In Singapore we have our IT masterplan 3’s self-directed and collaborative learning constructs and indicators. It provides a big picture view of what is the outcomes of students and what teachers and school leaders must put in place, but it is not apparent to teachers how they can effectively integrate ICT to achieve the learning outcome in their lessons. Although the lingo may differ, the Arizona Technology Integration Matrix may serve as a reference for Education Technologists to guide teachers to harness the potential of ICT in learning.

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, collaborative, constructive, authentic, and goal directed (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.

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