What is the Technology Integration Matrix?
The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. 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). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.

What is the history behind the tool?
The Technology Integration Matrix (TIM) was developed to help guide the complex task of evaluating technology integration in the classroom. Basic technology skills and integration of technology into the curriculum go hand-in-hand to form teacher technology literacy. Encouraging the seamless use of technology in all curriculum areas and promoting technology literacy are both key NCLB:Title II-D/EETT program purposes. The Inventory for Teacher Technology Skills (ITTS) companion tool is designed to help districts evaluate teachers’ current levels of proficiency with technology and is also used as a professional development planning and needs assessment resource. The TIM is envisioned as an EETT program resource which can help support the full integration of technology in Florida schools.

What is in each cell?
Each cell in the matrix will have a video (or several videos) which illustrate the integration of technology in classrooms where only a few computers are available and/or classrooms where every student has access to a laptop computer.

How should the Technology Integration Matrix be used?
The TIM is designed to assist schools and districts in evaluating the level of technology integration in classrooms and to provide teachers with models of how technology can be integrated into instruction in meaningful ways. It is the Department’s intent that the TIM be used in the context of comprehensive technology planning and EETT program accountability.

What are the next steps for developments with the Matrix?
One consideration is to develop a supplementary TIM component/tool to help place teachers into the appropriate spot or region of the grid. Initial explorations into making an additional section on the Inventory of Teacher Technology Skills have received positive feedback, citing the need for more integration evaluation and professional development. Additional resources such as lesson plans and teaching materials are being developed so teachers can use the tool for professional growth. The TIM will initially be pilot tested by interested districts in an informal evaluation mode. The Bureau of Instruction and Innovation will be seeking input and comments (from teachers and district personnel) on an ongoing basis regarding potential uses of this new evaluation tool. Districts will be encouraged to use the TIM in the context of technology integration goal development and associated professional development planning. Through regular classroom observation and targeted professional development activities (organized through the Florida Digital Educator Program), it is our hope that over time teachers will be able to effectively monitor their progress through a continuum of technology integration levels.