The Technology Integration Matrix (TIM) provides a framework for defining and evaluating technology integration and can be applied to most primary and secondary schools. The matrix:

  • Sets a clear vision for effective teaching with technology
  • Gives teachers and administrators a common language for setting goals
  • Helps target professional development resources effectively

The TIM illustrates how teachers can use technology to enhance the learning experience . 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.

The concept includes 5 levels of teacher facilitated integration:

  • Entry
  • Adoption
  • Adaption
  • Infusion
  • Transformation

There are 5 levels of characterised environmental situations:

  • Active
  • Collaborative
  • Constructive
  • Authentic
  • Goal Directed


You can read more about the TIM, and actually use the interactive version of the matrix here:


Jonassen, D., Howland J., Moore, J., & Marra, R. (2003). Learning to solve problems with technology: A constructivist perspective (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.




Posted by Lee Dunn

Academic Staff University of Glasgow and Author of Science Fiction

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