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5 Levels of Technology Integration in Teaching

5 Levels of Technology Integration in Teaching

There are Five (5) Levels of Technology Integration in Teaching: Entry Level, Adoption Level, Adaptation Level, Infusion Level, Transformation Level.

What are the Five (5) Levels of Technology Integration in Teaching?

1. Entry

The teacher begins to use technology tools to deliver curriculum content to students.

Active - Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.
  • The goal of this activity was to learn order of operations The students explained why the answer to an equation was correct using PEMDAS. The teacher wrote a problem on the board and worked through it with the student’s assistance. The teacher was using an interactive white board and tablet to display work. Active/Entry- teacher is actively using technology to present a lesson and students are individually at computers using websites to learn. (Math)  
Collaborative - Students use technology tools to collaborate with others rather than working individually at all times.
  • Students are working at table groups with a teacher. Students read an article without images, visualize images, look at images and discuss vocabulary. The teacher is there facilitating learning. Collaborative/ Entry: Students are working together, and a laptop/ power point is used. The teacher is directly using the technology to present information to the students. (English) 
Constructive - Students use technology tools to connect new information to their prior knowledge rather than to passively receive information. 
  • Students use an iPad to complete practice multiplication problems. The teacher is not present. Constructive/ Entry: The teacher is using technology to teach multiplication. The students are asked to use the iPad to answer problems without guidance, forcing them to draw on previous knowledge.  
Authentic - Students use technology tools to link learning activities to the world beyond the instructional setting rather than working on decontextualized assignments.
  • Students watch a presentation on the stages of the life cycle of a tree, with pictures. The teacher presents. The students fill in the blanks and then use natural material to make their own tree cycle. This uses a PowerPoint Authentic/Entry: Students are using technology to learn and then are creating with the knowledge they just learned. The teacher is using PowerPoint to deliver information.  
Goal Directed - Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.
  • Students work independently at computers. They receive a math lesson, activities, quiz and help if needed. The computer is like a game, reward correct and helping with wrong. The teacher provides the technology, and helps. Goal Directed/ Entry: The teacher begins the lesson and monitors, but mostly uses the technology do the lesson. The student must work alone and selfmonitor/ direct learning.  

2. Adoption

The teacher directs students in the conventional and procedural use of technology tools.

Active - Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.
  • Students demonstrate their knowledge of colors by changing the words on a document to the correct color. The teacher wrote a story using color words. The teacher set up the computer and then directed students on how to use the computer to change colors on a word document. Active/ Adoption- students are actively engaged using technology and the teacher is directing students on technology use. (English)
Collaborative - Students use technology tools to collaborate with others rather than working individually at all times.
  • Students are working in partners at laptops, using electronic base ten blocks on a smart note book to solve division problems. The teacher demonstrates and walks around assisting. Collaborative/ Adoption: Students are using technology in groups to solve problems. The teacher is directing students in the use of technology and content knowledge. (Math)
Constructive - Students use technology tools to connect new information to their prior knowledge rather than to passively receive information. 
  • Students record themselves reading a passage out loud. They then listen to the recording and reflect on their fluency. The teacher can discuss the student’s fluency with the student. Constructive/ Adoption: Students read out loud and then listen to themselves. They have to understand good fluency to analyze their performance. The teacher directs students using computers/ recording, but then lets them go.
Authentic - Students use technology tools to link learning activities to the world beyond the instructional setting rather than working on decontextualized assignments.
  • Students use Science vocab to create a video on the word. They use story board, video, audio and the internet. The teacher is a facilitator. The students present their work. Authentic/ Adoption: the students are creating their own assessment, creating a physical product to show their knowledge. The teacher directs students but really lets them use the technology themselves.
Goal Directed - Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.
  • Students use an interactive white board to categorize animals as predator or prey, then they use clickers to respond to questions on the board. The teacher guides the lesson, and walks through presentation. Goal Directed/Adoption: Students are using technology throughout the whole lesson, they learn from a video, monitor progress through digital responses and then work together to categorize. The teacher directs the use of tools, then lets the students work the smart board and clickers.

3. Adaptation

The teacher facilitates students in exploring and independently using technology tools.


Active - Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.
  • Students work individually with remote responders to text information they learned from a reading. The teacher uses a document camera to show physical land features to students. Students use Keynote to create a quilt representing dangers faced by slaves, the teacher oversees. Active/Adaptation: Students are actively engaged using remote responders and keynote. The teacher is a technology guide rather than user. (History)
Collaborative - Students use technology tools to collaborate with others rather than working individually at all times.
  • Students researched biomes on the internet and then make a video demonstrating their knowledge. 8th graders are working with 5th graders. The teacher does the actual video- taping and assists, But the students are doing the majority of the work. Collaborative/Adaption: 8th grade students assist a 5th grade class with iMovie and laptop use. The teacher gives directions and assists but mostly lets the students explore independently.
Constructive - Students use technology tools to connect new information to their prior knowledge rather than to passively receive information. 
  • Students work in groups of 5 researching infectious diseases on the internet. The teacher gives guidelines but then lets the students go. The students get to pick a form of presentation, Constructive/Adaptation: Students are working in groups to gather new information on specific diseases, connecting it previous immunology lessons. The teacher lets students independently research online and choose a technological presentation form.
Authentic - Students use technology tools to link learning activities to the world beyond the instructional setting rather than working on decontextualized assignments.
  • Students use a digital camera to take pictures. They then upload the images to a word document and create math word problems to go with the pictures. The teacher monitors. Authentic/Adaptation: The students are working outside and inside the classroom. They are also creating their own problems. The teacher is a facilitator and lets the students independently explore with technology.
Goal Directed - Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.
  • Students worked at computers to gather facts about fish and discuss with one another. Students then emailed, presented or made a movie with facts they gathered. The teacher gave guidance. Computers, email, PowerPoint and video were used. Goal Directed/ Adaptation: the students worked independently to learn, expand and assess. They also made decisions. The teacher guided, but then allowed for independent use of technology.

4. Infusion

The teacher provides the learning context and the students choose the technology tools to achieve the outcome.


Active - Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.
  • The students were creating photo stories about monuments. The teacher walked through how to do a photo story but then let the students work. Photo story technology and computers and audio devices were used. Active/ Infusion: The students were actively using technology and the teacher provided the learning context while the students had choice to create their own product and use technology.
Collaborative - Students use technology tools to collaborate with others rather than working individually at all times.
  • Students are taking a stance and presenting on the effect of space exploration on the economy, It is all done through a wiki which allows for group discussion. Students can pick the technology they use and are doing online research Collaborative/Infusion: Work together through wiki on discussion boards and the teacher provides the wiki and the students can pick presentation type.
Constructive - Students use technology tools to connect new information to their prior knowledge rather than to passively receive information. 
  • Students are researching the life cycle of a duck and creating a PowerPoint on what they find. They also watch ducks hatch and write a creative story + a Web Quest. The teacher created a Web Quest. Constructive/Infusion: They connected the hatching to the Web Quest to their own research. While the teacher provided the Web Quest and guide.
Authentic - Students use technology tools to link learning activities to the world beyond the instructional setting rather than working on decontextualized assignments.
  • In groups, students take different roles to create a presentation on how to prevent a hurricane, the teacher observes and guides. PowerPoint, Excel, Internet Authentic/Infusion: The activity connected to the hurricanes occurring in their area which made it authentic and the teacher provides the guidelines so the students can research and apply ideas through technology.
Goal Directed - Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.
  • The student completely designed this project. She sent in online requests, did online research, and created a powerpoint. The technology allowed her to gather extensive knowledge on the subject and actually build and share. Goal Directed/Infusion: the student uses technology to design her own project and lesson. The teacher provides context (math) and the student uses technology to get it done.

5. Transformation

The teacher encourages the innovative use of technology tools to facilitate higher order learning activities that may not have been otherwise possible.


Active - Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.
  • Students went to a quarry mine where mitigation is being done. Students used GPS to map area, took pictures, tested temperature, Ph and soil. The teacher assisted and observed. Active/Transformation: The students were actively using technology and were able to go into the world an take real world measurements and use technology in usable way. Students were able to collect actual data.
Collaborative - Students use technology tools to collaborate with others rather than working individually at all times.
  • Students are studying endangered species and making a power point/ video on their animal. The teacher oversees and demonstrates. Collaborative/Transformation: The students are working in groups to create the PowerPoint video and research/tape/create together. They uses technological tools to do so. The teacher encourages the use of these tools, and the video and presentation would not be possible without the technology.
Constructive - Students use technology tools to connect new information to their prior knowledge rather than to passively receive information. 
  • Students research online and compile information. They then create a podcast to share with the class. The teacher is really not directly involved. Internet. Garage band. Constructive/Transformation: The students are using technology to learn more on a subject and then share it with podcasts. The teacher encouraged the use of new technology in the classroom.
Authentic - Students use technology tools to link learning activities to the world beyond the instructional setting rather than working on decontextualized assignments.
  • Students are using computer programs to create computer games. This applies art, music, computer programming and math. The teacher oversees and assists. Authentic/Transformation: The students are creating actual games and applying different subjects. The teacher is encouraging the combination of different subjects, and computer programs to create one unique product.. This would not have been possible without the computer.
Goal Directed - Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.
  • Students went into a marsh to map land, find species, take pictures and gather other data. The students were provided technology but chose what technology to use. The teacher assisted and answered questions. Goal Directed/Transformation: The teacher encourages the use of different technology and facilitates the application to real world purposes. The students work together to decide the appropriate technology, what questions to ask and what is important.

Download the Matrix below:

There are Five (5) Levels of Technology Integration: Entry Level, Adoption Level, Adaptation Level, Infusion Level, Transformation Level. What are the Five Levels of Technology Integration in Teaching? 1. Entry The teacher begins to use technology tools to deliver curriculum content to students. 2. Adoption The teacher directs students in the conventional and procedural use of technology tools. 3. Adaptation The teacher facilitates students in exploring and independently using technology tools. 4. Infusion The teacher provides the learning context and the students choose the technology tools to achieve the outcome. 5. Transformation The teacher encourages the innovative use of technology tools to facilitate higher order learning activities that may not have been otherwise possible.

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