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5 Levels of Technology Integration on TIM

A collaborative product of IL&A's Online Course Design Group
by

Ron Marx

on 9 March 2016

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Transcript of 5 Levels of Technology Integration on TIM

The Path Toward Transformational Integration of Technology in the Classroom

How is
technology measured?
There are 5 levels of technology integration in the classroom
Entry
Adoption
Adaptation
Infusion
Transformation

As you move across the matrix, learning activities change from teacher-led to student-centered.
Entry Level
At the Entry level, the students may not have direct access to the technology.
Entry level activities may include listening to or watching content delivered through technology, or working on activities designed to build fluency with basic facts or skills, such as drill-and-practice exercises.
by Martina Blanco, Claudia Dilgen,
Ronald Marx, and Jarlyn White

Adoption Level
At the Adoption level, technology tools are used in conventional ways.
The teacher makes decisions about which technology tool to use and when and how to use it.
Students exposure to individual technology tools may be limited to single types of tasks that involve a procedural understanding.
Adaptation Level
At the Adaptation level, the teacher incorporates technology tools as an integral part of the lesson.
Infusion Level
Transformation Level
What is it?
The Technology Integration Matrix (TIM) is a digital data collection tool that can be used by principals, teachers, and students to determine the use of technology in a lesson.
At the Entry level, the instructional delivery model (articulated in the lesson plane) has the teacher using technology to deliver content to the students, but it's the teacher who predominantly uses the technology, not the students.
Sample Objectives at the Adaptation level:
Students will visit websites to promote vocabulary development.
Students will interact with the Smartboard to practice vocabulary.
Students will draw a write a story using their vocabulary words and draw a picture.
Students will use the greenscreen to insert themselves into their artwork.
While the teacher makes most decisions about technology use, the teacher guides the students in the independent use of technology tools.
Students are able to work without direct procedural instruction from the teacher and begin to explore different ways of using the technology tools.
Students have a greater familiarity with the use of technology tools and have a more conceptual understanding of the tools than students at the Adoption level.
At the Infusion level, a range of different technology tools are integrated flexibly and seamlessly into teaching and learning.
The teacher still guides students to make decisions about when and how to use technology.
The instructional focus is on student learning and not on the technology tools themselves. For this reason, Infusion level work typically occurs after teachers and students have progressed through the prior levels of technology integration.
Technology is available in sufficient quantities to meet the needs of all students, and students are able to make informed decisions about when and how to use different tools.
The students have a conceptual understanding of the tools coupled with extensive practical knowledge about their use, and apply that understanding and knowledge, even extending the use of technology tools.
At the Transformation level, students use technology tools flexibly to achieve specific learning outcomes.
Students are encouraged to use technology tools in unconventional ways and are self-directed in combining the use of various tools.
The teacher serves as a guide, mentor, and model in the use of technology, and facilitates higher order learning activities that would not have otherwise been possible, or would have been difficult to accomplish without the use of technology.
5 levels
measure
5 interdependent characteristics of a meaningful learning environment
active
constructive
goal directed (i.e., reflective)
authentic
collaborative
[Jonassen, Howland, Moore, & Marra, 2003]
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