DEMONSTRATING
Teacher 
has 
had 
many
 positive
 experiences 
with
 technology
 infusion.
Teacher 
is 
a 
champion 
of
 technology infusion.
Teacher 
frequently
 shares 
best practices 
with colleagues both in their school and in their PLN.

DEVELOPING
Teacher 
has 
some 
positive
 experiences 
with 
technology
 and 
begins 
to 
see 
its 
potential
 to 
enhance
 their 
teaching 
and
 to 
enhance
 student 
learning.


Teacher
 occasionally
 shares
 practices 
with 
colleagues in their school.

INITIATING
Teacher 
is
 not
 sure 
how technology can 
enhance 
their 
teaching
 or 
their
 students’
 learning but 
tries
 to infuse technology, nonetheless.

Teacher 
is
 sometimes uncomfortable with technology.

DEMONSTRATING
Teacher regularly 
uses
 technology 
for 
both
 presentation
 and 
interactive 
student 
activities
 (communication,
 production,
 collaboration).

Teacher 
uses 
online 
access
 to
 information 
from
 within 
school
 and 
outside of school.
Teacher 
uses 
technology
 for
 personal
 and 
professional
 use
, 
is
 comfortable 
with 
different
 Web
 2.0 
technologies and has an online social network PLN.



DEVELOPING
Teacher 
sometimes 
uses
 technology 
for
 both
 presentation 
and
 interactive
 student
 activities
 (communication,
 production,
 collaboration).

Teacher 
uses
 online 
access 
to
 information 
from 
within
 school
 and
 outside of school.
Teacher 
uses
 technology 
for
 personal 
and 
professional 
use, and
 some
 Web
 2.0 and social networking
 technologies.

INITIATING
Teacher 
uses 
technology
 primarily 
for
 presentation 
or
 demonstration
 purposes.
Teacher
 has begun 
to 
use
 technology 
for
 interactive
 student
 activities.
Teacher
 uses 
online 
access
 to
 information 
from
 within
 school.

Teacher 
uses 
technology
 for
 professional 
and 
personal 
use

DEMONSTRATING
Teacher
 embeds 
technology
 seamlessly 
within 
the 
instructional framework.
Teacher
 regularly 
uses
 technologies 
to 
support
 higher‐level 
learning
 objectives.

Teacher 
chooses 
technologies
 appropriate 
to 
their
 activity 
and
 need.
Teacher 
encourages 
student choice 
in their use of
 technology
 appropriate 
to 
their 
tasks.


Teacher
 involves
 students 
in
 identifying
 a 
range 
of
 ways 
of
 using
 technology 
to
 achieve
 curricular 
objectives and complete assessments
Teacher 
evaluates 
the effectiveness
 of 
the technology use in the 
lesson.

DEVELOPING
Teacher
 is 
comfortable 
with
 the 
instructional framework 
and 
has 
planned
 some 
lessons 
that
 embed
 technology.
Teacher sometimes 
chooses
 technologies 
based on their appropriateness
 to 
the 
activity
 and
 need.
Teacher
 begins 
to
 evaluate 
effectiveness 
of
 technology
 integration
 in 
more 
formal
 ways.

Teacher
 begins 
to
 use
 technology
 to 
support
 higher‐level 
learning
  objectives.
Teacher 
begins 
to
 involve
 students 
in 
identifying 
ways 
of
 using
 technology 
to 
achieve
 curricular
 objectives.
Teacher
 begins 
to 
encourage
 students 
to
 choose 
and 
use
 technology 
appropriate 
to
 their 
tasks.

INITIATING
Teacher 
is 
somewhat
 comfortable
 with 
the 
instructional framework, and
 begins 
to
 plan 
lessons
 with 
technology 
components.
Teacher 
may 
choose
 technologies 
appropriate
 to
 their 
activity 
and
 need or 
 may
 choose
 a 
technology 
tool
 they
 are
 most 
comfortable 
using even 
if
 it
 is
 not 
the
 best
 tool
 for
 their
 goals
 and 
objectives.

Teacher 
begins 
to
 evaluate
 effectiveness 
of 
technology
 integration 
in
 informal
 ways,
 such 
as 
conversations 
with
 students 
or
 colleagues.



DEMONSTRATING
Teacher 
is
 comfortable
 with 
all
 of
 the 
possible 
issues 
that
 may
 arise.

Teacher’s
 expectations 
around
 technology
 use 
have 
become 
a
 class
 norm
Teacher 
is
 comfortable 
with
 students 
taking
 the 
lead
 in
 helping 
with 
issues
Teacher 
facilitates 
learning 
with
 technology 
giving 
students
 ownership 
of 
their 
own
 learning
 process

Teacher 
is
 comfortable 
with
 students
 being
 at
 different
 places
 in 
the assignment 
using 
different
 tools
 to
 solve 
the
 same 
problem.

DEVELOPING
Teacher 
sometimes 
provides
 instruction 
around
 technology
 use,
 but
 expectations 
of
 technology
 use 
have 
become 
the 
norm.

Teacher
 sometimes 
monitors
 technology
 use 
and 
most
 students 
are
 on
 task.
Teacher
 sometimes 
struggles
 with 
technological
 glitches.
Teacher 
begins 
to
 ask 
students
 who 
are 
more
 proficient 
to
 help 
other
 students.
Teacher 
begins 
to 
allow
 students 
to
 go 
at 
their 
own
 pace.

INITIATING
Teacher 
provides
 students detailed
 instruction
 around
 technology
 use 
and 
expectations 
around
 technology 
use.
Teacher
 often struggles 
with
 technological
 glitches.
Teacher 
begins 
to 
identify
 students 
who 
are
 proficient 
with the 
technology 
tools.
Teacher has students all work at the same pace and does not allow students to work ahead.

This 
rubric 
was 
informed
 by:


"Assessing
 Technology
 Integration. "
Northwest
 Educational
 Technology 
Consortium.
 NETC,
 2005. 
Web.
<http://www.netc.org/assessing/home/integration.php>.


"Technology
 Integration
 Matrix. "
Florida 
Center
 for 
Instructional
 Technology,
 College 
of
 Education, 
University 
of 
South
 Florida, 
2009.
 Web.
<http://fcit.usf.edu/matrix/index.html>.


"Technology
 Integration 
Rubric. "
Norman 
Public
 Schools, 
22 
Sept.
 2003.
 Web.
 <http://www.norman.k12.ok.us/092/integrationrubric.htm>.


“Technology Integration Rubric”, Jobs for the Future, 2010. Web <http://application.jff.org/userImages/files/technology_integration_rubricnew-1-3.pdf

Adapted by Kathy Schrock, December 2014.