technology integration matrix (TIM)

The Water Cycle collaborative learning in the adaptation level

The Water Cycle collaborative learning in the adaptation level is the first illustration from the technology integration matrix (TIM) that motivated me. After viewing the water cycle on the computer, the grade 4 students found it simple to set it aside. The Math All Around Us in Constructive Learning, Infusion Level for Grade 4, is the second illustration. The students learn how to express themselves mathematically, identify angles, and compile their knowledge into a class journal (AZk12 - Professional Development for Educators. (n.d.). The student can learn that math is present everywhere by taking pictures from all perspectives. The third example that inspired me is goal oriented learning in the adoption level where the grade 3 students learn about fractions.

The practices that I intend to take to class in future

The practices that I intend to take to class in future is the use of TIM tool to integrate technology into the classroom. That way, I will form my technology literacy as well as the student learning (Starkey, 2011).

Discussion 2

Technology integration matrix is the most important strategy that I have learned in the course. It is valuable because it makes learning interesting. Besides, it allows interactive learning and the children learn to adopt the positive use of technology at an early age. Besides, it will provide me with models of how to integrate technology in a classroom in a meaningful way (Guzman & Nussbaum, 2009). To implement the TIM in a classroom, I will first determine the level at which I intend to integrate the tool. I it is the entry, infusion, adoption, adaptation, or transformation, I will click the relevant cells and select the grade and follow the lesson plan (Kelley et al. 2004).

Ways in which teachers can be supportive to students

There are several ways in which teachers can be supportive to students so that they can master speaking and listening skills. Firstly, teachers can support students to participate in shared reading, guided reading, viewing and writing, reciprocal teaching, discussion groups as well as guided writing (Richards & Rodgers, 2014). Secondly, students can comment on the difference between the features and structures of both written and spoken language. Finally, the teacher can support the students to engage in a reflective conversation about their own writing as well as that of the other.


AZk12 - Professional Development for Educators. (n.d.). Retrieved from

Guzman, A., & Nussbaum, M. (2009). Teaching competencies for technology integration in the classroom. Journal of computer Assisted learning, 25(5), 453-469.

Kelley, M., Wetzel, K., Padgett, H., Williams, M. K., & Odom, M. (2004). Early childhood teacher preparation and technology integration: The Arizona State University West experience. Information Technology in Childhood Education Annual, 2004(1), 245-260.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.

Starkey, L. (2011). Evaluating learning in the 21st century: a digital age learning matrix. Technology, pedagogy and education, 20(1), 19-39.

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