Technology Integration Matrix: GoogleTrek & Primary Sources (April 2015)

Tia Whitehouse
Colorado Academic Standards

NETS T

NETS S

Blooms Taxonomy

Students will safely utilize the computer and

internet to access the GoogleTrek that I have
put together that contains math problems for
them to solve (standard 5). Students will
demonstrate their understanding of how to
work the technology involved and they will ask
questions if they are confused or if they need
help (standard 6). The math problems students
will solve will require them to think critically
and to solve problems in a variety of ways
(standard 4).

Students will recall methods they have learned

in class to aid them in solving math problems
that are in the GoogleTrek. Students will
interpret what each individual question is
asking and they will execute different methods
to solve the problem. Students will evaluate
their solutions to determine if their solutions
make sense or not according to the problem
they are solving.

Mathematics
1. Number Sense, Properties, and Operations

I will develop a GoogleTrek assignment that

has different steps along the way with different
math problems for students to solve. This
format will hopefully keep students engaged
and will give them real world problems to solve
(standards 1 and 2). Similarly, this format will
also provide students with a different format in
which to explore math, so that students can
learn in a variety of ways (standard 2). Before
sending students off to work on solving the
math problems in the GoogleTrek, I will
demonstrate how to use this format and I will
remind them of internet safety skills (standards
3 and 4). I will also attend relevant
professional learning sessions that will give me
new ideas and inspire me to explore new ways
to engage my students in the learning process
(standard 5).

2. Patterns, Functions, and Algebraic Structures

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

Before working on this project, I will ensure

that I go over how to use the internet safely and
I will make sure that I demonstrate the new
technology we are using before asking my
students to complete the project (standards 4
and 5). This project will come after students

Students will use a GoogleTrek to document

the journey of major characters in a book that
they are reading (standard 1using a model).
Students will analyze the influence of setting
on a literary work. Students will collaborate
with their group members and they will

Students will recall (using their notes) the

important settings that influence the story that
they have read. Students will then analyze the
different locations while evaluating the
importance of each place. Then, students will
construct a GoogleTrek that shows their

Technology Integration Matrix: GoogleTrek & Primary Sources (April 2015)

have finished reading in their book groups. By

allowing students to help choose which groups
they work with for the book group, and
subsequently for this project, students will be
more engaged in the content they are reading,
thus enabling them to pursue a subject they are
interested in (standard 2). I will encourage
students to reflect on the book as they work on
this project and I will help them find ways that
they can relate the text to real-world issues
(standard 1).

develop communication skills while

determining what content to include in their
presentation (standards 2 and 4). Students will
also research some of the locations that they are
including in their GoogleTrek, thus requiring
them to demonstrate their abilities to research
(standard 3). This project requires students to
safely utilize the internet and to demonstrate
their understanding of the online tools we are
using in this particular project (standards 5 and
5).

understanding of the settings. Students will

apply their own ideas about the significance of
location to the text.

3. Writing and Composition

4. Research and Reasoning
Social Studies
1. History
2. Geography

This project will give me an opportunity to

teach my students about real world issues and I
will encourage them to come up with creative
solutions (standard 1). I will ensure that my
students are engaged in this project by allowing
them to help choose which geographic region
they study, thus helping them to personalize
their learning experience (standard 2). I will
ensure that I teach my students about the type
of technology we are using and how to use it
safely before having them start working on
their projects (standards 3 and 4). I will also
attend relevant professional learning sessions
that will aid me in using this technology
(standard 5).

Students will create a GoogleTrek project to

demonstrate their knowledge of the geographic
region they are studying. Students will safely
research their geographic region and they will
use critical thinking to determine which facts
they should incorporate in their presentation
(standards 3, 4, and 5). Students will predict
trends based on what they have learned and
they will demonstrate their understanding of
the technology we are utilizing (standards 1 and
6). This project will help students gain a better
understanding of other cultures (standard 2).

3. Economics
4. Civics
Science
1. Physical Science

Students will research their geographic location

and they will interpret meaning from the facts
they have learned. Then, students will analyze
the different data they have seen and they will
critique the sources they use before
determining which data they will include in
their final project. Students will generate a
GoogleTrek to demonstrate their understanding
of their research.

Technology Integration Matrix: GoogleTrek & Primary Sources (April 2015)

2. Life Science

Before beginning this project I will remind

students how to safely utilize the internet for
research and I will model how to properly use
GoogleTrek (standards 3 and 4). I will use this
technology to help engage students in the
content and to promote creative thinking in
developing solutions (standard 1). Students
will have a say in picking which animal they
study, thus enabling them to help personalize
their learning (standard 2).

Students will make a GoogleTrek that shows

the migration patterns of different animals.
Students will research the particular animal
they are studying in order to learn about the
animals migration patterns (standard 3).
Students will think critically about what causes
an animal to migrate and they will talk through
other potential solutions (like adaptations etc.)
(standard 4). Students will be able to predict
the movements of an animal based on the
environmental conditions given (standard 1).
Students will work in groups to help them
develop their communication and collaboration
skills (standard 2). Students will demonstrate
their understanding of the technologies we are
using and they will practice safe usage of the
internet (standards 5 and 6).

Students will recall what they have learned in

class about migration and they will apply this
knowledge to creating a GoogleTrek showing
the migration pattern of an animal. Students
will explain why animals migrate and they will
distinguish factors causing migration. Students
will critique the research they have done and
they will construct a GoogleTrek that teaches
viewers about migration.

3. Earth Systems Science

Differentiation

Learning Disabilities - EEOs

Gifted/ Talented
Other

By incorporating GoogleTrek assignments into

the classroom, I am demonstrating that I have
engaged in professional growth and I am
finding new ways to engage my students no
matter what their ability level or personal
interests (standards 1 and 5). I will model safe
usage of the necessary technology and I will
aid students in gaining a deeper understanding
of other cultures (standards 3 and 4). I will
utilize GoogleTreks to personalize assignments
to meet the needs of individual students and I
will assess students based on differentiated
standards (standard 2).

Students will utilize GoogleTreks to help them

demonstrate their understanding of the relevant
technology and content (standard 6). All
students will practice safe usage of technology
(standard 5). GoogleTrek assignments will aid
students in expressing their learning as well as
demonstrating their ideas and solutions
(standard 1). Students will work with peers
who have different strengths to develop their
communication and collaboration skills with a
variety of people (standard 2). Additionally,
students will research material, and all students,
no matter what their current ability level, will
work on improving their ability to think
critically and solve problems (standards 3 and
4).

Students will indentify and explain themes,

ideas, and content that they have learned in
class. Students will apply this knowledge in
their GoogleTrek presentations or in the way
that they solve problems. Students will
generate ideas that they will present in their
GoogleTrek and they will analyze possible
solutions.

Technology Integration Matrix: GoogleTrek & Primary Sources (April 2015)

Reflection: For the most part, this matrix was fairly easy to fill out. I quickly came up with ideas for how to incorporate GoogleTreks into social studies and literacy because both of these content areas
easily lend themselves to geographic representations including maps. The hardest part of this matrix was figuring out how to apply GoogleTreks (or even primary sources) to mathematics. I went on the
GoogleTrek webpage and looked at ideas to help me, and I realized that students dont necessarily have to make all of the GoogleTreks we utilize in our classroom; I can make GoogleTreks for students
that will help them explore content (not everything can be a research project). This realization helped me understand more fully the extent to which GoogleTreks can be used in the classroom as a
learning tool. Overall, this matrix helped me gain a greater understanding of GoogleTrek projects and I will walk away with new ideas for how to incorporate technology into my classroom.