Technology Integration Matrix

Introduction
The goal is to promote technology integration that is seamless and that adds significant value to students learning of core
curriculum (language arts, math, social studies, and science content). You will investigate theoretical and practical issues
surrounding the use of multimedia, applications, Internet resources, educational software, and hardware within K-12 classrooms.
The Technology Integration Matrix is to assist preservice educators in making connections between theories, resources, content,
and pedagogy.
Learning Objective
Students will analyze projects completed in class on the Technology Integration Matrix to demonstrate the relationships between
theories, content, technology, and pedagogy.
Course Objectives
Instruction
2. Integrate technology into curriculum and pedagogy for ALL students.
Issues
4. Describe appropriate uses of technologies (Internet, multimedia, communication tools, etc.) in learning environments.
Skills Development
5. Apply information literacy skills (including searching and evaluation strategies) while using electronic resources.
6. Locate, analyze, and contribute to information from Web 2.0 sources.
Teaching with Technology
12.Research, teach, and publish ways to use innovative technology in education.
Directions
1. Read all information (introduction, objectives, explanations, the matrix)
2. Compare the concept, project, or method to the matrix.
3. Fill in how and why the concept, project, or method applies to the theory and standard and provide suggestions for use.
4. Write a five sentence reflection describing more detail or providing clarification for the information you filled in on the
matrix.
5. Load the matrix to the appropriate dropbox in BlackBoard and post it to the matrix page on your ePortfolio.
Explanation of Standards
www.cde.state.co.us
Colorado Academic Standards were created by the Colorado Department of Education to increase student performance in K-12
education and success post high school. The standards create accountability and are a topical organization of material in multiple
content areas. Every grade level has several standards for each content area designed to provide clarity and direction.
The standard elements include:

Prepared Graduate Competencies

Standard

Grade Level Expectations or High School Expectations

Evidence Outcomes
21st Century Skills and Readiness Competencies

Explanation of ISTE Standards for Teachers and Students

www.iste.org
ISTE is The International Society for Technology in Education. ISTE created technology standards for teachers and students in K-12
education to assist learning in a digital society, because technology has forever changed the way teaching and learning occur.
The benefits of using the ISTE Standards include:
Improving higher-order thinking skills, such as problem solving, critical thinking and creativity
Preparing students for their future in a competitive global job market
Designing student-centered, project-based and online learning environments
Guiding systemic change in our schools to create digital places of learning
Inspiring digital age professional models for working, collaborating and decision making
Explanation of Educational Theories
Education theory is the theory of the purpose, application and interpretation of education and learning. It largely an umbrella
term, being comprised of a number of theories, rather than a single explanation of how we learn, and how we should teach.
Rather, it is affected by several factors, including theoretical perspective and epistemological position.
There is no one, clear, universal explanation of how we learn and subsequent guidebook as to how we should teach. Rather, there
are a range of theories, each with their background in a different psychological and epistemological tradition. To understand
learning then, we have to understand the theories, and the rationale behind them.
http://www.ucdoer.ie/index.php/Education_Theory

You may agree or disagree with theories presented, but knowing and understanding if they have any value to add to your
pedagogy, and if they are in alignment with your teaching and technology integration philosophies, is vital to your preparation for
becoming an educator. If you are unfamiliar with the concepts and theories presented, please take the time to follow the links for
further information.
Explanation of Differentiation
Technology can be the great equalizer. In a classroom of 30 students, how will you meet the diverse needs of students?
Technology is one method to assist you in making this process a bit easier. Differentiation is modifying instruction to help
students with diverse academic needs and learning styles to master the same academic content using engaging techniques and
methods. As you complete projects for this class, you need to think of how they can be adjusted for gifted and talented students,
students with physical disabilities, and students with learning disabilities.

Technology Integration Matrix

Colorado Academic
Standards

ISTE
Standards
for
Teachers

ISTE
Standards
for Students

Blooms
Taxonomy

Create an online
poster on Glogster
that displays
fractions and
parts of a whole.
Note: this is only a
teacher example
so the students
can use when
making their own
poster for their
own reference
during math
lessons on
fractions.
3a. Demonstrate
fluency in
technology
systems and the
transfer of current
knowledge to new
technologies and
situations.
Create a teacher
example of a bar
graph on
CreateAGraph
that shows the
different birthday
months of all the
students in the
class. This will be
used as a model
for students when
they work
together to create
their own graph.
3d. Model and
facilitate effective
use of current and
emerging digital
tools to locate,
analyze, evaluate,
and use

Students will create

a Glogster poster as
a future reference
for fractions and
parts of a whole for
future lessons and
activities.
1b. Create original
works as a means of
personal or group
expressions

Understand: Students
will apply their
knowledge of fractions
and parts of a whole
to display it on a
poster. By doing this
they will be able to
explain, identify, and
recognize the different
fractions and parts of
a whole.

Students will work

together to create a
bar graph online
using CreateAGraph
using data of their
choice from their
classmates. Data
can include birthday
months, favorite
colors, age, etc.
They will collect the
data and display
their data on a bar
graph and present
their findings to the
class.
2a. Interact,
collaborate, and
publish with peers,
experts, or others
employing a variety

Applying. Students
will use the
information and data
they have collected on
their classmates and
apply that knowledge
to create a visual
display of the data
using a bar graph. By
doing this they will
have interpreted the
data they have
collected, and
illustrate their findings
to the class.

Mathematics
1. Number Sense,
Properties, and
Operations

2. Patterns, Functions,
and Algebraic
Structures

Constructivism

Student Use

Flipped
Classroom

3. Analysis, Statistics,
and Probability

4. Shape, Dimension,
and Geometric
Relationships

information
resources to
support research
and learning
Create a scatter
plot graph on
CreateAGraph of
students height.
You will not use
correct data so
students will be
responsible for
finding the data
and creating the
graph themselves.
This will only be
used as a model
for students to
see what the
graph looks like
and how it works.
Make it clear to
the students that
their data will look
different because
you chose random
data.
3d. Model and
facilitate effective
use of current and
emerging digital
tools to locate,
analyze, evaluate,
and use
information
resources to
support research
and learning
Create a Glogster
showing the
difference
between
geometric shapes
and how to
differentiate
between them.
This will be a
model for the
students own
work that they will
use as a reference
during lessons in
the future.

of digital
environments and
media
Students will work
together in groups
to collect data from
their classmates on
their height. They
will transfer their
data to
CreateAGraph and
create a scatter plot
graph to show the
different heights of
all the students in
the class. They will
then present their
findings to the class
and display their
graph.
2a. Interact,
collaborate, and
publish with peers,
experts, or others
employing a variety
of digital
environments and
media

Analyze and Apply.

Students will apply
and demonstrate their
knowledge of data
collection and creating
graphs and will then
analyze the data.
They will compare and
contrast their findings.

Students will create

a Glogster
comparing and
contrasting features
of different
geometric shapes
that they will use as
a reference during
lessons in the
future.
1b. Create original
works as a means of
personal or group
expressions

Understand: Students
will apply their
knowledge of different
geometric shapes and
display it on a poster
for their own future
reference. By doing
this they will be able
to explain, identify,
and recognize the
different geometric
shapes and the
differences between
them.

3a. Demonstrate
fluency in
technology
systems and the
transfer of current
knowledge to new
technologies and
situations

Reading, Writing, and Communicating

1. Oral Expression and
Listening

2. Reading for All

Purposes

3. Writing and

You will create a

Book Report on a
chosen
informational text
as a model for
your students.
The purpose of
the report is to
gather
information from
the text and teach
it to the students
via oral
presentation/Prezi
presentation.
1a. Promote,
support, and
model creative
and innovative
thinking and
inventiveness
Students will
create a video of
them reenacting a
tall tale story of
their choice (Paul
Bunyan, Johnny
Appleseed, etc).
They will use their
own interpretation
and
comprehension of
the stories to
recreate their
version of the
story.
1a. Promote,
support, and
model creative
and innovative
thinking and
inventiveness
You will use
Glogster to create

Students will choose

an informational
text and create a
book report that will
be made on Prezi.
They will teach their
classmates on the
information
gathered during a
presentation in
which they have to
speak in front of the
class or a small
group.
1b. Create original
works as a means of
personal or group
expressions

Understand: Students
will apply their
knowledge gained
from their
informational text and
present it to the class
using Prezi. By doing
this they will be able
to explain and discuss
what they have
learned.

Students will work

together to recreate
a Tall Tale story of
their choice. They
will work together to
create a script, film,
and act in the video
and create it on
Animoto. An
appropriate amount
of time will be given
for students to
record the video
and create it online.
They have the
option to add music,
special effects, etc.
1b. Create original
works as a means of
personal or group
expressions
Students will use
Glogster to create a

Creating. Students will

create and design a
video that shows their
own representation of
a tall tale story. They
will develop and
finalize the video on
Animoto and present
it afterwards

Understand: Students
will apply their

Composition

4. Research and
Reasoning

a brief overview of
the writing
process. You can
use this as an
anchor chart for
use in the
classroom and as
a model for
students to use
while making their
own.
3a. Demonstrate
fluency in
technology
systems and the
transfer of current
knowledge to new
technologies and
situations
You will teach a
lesson on points
of view prior to
the activity.
Students will read
the book Voices In
The Park, and will
work in groups to
analyze the 2
different points of
view and create a
compare and
contrast chart on
Glogster. Yours
will be used as a
model for student
reference.
3a. Demonstrate
fluency in
technology
systems and the
transfer of current
knowledge to new
technologies and
situations

reference chart to
use that explains
and shows the
writing process.
1b. Create original
works as a means of
personal or group
expressions

knowledge of the
writing process and
display it on a poster
for their own future
reference. By doing
this they will be able
to explain, identify,
and recognize the
different stages of the
writing process.

Students will work

in pairs. They will
read the book
Voices In The Park
and discuss the two
different points of
view. They will use
Glogster to make a
compare and
contrast chart of the
two points of views.
2a. Interact,
collaborate, and
publish with peers,
experts, or others
employing a variety
of digital
environments and
media

Analyze. Students will

compare and contrast
multiple points of view
and display their
understanding of the
two and explain how
they differ.

For a Colorado
history unit, have
students research
one person that
had a significant
role in Colorados
history. They will

Students will choose

one person that
played a significant
role in Colorados
history and
complete research
online about that

Social Studies
1. History

Understanding. After
students research and
collect an adequate
amount of
information, they are
to compile all of it into
a report. By doing this

2. Geography

use computers for

research so your
model would have
to be taught
before hand on
how to use the
internet to
effectively search
for information
and not anything
else.
4a. Advocate,
model, and teach
safe, legal, and
ethical use of
digital information
and technology,
including respect
for copyright,
intellectual
property, and the
appropriate
documentation of
sources.
For the same unit,
create a map of
Colorado and fill
in the places that
correspond to the
person you have
chosen to
research. For
example, you fill
in where they
were born and
label it, shade in
the area they
lived, died, etc.
This gives a more
visual and
geographic
representation of
that persons life
and impact in
history.
4a. Advocate,
model, and teach
safe, legal, and
ethical use of
digital information
and technology,
including respect
for copyright,

person and write an

informational report
and present their
findings at the end
of the unit.
3c. Evaluate and
select information
sources and digital
tools based on the
appropriateness to
specific tasks.

they show their

understanding in the
content as well as
being able to report
and select only useful
information they wish
to include.

Students will be
given a map of
Colorado and must
fill in and label
areas that have
been impacted by
the historical figure
they have chosen to
research. Things
they will include will
be birthplace,
places lived, any
important places
specific to that
person, etc.
3c. Evaluate and
select information
sources and digital
tools based on the
appropriateness to
specific tasks.

Remembering and
Applying. Students
will list all places
associated with their
chosen historical
figure and apply it by
visually presenting
and illustrating it on a
map of Colorado.

3. Economics

4. Civics

intellectual
property, and the
appropriate
documentation of
sources.
During the Gold
rush era in
Colorados
history,
economics and
exchanges of
goods were at its
climax. You will
research gold
prices during that
time period and
prices now. You
can convert prices
and weights of
gold on
OnlineConversion
if necessary or
you can ask
students to find a
specific price of
gold for a specific
weight and they
have to convert it
to find the answer.
Later, a class
discussion will be
held and students
will compare and
contrast the price
differences and
explain reasons
for why prices
have changed
over time in the
market.
3d. Model and
facilitate effective
use of current and
emerging digital
tools to locate,
analyze, evaluate,
and use
information
resources to
support research
and learning
You will use
StoryBird or

Students will work

in pairs. They will
research prices of
gold both in the
Gold rush era and
prices today. They
will compare and
contrast the prices
and explain reasons
for why prices have
changed over time.
2a. Interact,
collaborate, and
publish with peers,
experts, or others
employing a variety
of digital
environments and
media

Analyze. Students will

research different
prices of gold and
compare and contrast
them together. They
will then analyze, and
question the reasons
for the changes in
price over time.

Students will use

Storybird or

Understand: Students
will apply their

Glogster to make
a brief overview of
the three
branches of
government.
Yours will be used
as a model to
show students
what is expected
of them and what
information
should be
included.
3a. Demonstrate
fluency in
technology
systems and the
transfer of current
knowledge to new
technologies and
situations

Glogster to create a
presentation or
display of
information on all
three branches of
government. They
will use prior
knowledge learned
in class in addition
to the option to use
technology for
further research for
their presentation.
1b. Create original
works as a means of
personal or group
expressions

knowledge of the
three branches of
government to display
and present it. By
doing this they will be
able to explain,
identify, and
recognize the different
branches of
government and how
they differ.

You will have

students create a
video portraying
themselves as
molecules in the
solid, liquid, and
gas states. They
will record the
video and create
it on Animoto.
Your model video
can include
yourself in the
video or use
pictures that are
inserted in the
video instead so
they can see what
they are expected
to do.
1a. Promote,
support, and
model creative
and innovative
thinking and
inventiveness
You will use
Storybird to
create a
presentation on
the life cycle of a

Students will work

in groups to make a
video teaching the
different states of
matter: solid, liquid,
and gas. They will
record the video
and create it
Animoto. An
appropriate amount
of time will be given
for students to
record the video
and create it online.
They have the
option to add music,
special effects, etc.
1b. Create original
works as a means of
personal or group
expressions

Creating. Students will

create and design a
video that teaches the
three states of matter.
They will develop and
finalize the video on
Animoto and present
it afterwards.

Students will choose

a species to
research and use
Storybird to create a
presentation on the

Understand: Students
will apply their
knowledge of a
chosen species and
present the

Science
1. Physical Science

2. Life Science

3. Earth Systems
Science

chosen species.
You will research
the species and
create a brief
model for the
students to go off
of.
3a. Demonstrate
fluency in
technology
systems and the
transfer of current
knowledge to new
technologies and
situations
You will choose
one renewable
resource (sun,
wind, water) and
research why it is
renewable, how it
is used for our
own benefits, and
how we can
increase our use
of renewable
resources. You will
use storybird to
create the
presentation as a
model for your
students.
3a. Demonstrate
fluency in
technology
systems and the
transfer of current
knowledge to new
technologies and
situations

life cycle of their

species.
1b. Create original
works as a means of
personal or group
expressions

information learned
on their life cycle. By
doing this they will be
able to explain,
identify, and
recognize the different
parts and steps of
their species life
cycle.

Students will work

in groups and
choose one kind of
renewable resource.
They will research
and create a
presentation on
storybird and then
present to the class.
2a. Interact,
collaborate, and
publish with peers,
experts, or others
employing a variety
of digital
environments and
media

Apply and Evaluate.

Students will apply
their knowledge of
renewable resources
and their uses and
display their findings
in a presentation.
They will then
evaluate our current
uses and argue how
we can increase our
use of renewable
resources.

Differentiation
Learning Disabilities EEOs

Teachers can
modify and adapt
each lesson using
storybird or
glogster to fit
each students
needs and
abilities. They can
modify the length,
complexity, etc. of
an assignment
and assist

students during
the process of
creating the work
as well. Or give
more time if
needed to create
their work.

Physical Disabilities
Gifted/ Talented

Teachers can
adapt their
lessons to make it
more challenging
for students. For
example, add
more technology
use for example
add audio, special
effects, etc. to
videos created.

Students can use

more information in
their presentations,
use more effects,
etc. to make their
presentation more
fitting for their
needs.

Other
Reflection: This matrix has shown me that technology integration can easily be mapped out in accordance both technology and
academic standards. Technology can be incorporates in all subjects and areas. I also see how Fair Use and Copyright issues come
into play first hand while completing this matrix and how it is not just for teachers to consider but also for students when creating
their work. Although I only used a couple sources I knew of to incorporate into my activities, I am sure if I took more time to find
more I can easily broaden the variety of tools my students can use to support their learning with technology.