The Entry Level

The teacher begins to use technology tools to deliver curriculum content to students.

At the Entry level, typically the teacher uses technology to deliver curriculum content to students. Entry level activities may include listening to or watching content delivered through technology or working on activities designed to build fluency with basic facts or skills, such as drill-and-practice exercises. In a lesson that includes technology use at the Entry level, the students may not have direct access to the technology. Decisions about how and when to use technology tools, as well as which tools, to use are made by the teacher.

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


Entry Level Descriptors for Each of the Five Characteristics

Active Learning

Information passively received

Students receive information from the teacher or from other sources. Students may be watching an instructional video on a website or using a computer program for “drill and practice” activities.

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 students complete “drill and practice” activities on computers to practice basic skills, such as typing.

The setting is arranged for direct instruction and individual work. Any student access to technology resources is limited and highly regulated.

Collaborative Learning

Individual student use of technology tools

Students primarily work alone when using technology. Students may collaborate without using technology tools.

The teacher directs students to work alone on tasks involving technology.

The setting is arranged for direct instruction and individual work.

Constructive Learning

Information delivered to students

Students receive information from the teacher via technology.

The teacher uses technology to deliver information to students.

The setting allows the teacher to present content to all students.

Authentic Learning

Technology use unrelated to the world outside of the instructional setting

Students use technology to complete assigned activities that are generally unrelated to the world beyond the instructional setting.

The teacher assigns work based on a predetermined curriculum unrelated to the students or issues beyond the instructional setting.

Available resources, chosen by the teacher, are predominately textbook or textbook-like sources, whether digital or print. They are generally used without making connections to a real-world context or to the students’ personal lives.

Goal-Directed Learning

Directions given; step-by-step task monitoring

Students may receive directions, guidance, and/or feedback via technology.

The teacher gives students directions and monitors step-by-step completion of tasks. The teacher sets goals for students and monitors their progress.

The setting may include technology tools that allow students to demonstrate skill development and allow tracking of student progress across levels.

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US Letter
International A4

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