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 |
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Entry
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Adoption
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Adaptation
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Infusion
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Transformation
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Active
Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.
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Information passively received
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Conventional, procedural use of tools
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Conventional independent use of tools; some student choice and exploration
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Choice of tools and regular, self-directed use
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Extensive and unconventional use of tools
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Collaborative
Students use technology tools to collaborate with others rather than working individually at all times.
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Individual student use of tools
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Collaborative use of tools in conventional ways.
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Collaborative use of tools; some student choice and exploration
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Choice of tools and regular use for collaboration
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Collaboration with peers and outside resources in ways not possible without technology
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Constructive
Students use technology tools to connect new information to their prior knowledge rather than to passively receive information.
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Information delivered to students
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Guided, conventional use for building knowledge
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Independent use for building knowledge; some student choice and exploration
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Choice and regular use for building knowledge
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Extensive and unconventional use of technology tools to build knowledge
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Authentic
Students use technology tools to link learning activities to the world beyond the instructional setting rather than working on decontextualized assignments.
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Use unrelated to the world outside of the instructional setting
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Guided use in activities with some meaningful context
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Independent use in activities connected to students' lives; some student choice and exploration
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Choice of tools and regular use in meaningful activities
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Innovative use for higher order learning activities in a local or global context
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Goal Directed
Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.
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Directions given, step-by-step task monitoring
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Conventional and procedural use of tools to plan or monitor
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Purposeful use of tools to plan and monitor; some student choice and exploration
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Flexible and seamless use of tools to plan and monitor
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Extensive and higher order use of tools to plan and monitor
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