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Florida’s TECHNOLOGY INTEGRATION MATRIX • A common language for technology integration and professional development • 5 Attributes of Learning Environments (Active, Collaborative, Constructive, Authentic, and Goal-Directed) • 5 Levels of Technology Integration (Entry, Adoption, Adaptation, Infusion, Transformation) Information Taken from: http://fcit.usf.edu/matrix/
Setting Up the Activity Entry Levels of Technology Integration Adoption Adaptation Infusion TransformationAfter reading the description, rewrite it in student friendly language.
ENTRYAt the Entry level, typically the teacher uses technology todeliver curriculum content to students. Entry level activitiesmay include listening to or watching content deliveredthrough technology or working on activities designed tobuild ﬂuency with basic facts or skills, such as drill-and-practice exercises. In a lesson that includes technology useat the Entry level, the students may not have direct access tothe technology. Decisions about how and when to usetechnology tools as well as which tools to use are made bythe teacher.
ENTRYTeacher is in control of the technology in the classroom.
ADOPTIONAt the Adoption level, technology tools are used inconventional ways. The teacher makes decisions aboutwhich technology tool to use and when and how to use it.Students exposure to individual technology tools may belimited to single types of tasks that involve a proceduralunderstanding.
ADOPTION Teachers make decisions of the technology tools, but the students are involved with thetechnology at a basic level.
ADAPTATIONAt the Adaptation level, the teacher incorporates technologytools as an integral part of the lesson. While the teachermakes most decisions about technology use, the teacherguides the students in the independent use of technologytools. Students have a greater familiarity with the use oftechnology tools and have a more conceptual understandingof the tools than students at the Adoption level. They areable to work without direct procedural instruction from theteacher and begin to explore different ways of using thetechnology tools.
ADAPTATION The teacher still facilitates the technology used, but students are able to use the tools independently. Students alsobegin to explore different waysto use the technology that they know how to use.
INFUSIONAt the Infusion level, a range of different technology toolsare integrated ﬂexibly and seamlessly into the classroom.Technology is available in sufficient quantities to meet theneeds of all students. Students are able to make informeddecisions about when and how to use different tools. Theinstructional focus is on student learning and not on thetechnology tools themselves. For this reason, Infusion levelwork typically occurs after teachers and students haveexperience with a particular technology tool. The teacherguides students to make decisions about when and how touse technology.
INFUSIONA wide variety of technology toolsare available for student use. Thestudent is focused on the content rather than learning a newtechnology tool. Students are able to make decisions on their own about which tools to use.
TRANSFORMATIONAt the Transformation level, students use technology toolsﬂexibly to achieve speciﬁc learning outcomes. The studentshave a conceptual understanding of the tools coupled withextensive practical knowledge about their use. Studentsapply that understanding and knowledge, and students mayextend the use of technology tools. They are encouraged touse technology tools in unconventional ways and are self-directed in combining the use of various tools. The teacherserves as a guide, mentor, and model in the use oftechnology. At this level, technology tools are often used tofacilitate higher order learning activities that would nototherwise have been possible, or would have been difficultto accomplish without the use of technology.
TRANSFORMATION Students are independent when using technology and use the tools to further extend thelearning. Technology use as this level is focused on higher level thinking skills.