It is exciting to see more and more examples of people using the Technology Integration Matrix (TIM) and TIM Tools in their research! We recently updated the Research page on our website to share these with you. Our goal is to strengthen the body of knowledge that we are creating around the TIM and pedagogically-driven technology integration. `

The TIM and TIM tools are appearing as the backbone or supportive resource in book chapters, journal articles, dissertations, and conference papers. Over the past few years the TIM has shown up with increasing frequency in literature reviews for pieces focusing on technology integration, regardless of the methods or tools used. This tells us that the TIM is regarded as a key framework for defining and describing effective technology integration. We are now seeing an increase in both number and breadth of studies that use the TIM or TIM Tools as a central component. TIM-centered studies have been conducted in educational settings ranging from kindergarten to university, and from different countries across the world. Research methods used in these studies include quantitative, qualitative, and mixed methods. Here are some of the ways that we are seeing TIM and the TIM Tools used in research:

  • TIM as a theoretical framework for a study
  • TIM as a coding scheme for analyzing data
  • TIM-O as a tool for collecting classroom observation data
  • TUPS as a tool for collecting data about teacher perceptions and use of technology

If you haven’t visited the Research page recently, now is a good time to stop by. The page is organized into the following sections:

  • TIM Publications and Presentations from FCIT
    These are articles and conference papers that were written by FCIT staff and focus on the TIM itself or use one or more of the TIM Tools. If you are looking for the most recent and comprehensive overview of the TIM and its development, you can find our book chapter from 2016 here.
  • Background Research
    The studies listed here include pieces that FCIT researchers did as part of their development of early versions of the TIM, the TUPS, and the ARTI, as well as the two publications that informed the initial theoretical development of the matrix.
  • Studies that Incorporate the TIM & TIM Tools
    This is the place to find examples of studies from across the globe that use the TIM and/or TIM Tools.
  • Research on Concepts Central to the TIM
    The TIM is built on research-based teaching practices that often result in improved student outcomes. The resources included here are intended to serve as foundational pieces, and are organized by TIM characteristic (active, collaborative, constructive, authentic, and goal-directed) with the addition of student-centered instruction, student engagement, and technology integration.

Please help us stay up-to-date on how you are using the TIM & TIM Tools in your research efforts! This gives us valuable information for improving the work we do at FCIT, and also helps your colleagues and the education field at large. If you have published research that incorporates the TIM or TIM Tools, please send us the citation information for possible inclusion on our Research page. You can do that by completing the TIM Research Citation Submission Form.

Christine Harmes is a consultant on research, measurement, and evaluation, and an ICF-certified coach. Her research interests focus on improving teacher use of technology, computer-based testing and usability. At the Florida Center for Instructional Technology at the University of South Florida, Dr. Harmes focuses on research and tool development related to technology integration.

FCIT Newsletter

Each month FCIT publishes a newsletter with short articles on teaching and learning with technology, using digital content in the classroom, and technology integration. Subscribe today! The subscription form will open in a new window. When you have subscribed, you can close the new window to return to this page. You can also submit stories about TIM and TIM Tool use in your classroom, school, or district.