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Technology Integration Matrix

The document describes six levels of technology integration into curriculum: entry, adoption, adaptation, infusion, transformation, and active. At lower levels, teachers use technology to deliver content or students use it for drill practice. At higher levels, students are actively and collaboratively using technology as a tool to solve authentic real-world problems, set goals, and build understanding across disciplines. The matrix provides examples of how technology may be used at each level according to seven characteristics of the learning environment.

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420 views

Technology Integration Matrix

The document describes six levels of technology integration into curriculum: entry, adoption, adaptation, infusion, transformation, and active. At lower levels, teachers use technology to deliver content or students use it for drill practice. At higher levels, students are actively and collaboratively using technology as a tool to solve authentic real-world problems, set goals, and build understanding across disciplines. The matrix provides examples of how technology may be used at each level according to seven characteristics of the learning environment.

Uploaded by

api-294676174
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Levels of Technology Integration into the Curriculum

Entry: The teacher uses


technology to deliver
curriculum content to
students.

Adoption: The teacher


directs students in the
conventional use of toolbased software. If such
software is available, this
level is the recommended
entry point.

Adaptation: The teacher


encourages adaptation of
tool-based software by
allowing students to select
a tool and modify its use to
accomplish the task at
hand.

Infusion: The teacher


creates a learning
environment that infuses
the power of technology
tools throughout the day
and across subject areas.

Transformation: The
teacher creates a rich
learning environment in
which students regularly
engage in activities that
would have been
impossible to achieve
without technology.

Active: Students are


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

Students use technology


for drill and practice and
computer based training.

Students begin to utilize


technology tools to create
products, for example
using a word processor
to create a report.

Students have
opportunities to select and
modify technology tools to
accomplish specific
purposes, for example
using colored cells on a
spreadsheet to plan a
garden.

Throughout the school day,


students are empowered
to select appropriate
technology tools and
actively apply them to the
tasks at hand.

Given ongoing access to


online resources, students
actively select and pursue
topics beyond the
limitations of even the best
school library.

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

Students primarily work


alone when using
technology.

Students have
opportunities to utilize
collaborative tools, such
as email, in conventional
ways.

Students have
opportunities to select and
modify technology tools to
facilitate collaborative
work.

Throughout the day and


across subject areas,
students utilize technology
tools to facilitate
collaborative learning.

Technology enables
students to collaborate
with peers and experts
irrespective of time zone
or physical distances.

Constructive: Students
use technology tools to
build understanding rather
than simply receive
information.

Technology is used to
deliver information to
students.

Students begin to utilize


constructive tools such as
graphic organizers to build
upon prior knowledge and
construct meaning.

Students have
opportunities to select and
modify technology tools
to assist them in the
construction of
understanding.

Students utilize technology


to make connections and
construct understanding
across disciplines and
throughout the day.

Students use technology


to construct, share, and
publish knowledge to a
worldwide audience.

Authentic: Students use


technology tools to solve
real-world problems
meaningful to them rather
than working on artificial
assignments.

Students use technology


to complete assigned
activities that are generally
unrelated to real-world
problems.

Students have
opportunities to apply
technology tools to some
content-specific activities
that are based on realworld problems.

Students have
opportunities to select and
modify technology tools to
solve problems based on
real-world issues.

Students select appropriate


technology tools to
complete authentic tasks
across disciplines.

By means of technology
tools, students participate
in outside-of-school
projects and problemsolving activities that have
meaning for the students
and the community.

Goal Directed: Students


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

Students receive
directions, guidance, and
feedback from technology,
rather than using
technology tools to set
goals, plan activities,
monitor progress, or selfevaluate.

From time to time,


students have the
opportunity to use
technology to either plan,
monitor, or evaluate an
activity.

Students have
opportunities to select
and modify the use of
technology tools to
facilitate goal-setting,
planning, monitoring,
and evaluating specific
activities.

Students use technology


tools to set goals, plan
activities, monitor
progress, and evaluate
results throughout the
curriculum.

Students engage in
ongoing metacognative
activities at a level that
would be unattainable
without the support of
technology tools.

Characteristics of the Learning Environment

Technology
Integration
Matrix

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