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

Licensure Examination for Teacher_March 29, 2019

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 decontextualizedassignments.

•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 completingassignments without reflection.

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•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

Licensure Examination for Teacher_March 29, 2019

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.

Licensure Examination for Teacher_March 29, 2019

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 responsesand
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)

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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

Licensure Examination for Teacher_March 29, 2019

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

Licensure Examination for Teacher_March 29, 2019

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.

Licensure Examination for Teacher_March 29, 2019

•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.

Licensure Examination for Teacher_March 29, 2019

•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

Licensure Examination for Teacher_March 29, 2019

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.

Licensure Examination for Teacher_March 29, 2019