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Technology Integration 
The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation.
Rubric Code: ZXB22W5
By PandaLHU
Draft
Public Rubric
Subject: Education  
Type: Reflection  
Grade Levels: K-5, 6-8, 9-12, Undergraduate, Graduate, Post Graduate

Powered by iRubric Technology Integration
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  Entry - 1

The teacher begins to
use technology tools
to deliver curriculum
content to students.

1 pts

Adoption - 2

The teacher directs
students in the conventional
and procedural
use of technology
tools.

1 pts

Adaptation - 3

The teacher facilitates
students in exploring
and independently
using technology tools.

1 pts

Infusion -4

The teacher provides the
learning context and the
students choose the technology
tools to achieve
the outcome.

1 pts

Transformation - 5

The teacher encourages
the innovative use of technology
tools. Technology
tools are used to facilitate
higher order learning activities
that may not have
been possible without
the use of technology.

1 pts

ACTIVE LEARNING

Distinction between lessons in which students passively receive information and lessons in which students discover,
process, and apply their learning. Student engagement is a key component of active learning.
Entry - 1

The teacher may be the only one
actively using technology. This
may include using presentation
software to support delivery of
a lecture. The teacher may also
have the students complete
“drill and practice” activities
on computers to practice basic
skills, such as typing.
Adoption - 2

The teacher controls the type of
technology and how it is used.
The teacher may be pacing the
students through a project,
making sure that they each
complete each step in the same
sequence with the same tool.
Although the students are more
active than students at the Entry
level in their use of technology,
the teacher still strongly
regulates activities.
Adaptation - 3

The teacher chooses which
technology tools to use and
when to use them. Because
the students are developing
a conceptual and procedural
knowledge of the technology
tools, the teacher does not
need to guide students step by
step through activities. Instead,
the teacher acts as a facilitator
toward learning, allowing for
greater student engagement
with technology tools.
Infusion -4

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.
Transformation - 5

The teacher serves as a guide,
mentor, and model in the use of
technology. The teacher encourages
and supports the active
engagement of students with
technology resources. The teacher
facilitates lessons in which
students are engaged in higher
order learning activities that may
not have been possible without
the use of technology tools. The
teacher helps students locate
appropriate resources to support
student choices.
COLLABORATIVE LEARNING

Students use technology tools to collaborate
with others rather than working
individually at all times.
Entry - 1

The teacher directs students to
work alone on tasks involving
technology.
Adoption - 2

The teacher directs students
in the conventional use of
technology tools for working
with others
Adaptation - 3

The teacher provides
opportunities for students to
use technology to work with
others. The teacher selects and
provides technology tools for
students to use in collaborative
ways, and encourages students
to begin exploring the use of
these tools.
Infusion -4

The teacher encourages
students to use technology tools
collaboratively.
Transformation - 5

The teacher seeks partnerships
outside of the setting to allow
students to access experts and
peers in other locations, and encourages
students to extend the
use of collaborative technology
tools in higher order learning
activities that may not have
been possible without the use of
technology tools.
CONSTRUCTIVE LEARNING

Students use technology tools to
connect new information to their prior
knowledge rather than to passively
receive information.
Entry - 1

The teacher uses technology to
deliver information to students.
Adoption - 2

The teacher provides some
opportunities for students to
use technology in conventional
ways to build knowledge and
experience. The students are
constructing meaning about
the relationships between prior
knowledge and new learning,
but the teacher is making the
choices regarding technology
use.
Adaptation - 3

The teacher has designed a
lesson in which students’ use of
technology tools is integral to
building an understanding of a
concept. The teacher gives the
students access to technology
tools and guides them to
appropriate resources.
Infusion -4

The teacher consistently allows
students to select technology
tools to use in building an
understanding of a concept.
The teacher provides a context
in which technology tools are
seamlessly integrated into a
lesson, and is supportive of student
autonomy in choosing the
tools and when they can best be
used to accomplish the desired
outcomes.
Transformation - 5

The teacher facilitates higher
order learning opportunities in
which students regularly engage
in activities that may have been
impossible to achieve without
the use of technology tools. The
teacher encourages students to
explore the use of technology
tools in unconventional ways
and to use the full capacity of
multiple tools in order to build
knowledge.
AUTHENTIC LEARNING

Students use technology tools to link
learning activities to the world beyond the
instructional setting rather than working
on decontextualized assignments.
Entry - 1
Adoption - 2
Adaptation - 3
Infusion -4
Transformation - 5
GOAL-DIRECTED LEARNING

Students use technology tools to set goals,
plan activities, monitor progress, and evaluate
results rather than simply completing
assignments without reflection.
Entry - 1
Adoption - 2
Adaptation - 3
Infusion -4
Transformation - 5



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  • EdTech

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