Mobile Learning Matrix

Colorado Academic
Standards

ISTE
Standards
for
Teachers

ISTE
Standards
for Students

Blooms
Taxonomy

Constructivism

Gamification

The teacher prompts the

students to discuss in
small groups what they
learned about addition,
subtraction,
multiplication, and
division through the
scavenger hunt. The
students discuss their
thoughts on the practice
they had through the
scavenger hunt and how
the mobile learning
through QR codes was
useful in the practice.
After the students have
time to discuss, the
teacher brings the class
together for a whole
group discussion and
they all discuss what
they learned and how
the QR codes helped.

The students use a

computer program
to practice their
addition,
subtraction,
multiplication, and
division skills before
and/or after doing
the scavenger hunt.

Mathematics
1. Number Sense,
Properties, and
Operations

The teacher can

make a scavenger
hunt with QR
codes that helps
students practice
addition,
subtraction,
multiplication, and
division and
engages the
students through
the use of
technology and an
interactive
activity. (Teacher
Example) 2.
Design and
develop digital
age learning
experiences and
assessments.
Teachers design,
develop, and
evaluate
authentic learning
experiences and
assessments
incorporating
contemporary
tools and
resources to
maximize content
learning in
context and to
develop the
knowledge, skills,
and attitudes
identified in the
Standards. a.
Design or adapt
relevant learning
experiences that
incorporate digital
tools and

Flipped
Classroom

resources to
promote student
learning and
creativity.
(Teacher
Standard)

2. Patterns, Functions,
and Algebraic
Structures
3. Analysis, Statistics,
and Probability

The students can

answer a poll that is
sent to their email
or is texted to them
so the teacher can
collect the data and
show the statistics
for the poll.
(Student Example)
6. Technology
operations and
concepts. Students
demonstrate a
sound
understanding of
technology
concepts, systems,
and operations. a.
Understand and use
technology systems.
(Student Standard)

Understand and Apply

(Identify Blooms
Level) By using
mobile learning as a
medium for teaching
statistics, the students
are able to connect to
the material more
easily and are able to
apply their knowledge
of the subject to
discuss statistics
through the poll they
all took part in.

Before class,
students watch a
short, pre-recorded
video on how to go
about collecting
information for
statistics and reflect
on the video when
they come to class,
giving them some
background
knowledge on
statistics before the
teacher shows them
how to collect
statistics by using
mobile polls.

4. Shape, Dimension,
and Geometric
Relationships
Reading, Writing, and Communicating
1. Oral Expression and
Listening
2. Reading for All
Purposes

The teacher
provides the
students with
Kindles or
downloads the
Kindle app for
their students so
they can have
books on their
mobile devices
and so the
teacher can make
sure all students
have the same

The students come to

class and discuss in
small groups the
chapters in the book
they are reading on their
Kindles as the class
progresses through the
book. Once the students
have discussed the
aspects of the chapter
they enjoyed, the
teacher will prompt
them with more specific
questions to discuss,

The students watch

a pre-recorded
video before class
that the teacher
sends to them that
gives an overview of
the chapter that
should have been
read and has some
questions for the
students to think
about before
arriving in class.

book and they can

stay together as a
class. (Teacher
Example) 2.
Design and
develop digital
age learning
experiences and
assessments.
Teachers design,
develop, and
evaluate
authentic learning
experiences and
assessments
incorporating
contemporary
tools and
resources to
maximize content
learning in
context and to
develop the
knowledge, skills,
and attitudes
identified in the
Standards. a.
Design or adapt
relevant learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity.
(Teacher
Standard)

3. Writing and
Composition

and the discussion will

end with the whole class
coming together and
discussing the chapters.

Students use Flickr

to create their own
books with a short
story they write for
a project. The site
will help them
organize their book
and use illustrations
to go along with
their book, bringing
it to life and
engaging the
students more in
the writing.
(Student Example)

Apply and Create

(Identify Blooms
Level) Students
apply what they have
learned about
grammar, sentence
structure, and
vocabulary to the
short stories they
create and then
create a book that will
illustrate and organize
their stories.

Students use
computer programs
and games to
practice their
grammar skills as
they are writing
their stories so they
can take that
practice and apply it
to their own stories.

1. Creativity and
innovation.
Students
demonstrate
creative thinking,
construct
knowledge, and
develop innovative
products and
processes using
technology. b.
Create original
works as a means of
personal or group
expression. (Student
Standard)

4. Research and
Reasoning
Social Studies
1. History

The teacher uses

the group texting
service, Cel.ly, to
take a poll on
what the students
know about a
historical figure,
like MLKJ, before
the teacher
begins a lesson on
the figure. This
gives the teacher
an idea of how
much detail they
should teach with
and where the
students are at
with the subject.
(Teacher Example)
2. Design and
develop digital
age learning
experiences and
assessments.
Teachers design,
develop, and
evaluate
authentic learning
experiences and
assessments
incorporating
contemporary
tools and

After taking the poll sent

by the teacher on the
historical figure,
students do more
research on the
information in the poll
so they are able to have
the answers to the
questions when they
come to class and are
asked to discuss their
starting knowledge on
the historical figure
before starting the
lesson.

For homework,
students watch a
video about the life
of the historical
figure that is sent to
them by the teacher
via email or LMS.
The students come
to class prepared to
have discussions
about the different
aspects of that
figures life and the
contributions that
the historical figure
made.

resources to
maximize content
learning in
context and to
develop the
knowledge, skills,
and attitudes
identified in the
Standards. a.
Design or adapt
relevant learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity.
(Teacher
Standard)

2. Geography

Students pick a
specific country in
Africa they would
like to research for a
research paper and
presentation. They
will have several
options of ways to
organize their
information, like
with a site that
helps them make
presentations or
with a book, and
they will include
pictures they find on
the internet.
(Student Example)
3. Research and
information fluency.
Students apply
digital tools to
gather, evaluate,
and use
information. b.
Locate, organize,
analyze, evaluate,
synthesize, and
ethically use
information from a
variety of sources
and media. (Student
Standard)

Understand, Analyze,
and Create (Identify
Blooms Level)
Students present their
understanding of the
country they studied
by researching the
country and creating
their presentation.

To get a better
understanding of
where the countries
in Africa are in
relation to each
other, the students
will use computer
programs and
games to help them
practice the
geography of Africa
at the beginning of
this unit.

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

3. Earth Systems
Science

The teacher
provides a study
tool for an
upcoming test by
putting together
definitions and
basic questions on
a flashcard app
that the students
can access and
use to study and
understand the
basic ideas that
the test will focus
on. (Teacher
Example) 3. Model
digital age work
and learning.
Teachers exhibit
knowledge, skills,
and work
processes
representative of
an innovative
professional in a
global and digital
society. a.
Demonstrate
fluency in
technology
systems and the
transfer of current
knowledge to new
technologies and
situations.
(Teacher
Standard)

On a review day, the

teacher prompts the
students to discuss in
groups what they know
about the different main
ideas of the chapter or
unit they are going to be
tested on. After the
discussions, the class
comes together so the
students can ask the
teacher any questions
they might have about
the topics that might be
on the test.

In groups, students
will pick a different
stage of the water
cycle that their
group can present
to the rest of the
class. Each group
will make a video
that explains their
stage of the water

Understand, Apply,
and Create (Identify
Blooms Level)
Students demonstrate
their knowledge of the
stage of the water
cycle they are
researching by putting
their knowledge into a
video that they create

The students will

explore computer
programs that help
them practice the
water cycle. They
can use these
programs to get a
better grasp on their
groups stage of the
water cycle while

Before coming to
class, the students
watch a video sent
to them by the
teacher that goes
through the stages
of the water cycle
so they can have
more practice on
the cycle before

cycle in a creative
way of their
choosing. (Student
Example) 2.
Communication and
collaboration.
Students use digital
media and
environments to
communicate and
work
collaboratively,
including at a
distance, to support
individual learning
and contribute to
the learning of
others. b.
Communicate
information and
ideas effectively to
multiple audiences
using a variety of
media and formats.
(Student Standard)

and present to the

rest of the class so the
class can learn
detailed information
about each stage.

trying to create their

video.

Differentiation
Learning Disabilities EEOs

The teacher can

use mobile
learning to
provide a more
structured review
of topics before an
upcoming test.
The students who
have learning
disabilities will be
able to use this
structure and the
interactive
activities or study
tools that are
provided to get a
clear idea of what
to study for the
test. (Example of
how mobile
learning can be
used to help
students improve
their knowledge
and prepare for
tests so the
information is

On a review day, the

students join in small
groups to discuss the
interactive learning and
studying they did
outside of class and how
it worked for them. They
review the information
they learned together
and try to answer each
others questions before
asking the teacher.

Students use the

games and
computer programs
the teacher
provided to practice
their skills and
knowledge in every
subject area. They
can reflect on the
games when they
discuss the review
with their small
groups.

talking about it
more in class.

more clear and

memorable.)

Physical Disabilities
Gifted/ Talented

By using mobile
learning, the gifted
and talented
students can adjust
the learning to be
more challenging
for them. They can
make their books
longer and more
detailed on Flickr or
use blogging sites
to organize and
reflect on their
ideas or the things
they are learning.
(Example of how
mobile learning can
be individualized
and be used to
challenge gifted and
talented students to
think critically and
dive deeper into a
subject.)

Analyze, Apply, and

Create (Identify
Blooms Level) The
students show a
deeper understanding
of the material
learned in class and
apply that
understanding to their
work on the mobile
app or site they are
using.

Students watch a
pre-recorded lecture
on grammar and
sentence structure
that is posted on the
LMS or sent via
email or a class chat
before coming to
class. During class,
they work on their
blogs or books to
reflect the
knowledge and skills
they learned from
the video and reflect
on the importance
of the information
they learned in
school and society.

Other
Reflection: This matrix allowed me to think more in depth about how to further integrate technology in my classroom through the
use of every medium of teaching that falls in the category of mobile learning. I was able to process how I could provide more
information about any subject through mobile learning, since it is a broad term and encompasses many strategies for teaching
that use technology, as well as inspire and demonstrate to my students how to find their own resources that they can use to
study, further explore a topic, or observe their growth throughout the year with the use of technology. Due to the continued
integration of technology in classrooms, I was able to use several of my own experiences with the use of mobile learning to help
me think of ways that I can use those resources in my classroom also. By completing this matrix, I was able to see how many
ways mobile learning can be used in the classroom, and how it can inspire deeper thinking and more excitement in the learning
process because the students are able to connect well with technology, as it a regular part of their daily lives. Going through the
process of completing the matrix, as well as having the matrix when I begin teaching, makes me more confident in my
preparedness for becoming a teacher, and I feel it has strengthened my knowledge of how lesson plans are made and how I can
incorporate more technology in my classroom so the students can connect more to the material. From my own experience, as
well as from the ideas that I came up with myself in this matrix, I can see how using mobile learning is a helpful way of teaching
any subject area, especially for students who are more visual learners, and how technology can keep information organized well
and can be a good way to give students information to assist them in the learning process and to keep parents knowledgeable
about what we are learning in class.