Teacher - Tech Use for Learning - Matrix

The Technology Integration Matrix (TIM) from the Florida Center for Instructional Technology offers both a way of categorising teacher use of technology to enhance learning, and also a plan for developing teacher learning and technology for learning integration.


On the horizontal axis are the levels of technology integration in the curriculum, stated in teacher actions, with the increasing levels Entry, Adoption, Adaption, Infusion, and Transformation.


On the vertical axis are the characteristics of the learning environment, this time stated in terms of what the students do: Active, Collaborative, Constructive, Authentic, Goal Directed.
"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)." 


As an example of the matrix, the Active Infusion entry contains the following descriptor:

Students understand how to use many types of technology tools, are able to select tools for specific purposes, and use them regularly.

The teacher guides, informs, and contextualizes student choices of technology tools and is flexible and open to student ideas. Lessons are structured so that student use of technology is self-directed.

Multiple technology tools are available in quantities sufficient to meet the needs of all students.

...and at the Active Authentic intersection:

Students select appropriate technology tools to complete activities that have a meaningful context beyond the instructional setting. Students regularly use technology tools, and are comfortable in choosing and using the tools in the most meaningful way for each activity.

The teacher encourages students to use technology tools to make connections to the world outside of the instructional setting and to their lives and interests. The teacher provides a learning context in which students regularly use technology tools and have the freedom to choose the tools that, for each student, best match the task.

The setting provides a variety of technology tools and access to rich online resources, including information outside of the school and primary source materials, that are available in sufficient quantities to meet the needs of all students.

The matrix links to resources and examples in Maths, Science, Social Studies and Language Arts - with a really good and detailed range - a great resource.


This new TIM replaces the 2005-2006 version previously published, and seems a good descriptor of teacher practices in the K-12 area. 


It is interesting to compare the horizontal axis labels with Puentedura's SAMR model (Substitution, Augmentation, Modification, Redefinition). They both attempt to describe technology integration in terms of what the technology does, although Puentedura describes it in terms of change from what was done before.


I like the possibility of the predictive nature of the TIMatrix - it can drive teacher learning and adoption of T4L to the next level.


Could this be incorporated as a model for teacher evaluation of technology use? And so drive technology for learning adoption? #change11