Technology Integration Matrix

Technology Integration Matrix

 Technology Integration Matrix
ACTIVE
Students are actively engaged in using technology as a
tool rather than passively receiving information from the
technology.
The Active characteristic makes the distinction between
lessons in which students passively receive information
and lessons in which students discover, process, and
apply their learning. Student engagement is a key
component of active learning.
 Technology Integration Matrix
Collaborative Learning
Students use technology tools to collaborate with others
rather than working individually at all times.
The Collaborative characteristic describes the degree to
which technology is used to facilitate, enable, or enhance
students’ opportunities to work with peers and outside
experts. This characteristic considers the use of
conventional collaborative technology tools as well as other
kinds of technology tools that assist students working with
others.
 Technology Integration Matrix
Constructive Learning
Students use technology tools to connect new
information to their prior knowledge rather than to
passively receive information.
This characteristic is concerned with the flexible use of
technology to build knowledge in the modality that is
most effective for each student.
 Technology Integration Matrix

Authentic Learning
Students use technology tools to link learning activities
to the world beyond the instructional setting rather than
working on decontextualized assignments.
 This characteristic focuses on the extent to which
technology is used to place learning into a meaningful
context, increase its relevance to the learner, and tap into
students’ intrinsic motivation.
 Technology Integration Matrix
Goal-Directed Learning
Students use technology tools to set goals, plan activities,
monitor progress, and evaluate results rather than simply
completing assignments without reflection.
This characteristic focuses on the extent to which
technology facilitates, enables, or supports meaningful
reflection and metacognition.
Technology Integration Matrix
1. The teacher begins to use
technology tools to deliver
curriculum content to the system.

a. Transformation
b. Adoption
c. Active
d. Entry
2.The student uses technology tools to
collaborate with other rather than
working individually at all times.

a. Collaborative
b. Authentic
c. Goal directed
d. Infusion
3.Students use technology tools to set goals,
plan activities, monitor progress, and
evaluation result rather than simply
completing assignments without reflection.

a. Goal directed
b. Constructive
c. Adoption
d. Entry
4. The teacher direct students in
conventional and procedural use of
technology tool.

a. Infusion
b. Constructive
c. Entry
d. Adoption
5. The teacher encourage the
innovative use of technology tools.

a. Active
b. Transformation
c. Adaptation
d. Adoption
6. Technology tools are used to
facilitate higher order learning activities
that may not have been possible
without the use of technology.
a. Adaptation
b. Adoption
c. Active
d. Transformation
7.The teacher provides the learning
context and the student choose the
technology tools to achieve outcomes.

a. Adoption
b. Adaptation
c. Infusion
d. Entry
8.The teacher facilitates students
independently using technology
tools.

a. Entry
b. Infusion
c. Adaptation
d. Adoption
9.Students are actively engaged in
using technology as a tool rather than
passively receiving information from
the technology.

a. Goal directed
b. Authentic
c. Active /
d. Collaborative
10.Students use technology tools to link
learning activities to the world beyond the
instructional setting rather than working on
discontextualized assignments.

a. Entry
b. Infusion
c. Authentic /
d. Goal directed
11. Students use technology tools to
connect new information to their prior
knowledge rather than to passively
receive information.

a. Collaborative
b. Constructive /
c. Goal directed
d. Active
12.Teach allows for the creation of
new tasks, previously
inconceivable.

a. Substitution
b. Redefinition
c. Augmentation
d. Modification
13. Teach acts as a direct tools
substitute without functional
improvement.

a. Substitution
b. Redefinition
c. Augmentation
d. Modification
14. Teach allows for significant
task redesign.

a. Substitution
b. Redefinition
c. Augmentation
d. Modification
16. Is a model designed to help
educators infusion technology into
teaching and learning.

a. Infusion
b. SMAR
c. UNESCO
d. NCBTS
17. The Teacher used inferences
about student progress to
information their teaching.

a. Assessment OF learning
b. Assessment AS learning
c. Assessment FOR learning
d. Summative assessment
18. Is Commonly known as
Formative and Diagnostic
Assessment.

a. Assessment FOR learning

b. Assessment AS learning
c. Assessment OF learning
d. Summative assessment
19. The teachers are now afforded the
chance to adjust classroom instruction
based upon the needs of the students.

a. Assessment AS learning
b. Summative assessment
c. Assessment OF learning
d. Assessment FOR learning
20. Is Commonly known as
Summative assessment.

a. Diagnostic Assessment
b. Assessment AS learning
c. Assessment OF learning
d. Assessment FOR learning
21. When the teacher use evidence of
student learning to make judgments on
student achievement goals and
standards.

a. Assessment FOR learning

b. Assessment OF learning
c. Summative assessment
d. Assessment AS learning
Grade
11-12
Among the following information,
which is the least confidential?

A. Student’s background
B. Personal problem
C. Periodical test result
D. Intelligence test result
The child is playing basketball.
Which muscle is being developed?

A. Kinesthetic
B. Gross motor
C. Manual dexterity
D. Bicep
A child has his self-responsibility in
his own learning. What teaching
philosophy governs this?

A. Perennialism
B. Existentialism
C. Progressivism
D. Social reconstructionism
The first smile of the baby that
occurs from 6-10 months is known
as ________

A. Social smile
B. Reflex smile
C. Sunny smile
D. Bright smile
Which of the following is not part
of classroom management?

A. Line formation during recess

b. Studying lesson before during
and after
c. Greeting teachers and classmate
d. Passing of papers
Thank you!
God bless
teachers!

Ariana
signing off