Friday, September 20, 2013


The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.
Levels of Technology Integration into the Curriculum

Entry

Adoption

Adaptation

Infusion

Transformation

Active

Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.

Information passively received

Conventional, procedural use of tools

Conventional independent use of tools; some student choice and exploration

Choice of tools and regular, self-directed use

Extensive and unconventional use of tools

Collaborative

Students use technology tools to collaborate with others rather than working individually at all times.

Individual student use of tools

Collaborative use of tools in conventional ways.

Collaborative use of tools; some student choice and exploration

Choice of tools and regular use for collaboration

Collaboration with peers and outside resources in ways not possible without technology

Constructive

Students use technology tools to connect new information to their prior knowledge rather than to passively receive information.

Information delivered to students

Guided, conventional use for building knowledge

Independent use for building knowledge; some student choice and exploration

Choice and regular use for building knowledge

Extensive and unconventional use of technology tools to build knowledge

Authentic

Students use technology tools to link learning activities to the world beyond the instructional setting rather than working on decontextualized assignments.

Use unrelated to the world outside of the instructional setting

Guided use in activities with some meaningful context

Independent use in activities connected to students' lives; some student choice and exploration

Choice of tools and regular use in meaningful activities

Innovative use for higher order learning activities in a local or global context

Goal Directed

Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.

Directions given, step-by-step task monitoring

Conventional and procedural use of tools to plan or monitor

Purposeful use of tools to plan and monitor; some student choice and exploration

Flexible and seamless use of tools to plan and monitor

Extensive and higher order use of tools to plan and monitor

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