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

Constructi
vism

Student
Use

Direct
Instructio
n

Flipped
Classroo
m

Instructio
nism

Behavior
ism

Mathematics
1. Number
Sense,
Properties,
and
Operations

2. Patterns,
Functions,
and
Algebraic
Structures

Students get
into groups
and discover
ways to
present their
specific
operation to
the class.
This allows
students to
lead students.
Students will
be recorded
giving their
lesson plan
and will
upload the
videos onto
the class blog
and
eportfolios.
#3, #4

Students will
be given
thorough
explanations
on the order of
operations.
Students will
then be
numbered 1-6
and each
number will be
assigned an
order of
operation.
Students will
then find the
rest of their
team. Each
group will be
given a math
problem that
uses all of the
operations.
Each student
will have to
explain their
role in the
problem and
explain to the
class. On the
portfolios
students will
explain why
order matters
in math
equations.
Students will be
given word
problems similar
to ones they
have seen since
second grade.
Students will
solve the
problems the
simple way and

Teachers
allow
students to
work on
problems in a
group or by
themselves.
The teacher
and aides
walk around

then try to write

an algebraic
expression to
the problems.
After sufficient
practice,
students will
write their own
story problems
that can be
solved with
algebraic
expressions.
Students will
post these along
with solutions to
their portfolio.
Students will be
offered extra
credit for solving
x amount of
their
classmates
problems.

3. Analysis,
Statistics,
and
Probability

In order to
push students
to the
creating
level of
Blooms
Taxonomy,
students will
create their
own survey
and record
statistical data.
Students will
then create an
excel
spreadsheet of
the data
(graphs,
charts, etc)
and upload it
to their
eportfolio.

discussing
students
work.
Students
should begin
with simple
problems and
work up to
more
challenging
problems.
Positive
reinforcement
can be given
through
comments on
theireportfolio.

Students can
create a
study using
sites such as
surveymonke
y. Classmates
must take
every survey.
Each student
must find a
way to
visually
represent the
concluding
data from
their surveys.
Finally
students will
write a paper
on their
results by
citing their
research in
their paper.
Students will
upload all
final work into
their
mathematics

Lecture
students using a
PowerPoint.
Students will be
expected to
take notes.
Students then
will be given
worksheets to
practice the
content they
just learned.
PowerPoint will
be placed on
the teachers eportfolio for
students to
review later.

section in
their portfolio.

4. Shape,
Dimension,
and
Geometric
Relationship
s

Teachers will
have a work
day where
students can
either use
manipulativ
es and
models of
shapes or
play
specified
games and
activities
that include
learning
geometric
relationships
and
characteristi
cs of
shapes.
#1, #3

The teacher
will have a
PowerPoint
on the class
blog that has
the
relationships
of shapes
content on it.
The teacher
will provide a
voiceover of
the content
as well as
extra notes.
The students
will watch
this video for
homework
and come to
class
prepared to
discuss the
content and
complete any
activities.
Students may
upload
questions for
the teacher
to their eportfolio

Reading, Writing, and Communicating

1. Oral
Expression
and
Listening

2. Reading

To satisfy the
understanding
level of
Blooms
Taxonomy,
students will
listen to
ebooks and
create a book
trailer that
summarizes
their
understanding.
They will then
upload all
trailers to their
eportfolio.
Students will

Students will be
taught about
plot. Students
will listen to the
teacher read a
story aloud on
the doc cam.
Students will
then be asked
to discuss the
plot structure of
the book.

Students will

for All
Purposes

3. Writing
and
Composition

choose
childrens
books to
analyze cover
to cover.
Using this
text as their
mentor text,
students will
then create
original
childrens
books as a
mean of
group
expression.
Students will
create a book
poster on
their created
book and
upload the
poster to their
eportfolio.
#1
Teachers will
provide a
mentor text
for a digital
narrative as
well as
create their
own digital
narrative
and show
students.
Both
mentor
texts
should be on
the teachers
eportfolio to
allow
students to
access it
#1, #2, #3

be given a
chapter book
to take home
and read over
the weekend.
Students will
have marked
any noticing,
comments,
and
questions on
a classroom
google docs
account. The
document
will be
uploaded
onto the
teachers eportfolio and
students will
discuss
everything in
class the next
day.
Students will
take down
observations in
a daily journal
which will allow
them to
understand how
their own
experiences
contribute to the
formation of
their knowledge.
Students will
share some of
their entries
with classmates
and narrow
down which is
their favorite.
Students will
then expand on
their entry by
writing a
lengthier paper
on the entry.
Students will
have peer
workshops and

Students will
be given a
structured
lesson plan on
the steps to
writing a
persuasive
essay.
Students will
then be given
mentor texts to
look at and
model their
paper after.
Students will
then create a
digital poster
that
encompasses
the main ideas
of their
persuasive
essay.
Students will
upload this
digital poster
to their eportfolios.

upload their
final product to
their eportfolio.
Students will do
this once every
few weeks to
monitor
progress
throughout the
school year.

4. Research
and
Reasoning

Students will
be paired
with pen-pals
in another
country.
There will be
ample
opportunity
for students
to video chat
with their
pen-pals to
get to know
them as
much as
possible.
Students will
be asked to
compare and
contrast their
lives with the
lives of their
pen-pals as
well as
choose a
topic that
interests both
children in
the group and
work together
to create a
persuasive
piece on why
this topic
matters to
both people.
Students will
upload their
final piece to
portfolio.

Students will
research
something
happening in
their
community.
Students will
choose a
simple
research
question and
then expand
the
understandin
g and content
used within
the research.
Students will
create a
multimodal
project to
present their
research.
Students will
be given a
rubric to
follow as well
as a check list
where they
can check in
with the
teacher. It is
important
that the
teacher
reinforces
their work.
Finally,
students will
upload their
multimodal
research
project onto

their eportfolio.

Social Studies
1. History

2.
Geography

Students will
memorize
dates and
events by
applying them
to an online
timeline.
Students will
then upload all
timelines to a
classroom blog
and notice
similarities and
differences in
the completed
timelines.
Students will
then rework
their timelines
in the correct
order and
upload the
final project to
their
eportfolios.

Teachers will
provide
multiple
links to
allow
students to
practice
geography
whether it is
states and
capitals or
countries of
the world.
Students will
be asked to
find one
example on
their own
and post it
to the
teachers
portfolio or a
classroom

Have students
work in pairs or
groups and
research
conflicts within a
specific time
period. Each
group will
choose one side
of the conflict to
write about.
Students will
then create a
digital
representation
of their side of
the story and
present it to the
class. Digital
representations
will be uploaded
to the class
portfolio and
they will be
used as study
elements for
tests.
Students will be
taught the
differences
between
continents,
countries,
providences,
states, capitals,
cities, and
towns.
Students will
then be given a
worksheet that
depicts a world
map. Students
will be asked to
write the names
of specific
places
repeatedly.
Students will be
expected to
memorize

blog.

3.
Economics

places and their

names. Tips will
be uploaded to
the e-portfolio.
Students will
research
problems in
our current
economic
system and
develop a
potential
solution by
creating a
flyer that will
put changes
into effect.
Students will
upload the
flyers to their
portfolios.
#4

Teachers will
provide
students with
videos to
watch on
economics.
Students will
come to class
having
watched and
responded to
all videos.
The response
should be
recorded in a
voiceover
which they
will upload to
an eportfolio.

4. Civics

Students will
pick an
important
person in
their
community
and interview
them about
their position
in the
community
and why their
career is
important.
Students will
upload the
interview or
data
presented in
the interview
onto their
portfolio to
allow other
classmates to
review their
information.

Students will
be taught the
differences in
the judicial
branches
through the
use of
PowerPoints
and videos.
Students will
then use
worksheets for
rote
memorization.
Students will
be able to view
the
PowerPoints on
the teachers
e-portfolio

Students can
practice their
knowledge of
the judicial
system by
writing out
questions on
the board and
having other
students
answer them.
A trivial
pursuit sort of
game.
Teachers can
reinforce the
students
answers or
hard work by
simple
comments or
awarding
points and
making it into
a game.

Science
1. Physical

When learning
about solids,

Have
students

Science

2. Life
Science

liquids, and
gases, and how
liquids expand
when they
become solid,
children can
mark a liquid
line on a clear
plastic bottle
and then
measure the
volume when
the liquid
freezes. The
teacher then
explains why
this happens
and students
discuss their
specific
experiments.
Students can
create a
multimodal
project that
explains in their
own words why
this
phenomenon
happens using
diagrams and
images.
Projects will be
uploaded onto
eportfolio.
Teachers will
provide
students
with an
interactive
website
dedicated to
the system
of cells.
Students will
create their
own digital
cell.
Teachers will
present a
space on the
classroom
portfolio for

watch videos
on how music
is made by
uploading
them to an eportfolio.
Students
then come to
class
prepared with
an
understandin
g of the
concepts that
will be
discussed in
class. In
class,
students will
complete a
music lab by
creating
musical
instruments.

Students will
create an
ecosystem in
a water
bottle.
Students will
then create
their own
online
ecosystem
which will
give them the
ability to use
more than
organic
objects such
as dirt and
leaves.

Students will be
shown a
PowerPoint with
multiple videos
attached to it on
the biological
systems.
Students will
then be taught
about specific
levels of biology.
Students will
practice what
they have
learned on
worksheets. All
materials will be
included on the

students to
upload their
cells. There
will then be
a discussion
on the
different
components
of a cell.

3. Earth
Systems
Science

Students will
upload an
image of their
ecosystems
and compare
the
differences in
ecosystems
throughout
the class.
Teachers will
provide
lessons on
weather
systems.
Students will
then get into
groups of four
and choose a
weather
system to
create a
project on.
Students will
create a
weather
forecast using
imovie and
upload it to
their
portfolios as
well as the
class blog. At
the end of the
project there
will be time to
watch
everyones
forecasts.
#1, #2, #3

Students will
complete the
understanding
and
creating
level by
hearing a
lecture on the
layers of the
earth.
Students will
then break into
groups and
create a video
with visuals
describing
their
understanding
of the earths
layers.
Students will
then upload
their videos to
a classroom
blog and finally
their eportfolio.

e-portfolio.

Students will
be taught the
order of the
planets
through a solar
system model,
videos, and
diagrams.
Students will
then practice
the ordering
with a group.
Students will
draw planets
and take
pictures of the
ordering and
upload it to
their eportfolios.

Students will
learn about
the
movement of
plate
tectonics
through a
fruit roll up
lab. If
students
complete the
lab with
correctness
and
understandin
g they will be
rewarded
with a fruit
roll up. Lab
directions will
be on the eportfolio.

Differentiation
Learning
Disabilities EEOs

Teachers
allow
students to
work at their
own pace
but keeping
checkpoint
s in place
to keep
students on
task.

Teachers will
upload extra
practice for
students who
need it,
whether it is in
the form of
games,
assignments,
or readings.
This will
complete the

Teachers will
take extra time
out of their
instruction to
make sure
students who
are behind
understand the
material.

Have
students
work at home
with their
parents on
watching
videos and
completing
activities.
Less time will
be taken in
class the

When
students do
something
correctly
there will be
a ten finger
whoo. The
teacher will
say Class, so
and so
deserves a
ten-finger

understanding
level.

Gifted/
Talented

Students will
complete
work. If
finished
ahead of
designated
time then
students will
be able to
help others,
work on
something
else, read, or
continue
through the
assignments.

following day.
WILL WORK
IN SPECIFIC
ENVIORNMEN
TS BUT NOT
ALL!!

Gifted and
talented
students who
are at a more
advanced level
could work with
students who
may have fallen
behind. In this
way, students
are teaching
students and
collaborating on
assignments
and projects.

Students will
be able to use
technology
based on
their
understandin
g of it. Gifted
and Talented
students will
be able to
present
different
modes of
technology to
the class.

whoo and
then the class
points both
hands toward
that student
and as a class
they say
Ten-finger
whoo! It
makes
students
more apt to
try their best
when the
entire class
rewards
them.
Present
knowledge
through a Prezi
and have
students take
notes. Upload
to e-portfolio.

Other
Reflection:
I think an e-portfolio is a great place to collectively keep students work, not only to showcase all of the awesome things students
accomplish but also to show growth. Throughout this matrix assignment, I wasnt entirely sure how to include the e-portfolio and
many times I used it as more of a class blog than an individuals personal portfolio. I began thinking of it as BlackBoard rather
than my own portfolio. I dont quite understand how we were supposed to tie in the e-portfolio to every spot on the matrix. I
think having an e-portfolio definitely allows for an inclusion of technology, but again I am not how interactive it is. I would
appreciate clarity on the purpose of the e-portfolio. By the time I finished the matrix, I was overloaded with lesson plan ideas,
how to include technology, and how to showcase student work. Will it be this overwhelming every time we have to do a matrix?
By that I mean, are we filling out every content area for ever matrix we need to work on? Do teachers do this on a regular basis?
Or do they just fill out the content area and which theory they are using for that specific lesson plan?
I also didnt know what the differentiation components needed to look like? Did I do those correctly?