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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.

Technology Integration Matrix 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.

The International Society for Technology in Education (ISTE) is the trusted source for professional development, knowledge generation, advocacy and leadership for innovation. ISTE is the premier membership association for educators and education leaders engaged in improving teaching and learning by advancing the effective use of technology in PK-12 and teacher education. ISTE is home to the National Educational Technology Standards (NETS), and ISTE's annual conference and exposition, (formerly known as NECC). ISTE represents more than 100,000 professionals worldwide.

The Center for Teaching History with Technology aims to help K-12 history and social studies teachers incorporate technology effectively into their courses. The Center provides a multitude of free online resources.

Interesting blog entry on the challenges of technology adoption by staff. Towards the end the author points out successful adoption techiques. How many times do we forget to remember these things??

Liked this, and found that the prior blogs he linked to in the article gave good examples, particularly the one on SMARTboards back in 2010. I'm hoping the "action research team" example is something we can start to work on with the PLC concept.

Interesting to read comments that students make about their teachers and technology use in schools.

Mobile learning is seen by many as a disruptive technology. This is because it has been identified as a technology which holds great potential to transform the learning and teaching within a classroom. What follows is a mash up presented at the NSWDEC 5th biennial equity conference in 2011 which explains some of the issues

The purpose of this resource is to provide "Just in Time" training through an online interface for K-12 educators based on the National Educational Technology Standards for Teachers (NETS-T). These standards are the basic technology skills every educator should possess.

Common Craft technology explained videos

Quick answers to real classroom technology questions. An online service of the Educational Technology Clearinghouse.

The school year is either over or almost over for the majority of readers of Free Technology for Teachers. The summer is a good time to explore and experiment with new things that you might use in the fall. In the PDF below I've compiled 77 resources that you might want try out over the next couple of months. Even if there's nothing new to you in it, please consider passing it along to a colleague that could discover a few new things from it.

Help with changing the way you teach with technology from Education Week Teacher.

Liked this! Especially the idea that technology is not separate from what students do to learn, but a part of how they arrive at the conclusion.