The Technology Integration Matrix (TIM)

Super Robot from FCIT
Florida Center for Instructional Technology

What is it?

The Technology Integration Matrix (TIM) is a tool that provides educators a guided map in outlining and targeting the various ways technology can be used in the classroom to supplement student learning. This model was created by the Florida Center for Instructional Technology (FCIT). It looks like this:

Learning Environments:

active

collaborative

constructive

authentic

goal-directed

Levels of Technology Integration

1.entry 2.adoption 3. adaptation 4.infusion 5.transformation

*Each learning environment follows through each level of integration.

Why should I use it?

Why emoji from Google images

According to the Florida Center for Instructional Technology website, “the theoretical framework of the TIM is based in constructivist learning theory and research related to teacher practice” (https://fcit.usf.edu/matrix/matrix/). Constructivism is just like it sounds. Students construct or create their own ideas through observations and learning through experience. With the increase in a technological world, there is no better way to do this than through technology. In addition, this method is solely based on analyzing a lesson, which is key to student success. The focus is on student learning and not teacher performance. Another great reason to use the Technology Integration Matrix is that it is user friendly. The website guides a user through the matrix by a simple click in the box. Through the “matrix” dropdown button, selections can be made by subject and/or grade level. As educators, we know that saving time by having resources readily available is a valuable asset to our role in planning.

Where am I in the TIM?

Teacher Created Assessment image

Looking over the matrix and the many ways to use technology, I would reflect on being in the entry level of each of the active, collaborative, constructive, and goal-directed learning environments as a primary teacher. These levels are mainly used or guided by the teacher mainly during instruction to relay information, such as showing a video on using the communitive property and then allowing students to use technology, like an app, to practice the concept. I found it very difficult to get past this point with my second graders. I’ve discovered that not all students are tech savvy or understand how to navigate the internet or apps. Even while teaching them how, it became more of a time waster some days than beneficial to the students, because of the repetitiveness of teaching them how to use the resource. I did use what worked though and continued to use them, such as educational websites they used in computer class.

Where will I go from here?

When I reenter the classroom (after taking a year-long maternity leave), I hope to move to an upper elementary grade level where I can move beyond the entry level learning environments. There is so much to use in the technology world that can enhance any lesson and the learning of each student. I’m eager to use them, even after discovering more just in the first 2 weeks of this class. Furthermore, students at this age are more aware of how to use technology and can better recall the steps in using new ones introduced. I believe this will also help my method of using TIM more successful.