| A | B |
|---|
| TIM | Technology Integration Matrix |
| Active | Students are actively using technology tools. |
| Collaboration | Students work together to use technology tools to improve learning. |
| Constructive | Students use technology to connect new learning to prior knowledge and construct new learning. |
| Goal Directed | Students use technology to set goals, plan activities, monitor progress and evaluate level of implementation. |
| Authentic | Students use technology to link learning to the world around them and to investigate, research, and solve important problems and topics. |
| Active Entry | Students receive information from the teacher or from other sources. Students may be watching an instructional video on a website or using a computer program for "drill and practice" activities. |
| Active Adoption | Students are using technology in conventional ways and the locus of control is on the teacher. |
| Active Adaptation | Students work independently with technology tools in conventional ways. Students are developing a conceptual understanding of technology tools and begin to engage with these tools. |
| Active Infusion | Students understand how to use many types of technology tools, are able to select tools for specific purposes, and use them regularly. |
| Active Transformation | Students have options on how and why to use different technology tools, and often extend the use of tools in unconventional ways. Students are focused on what they are able to do with the technology. The technology tools become an invisible part of the learning. |
| Collaborative Entry | Students primarily work alone when using technology. Students may collaborate without using technology tools. |
| Collaborative Adoption | Students have opportunities to use collaborative tools, such as email, in conventional ways. These opportunities for collaboration with others through technology or in using technology are limited, and are not a regular part of their learning. |
| Collaborative Adaptation | Students independently use technology tools in conventional ways for collaboration. Students are developing a conceptual understanding of the use of technology tools for working with others. |
| Collaborative Infusion | Technology use for collaboration by students is regular and normal in this setting. Students choose the best tools to use to accomplish their work. |
| Collaborative Transformation | Students regularly use technology tools for collaboration, to work with peers and experts irrespective of time zone or physical distances. |
| Constructive Entry | Students receive information from the teacher via technology. |
| Constructive Adoption | Students begin to utilize technology tools (such as graphic organizers) to build on prior knowledge and construct meaning. |
| Constructive Adaptation | Students begin to use technology tools independently to facilitate construction of meaning. With their growing conceptual understanding of the technology tools, students can explore the use of these tools as they are building knowledge. |
| Constructive Infusion | Students consistently have opportunities to select technology tools and use them in the way that best facilitates their construction of understanding. |
| Constructive Transformation | Students use technology to construct and share knowledge in ways that may have been impossible without technology. They have a deep understanding of the technology tools that allows them to explore and extend the use of the tools to construct meaning. |
