guided use in activities with some meaningful context
ADAPTATION
Independent use connected to students' lives; some student choice and exploration
INFUSION
Choice of tools and regular use in meaningful activities
TRANSFORMATION
Innovative use for higher order learning activities in a local or global context
ENTRY
Directions given; step-by-step task monitoring
ADOPTION
Conventional and procedural use of tools to plan or monitor
ADAPTATION
Flexible and seamless use of tools to plan and monitor
INFUSION
Flexible and seamless use of tools to plan and monitor
TRANSFORMATION
Extensive and higher order use of tools to plan and monitor
ENTRY
Individual student use of tools
ADOPTION
Collaborative use of tools in conventional ways
ADAPTATION
Collaborative use of tools; some student choice and exploration
INFUSION
Choice of tools and regular use for collaboration
TRANSFORMATION
Collaboration with peers and outside resources in ways not possible without technology
ENTRY
Information is delivered to students
ADOPTION
Guided, conventional use for building knowledge
ADAPTATION
Independent use for building knowledge; some student choice and exploration
INFUSION
Choice and regular use for building knowledge
TRANSFORMATION
Extensive and unconventional use of technology tools to build knowledge
ENTRY
Use unrelated to the world outside of the instructional setting
ADOPTION
Guided use in activities with some meaningful context
ADAPTATION
Independent use connected to students' lives; some student choice and exploration
INFUSION
Choice of tools and regular use in meaningful activities
TRANSFORMATION
Innovative use for higher order learning activities in a local or global context
ENTRY
Directions given; step-by-step task monitoring
ADOPTION
Conventional and procedural use of tools to plan or monitor
ADAPTATION
Flexible and seamless use of tools to plan and monitor
INFUSION
Flexible and seamless use of tools to plan and monitor
TRANSFORMATION
Extensive and higher order use of tools to plan and monitor
The Technology Integration Matrix
The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation. Together, the five characteristics of meaningful learning environments and five levels of technology integration create a matrix of 25 cells, as illustrated below. Developed by the Florida Center for Instructional Technology (FCIT), the TIM is in its second version.
Each month FCIT publishes a newsletter with short articles on teaching and learning with technology, using digital content in the classroom, and professional development for technology integration. Subscribe today for topics like The TIM and Assistive Technology or Active Learning: Engaging Students’ Minds.