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, email, 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, NETS-S, and NETS-T

www.iste.org
ISTE is The International Society for Technology in Education. ISTE created the national educational 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

NETS
T

NETS S

Blooms
Taxonomy

Students will
use an ipad to
do basic math
equations
(addition and
subtraction)
on a math
game app

Students will
UNDERSTAND
and
REMEMBER
new math
equations

Teacher will
create an
app for
students
that tells
students all
the
equations
they might
need to use

Students will
use this app
during
homework
and in class

Students will
APPLY
equations they
learned in class
to their
homework

Teacher will
create a
quiz on
different
angels:
obtuse,
acute, or
right

Students will
take the quiz
on their
mobile
devices

Students will
APPLY and
ANALYZE their
knowledge of
angles

Constructi
vism

Student
Use

Direct
Instructio
n

Flipped
Classroo
m

Instructio
nism

Teacher will
model different
strategies for
solving
equations

Students will
work on
equations at
home and
come
prepared for
a quiz the
next day.

Teacher will
instruct the
students on
tricks to
addition and
subtraction
problems

Students use
the app to
help them
with
homework
and come in
with
questions for
class

Teacher will use

the app during
instruction to
teach equations

Students
could
potentially
take the quiz
at home and
the teacher
would create
a video about
missed
questions the
next day to
better
students
understandin
g

Teacher will
teach the
students about
the angles and
create lesson
plans around it

Behavior
ism

Mathematics
1. Number
Sense,
Properties,
and
Operations

2. Patterns,
Functions,
and
Algebraic
Structures

3. Analysis,
Statistics,
and
Probability
4. Shape,
Dimension,
and
Geometric
Relationship
s

Students will
use a tablet
of some sort

The app will

allow students
another option
to see what the
equations are,
eventually it
should lead to
the students
memorizing the
equations

Students will
use a tablet
of some sort

Students will
use a tablet
or mobile
device of
some sort

Teacher will
point out the
characteristics
of angles to
help students
categorize
them

Reading, Writing, and Communicating

Students will
be rewarded
for the
amount of
answers
submitted
Rewards
could be
points to earn
a prize or
more tablet
game time
When
working on
problems in
class the
teacher will
use the app
to find
equations
(until the
class has the
equations
memorized)

1. Oral
Expression
and
Listening
2. Reading
for All
Purposes

3. Writing
and
Composition
4. Research
and
Reasoning

Teacher will
assign a
genre of
book (ex.
Fairytale)
and assign a
book
summary or
report

Students will
use their
kindles, ipad,
or mobile
devices to
read the book

Students will
UNDERSTAND
the book they
are reading

The teacher
will create
questions
that
students will
answer
based on an
animal
being
studied (Ex.
Question:
where does
you animal
live?)
Teacher will
create a
lesson about
habitats

Students will
answer
questions by
creating a QR
code as the
answer
Students will
then begin to
create a
power point
on their
mobile
devices
Students will
pick animal
based on a
particular
habitat

Students will
EVALUATE
information
they research
and APPLY it to
create the
codes

Every time
students want to
know the
answer to the
question they
will need to
memorize it or
use their mobile
devices to look
it up. By the
time the project
is done the
student will
have
experienced the
answers enough
times to
memorize them

Teacher will
tell stories
of the
Revolutionar
y war as
students
follow on
their mobile
devices

Students will
follow a time
line of the
Revolutionary
war

Students will
UNDERSTAND,
EVALUATE,
ANALYZE, AND
REMEMBER
events of the
war

Students will
follow the
actions of the
war and the
battles through
videos,
autobiographies,
events, and
pictures

Students will
use a tablet
or mobile
device of
some sort, or
a kindle

Teacher will
demonstrate
reading out
loud and will
model steps to
the book report

Teacher will
read out loud
to students
from their
ipad, kindle,
story mobile
device

Students will
use a tablet
or mobile
device of
some sort

Teacher will
supply the
students good
researching
websites

Students
would answer
questions
outside of
class and
come
prepared to
create the
power point
in class

The teacher will

direct students
on what animals
they are about
to research:
based on a unit
lesson about
different
habitats

Teacher will
demonstrate
the project
before the
students are
assigned their
animals

Teachers will
teach students
how to read a
time line

Students
watch a video
of the
revolutionary
war before
class begins
or does a
reading of
the war;
comes to
class with
background
knowledge

Teacher will
direct students
through the
time line and
geography of
the war

Teacher will
use their
mobile device
during the
video to show
the time line
that students
will see
during class.

Social Studies
1. History

2.
Geography

Students will
use a tablet
or mobile
device of
some sort

3.
Economics

Teacher will
creates an
animated
town that
the students
will be join
and become
citizens of

Students will
play with
their citizens;
work, spend
money, and
save money

Students will
CREATE a
citizen based
off of
themselves,
EVLAUATE
what to do with
the money
(earn it or
spend it),
ANALYZE the
money,
UNDERSTAND
the money
process

Students will be
making their
own money on
the game if they
choose to go to
work and can
choose to spend
their money that
they earn to.
Through this
they are
modeling the
money process
of earning and
spending

Students will
use a tablet
or mobile
device of
some sort

Teacher will
teach the
students a
model of what
the money
spending and
earning
process is

Teacher can
create videos
that tell the
students to
do specific
community
work within
the virtual
village

Teacher will
model the city
and citizen
options in class
before the
students
register

Teacher will
give out
money to
those that
participate in
community
work

Students will
use a tablet
or mobile
device of
some sort

Teacher will
show visual
representation
of the growth
of a cell and
will describe
the parts of a
cell

Students will
watch videos
about the cell
process
before class

Teacher will
teach about the
cell process
before the
students do the
hunt

Teacher will
draw a model
for the visual
representatio
n

Students will
use a tablet
or mobile
device of
some sort

Teacher will
create a lesson
plan that can
be done at
home, at night,
with the stars
in the sky

Students can
watch videos
of the origin
of the
constellations

Teacher will
create stories
and videos
about the stars

Teacher will
take students
that
completed
the
assignment
to an
observatory

Students will
watch
multiple
videos and
do activities

Teacher can
create other
lessons if
needed to make
sure all students

4. Civics
Science
1. Physical
Science
2. Life
Science

3. Earth
Systems
Science

Teacher will
prepare a
lesson plan
about the
constellation
s and their
origin and
show
students
different
apps they
can use at
home

Students will
answer
questions
about cell
growth filling
out QR hunt
on their
mobile
devices
Students will
use a mobile
device at
home, at
night, to
locate where
different
constellations
are. As
students
locate the
constellations
they should
review the
lesson plan
about the
origin of the
stars

Students will
UNDERSTAND
the answers to
each question

Pair these
students up
with another
student

Watch many
videos

Students will
APPLY,
EVALUATE,
UNDERSTAND,
and ANALYZE
the
constellations

Students will
follow the steps
of a cell
growing.
Can have
students draw
the steps to
have visual
representation
By seeing the
constellation in
the sky students
will experience
what was seen
when the
constellations
were being
named

Differentiation
Learning
Disabilities EEOs

Students may
need to be
guided through
steps

Students will
use a tablet
or mobile
device of
some sort

Gifted/
Talented

Have
students find
their own
apps for
certain games

Can create
power points
or books about
knowledge

Students can
create different
lesson plan
ideas based on
different
experiences

Students will
use a tablet
or mobile
device of
some sort

before class
Students can
create videos
for teacher to
view

understand
Have students
create other
examples of
lessons

Other
Reflection:
Mobile devices make it easier for the student and the teacher to communicate. By having mobile devices homework and
activities could be done anywhere; in the car, in class, on the playground, or at home. Students are already use to the technology
of mobile devices and many of the students I know have a mobile device at home. The old need for textbooks and other heavy
books is no longer an issue; students can access many books just on a tablet. Mobile devices make it easy for the teacher to have
a flipped classroom, were students can learn new information at home and reinforce their new knowledge in class.