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
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 seat work. The students may have very limited and regulated access to the technology resources.
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 seat work.
Students receive information from the teacher via technology.
The teacher uses technology to deliver information to students.
The setting is arranged so that all students can view the teacher’s presentation.
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.
Resources available via technology in the instructional setting include primarily textbook supplementary material and reference books or websites, such as encyclopedias.
Students receive directions, guidance, and/or feedback via technology. For example, students may work through levels of an application that provides progressively more difficult practice activities.
The teacher uses technology to give students directions and monitor step-by-step completion of tasks. The teacher monitors the students’ progress and sets goals for each student.
The setting includes access to skill-building websites and applications, including the ability to track student progress across levels.