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
1 Integrate technology into curriculum and pedagogy for ALL students.
Issues
1 Describe appropriate uses of technologies (Internet, multimedia, communication tools, etc.) in learning environments.
Skills Development
1 Apply information literacy skills (including searching and evaluation strategies) while using electronic resources.
1. Locate, analyze, and contribute to information from Web 2.0 sources.
Teaching with Technology
1 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.
Legend:
Matrix 1 - Brown/redish (Presentations/powerpoint/fair use and copyright)
Matrix 2 - Blue (E-portfolio/websites)
Matrix 3 - Pink (Digital storytelling)
Matrix 4 - Purple (Google Trek/primary sources)

Technology Integration Matrix

Colorado Academic
Standards

ISTE
ISTE
Standards Standards for
for Teachers
Students

Blooms
Taxonomy
Mathematics

1. Number Sense,
Properties, and
Operations

Standard 1a:
Facilitate and
inspire student
learning and
creativity.
Promote,
support, and
model creative
and innovative
thinking and
inventiveness.
> Use
presentation to
introduce the
basis for
numbers and
properties.

Standard 3c:
Research and
informative
fluency. Evaluate
and select
information
sources and
digital tools based
on the
appropriateness
to specific tasks.
> Use online
programs that
allow the children
to practice with
numbers and
applying their
knowledge to
solving these
number problems.

Recognize numbers
and their properties.

2. Patterns, Functions,
and Algebraic
Structures

Standard 3a:
Model digital
age work and
learning.
Demonstrate
fluency in
technology
systems and the
transfer of
current
knowledge to
new
technologies and
situations.
> Create
project where
students must
research a
chosen algebraic
equation (i.e.

Standard 1a:
Creativity and
innovation. Apply
existing
knowledge to
generate new
ideas, products, or
processes.
> Students will
use primary and
secondary sources
to perform their
research of the
formula and teach
the rest of the
class their
information and
maybe a video of
how to solve the
equation in

Understand,
summarize, and
assemble a
compilation of
information
regarding specific
mathematical
formulas and
learning how to use
them.

Constructivism

Student Use

Flipped
Classroom

who invented it,

how they came
to that
conclusion, why
does it work.

different ways.

3. Analysis, Statistics,
and Probability

Standard 2d:
Design and
develop digital
age learning
experiences and
assessments.
Provide students
with multiple
and varied
formative and
summative
assessments
aligned with
content and
technology
standards, and
use resulting
data to inform
learning and
teaching.
> Allow
students to
answer a survey
that will ask
them to then
take that data
and create
probability
structures, like a
pie chart or bar
graph using
technology.Then
ask them to
create their own
instruction
manual through
an e-portfolio on
probability/
statistics
strategies.

Standard 4c:
Critical thinking,
problem solving,
and decision
making. Collect
and analyze data
to identify
solutions and/or
make informed
decisions.
> Students will
create an
instructional
manual for math
probability/statisti
cs strategies by
putting them into
an e-portfolio to
help them
understand these
topics.

Analyze and recall

certain levels of
mathematics. By
analyzing the data
and using it to
create and expand
on the knowledge of
statistics.

4. Shape, Dimension,
and Geometric
Relationships

Standard 1a:
Facilitate and
inspire student
learning and
creativity.
Promote,
support, and
model creative
and innovative
thinking and
inventiveness.
> Ask
students to
create a virtual
story by only
using geometric
shapes and
properties as
characters and
settings.

Standard 1c:
Creativity and
innovation. Use
models and
simulations to
explore complex
systems and
issues.
> The digital
storytelling will be
beneficial because
it will engage the
students as well
as allow them to
practice with
shapes and their
properties while
being innovative.

Create and
assemble projects
involving shapes to
prove knowledge.
By creating a
geometric
storyboard,
students will gain
better knowledge of
shapes and
geometric
relationships.

Reading, Writing, and Communicating

1. Oral Expression and
Listening

Standard 5b:
Engage in
professional
growth and
leadership.
Exhibit
leadership by
demonstrating a
vision of
technology
infusion,
participating in
shared decision
making and
community
building, and
developing and
leadership and
technology skills
of others.
> After
allowing
students a week
or so to
complete a story
using digital
websites and
technology, put

Standard 2b:
Communication
and collaboration.
Communicate
information and
ideas effectively
to multiple
audiences using a
variety of media
and formats.
> By using the
storyboards to
start a discussion,
students can put
their thoughts of
creativity into
words while other
students can learn
different way of
constructing
stories by
listening to their
peers.

Apply and create to

encourage critical
thinking and
innovative design.
As the students use
their works to spark
discussion they are
moving further than
an assignment and
into a relationship
with their peers.

them in groups
and ask them to
share their
stories and how
they created
them.

2. Reading for All

Purposes

Standard 3a:
Model digital
age work and
learning.
Demonstrate
fluency in
technology
systems and the
transfer of
current
knowledge to
new
technologies and
situations.
> Present on
different ways to
get information
form media
resources and
how to read
them in order to
get the best
information. I
would also
introduce a new
technology of
storybooks with
interactive apps
to show that
there are
innovative ways
to enjoy stories
while expanding
their reading
knowledge.

Standard 6d:
Technology
operations and
concepts. Transfer
current knowledge
to learning of new
technologies.
> Allow
students to play
with the interstice
apps and stories.

3. Writing and
Composition

Standard 1c:
Facilitate and
inspire student
learning and
creativity.
Promote student
reflection using
collaborative
tools to reveal
and clarify
students
conceptual
understanding
and thinking,
planning, and
creative
processes.
> Ask
students to
create journal
entries or some
other writing
outlet to express
their thoughts
on the subject of
the day, whether
thats math
terms or history
event, etc.

Standard 4d;
Critical thinking,
problem solving,
and decision
making. Use
multiple processes
and diverse
perspectives to
explore
alternative
solutions.
> Once the
writing entries are
completed
students can post
them on their
website or eportfolio and make
it creative so they
can easily reflect
on their passages
later.

Understand how to
create these writing
pieces and how to
incorporate them
into a website for
later viewing.

4. Research and
Reasoning

Standard 4a:
Promote and
model digital
citizenship and
responsibility.
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.
> Ask
students to
apply research
knowledge to
finding
information
about their
favorite author
or genre like
where it started
and how did it or
they evolve.
Then put that
information into
a Google Trek.

Standard 5a:
Digital citizenship.
Advocate and
practice safe,
legal, and
responsible use of
information and
technology.
> After
gathering
information
students should
be able to create a
Google Trek
showing how their
author or genre
has traveled and
changed over
time.

Deconstruct
information and
respond to it in
order to show
progressive learning
and applying skills.
This should allow
students to utilize
research skills as
well as writing and
visual
communication.

Social Studies

1. History

Standard 1b:
Facilitate and
inspire student
learning and
creativity.
Engage students
in exploring realworld issues and
solving
authentic
problems using
digital tools and
resources.
> Ask
students to
elaborate on
what they have
just learned
about world
history and US
history and
respond to it
using digital
storytelling.

Standard 3b:
Research and
informative
fluency. Locate,
organize, analyze,
evaluate,
synthesize, and
ethically use
information from a
variety of sources
and media.
> Students can
use current
knowledge and
possibly new
researched
knowledge to
create a story that
will help them to
understand the
history topics
better.

Understand,
analyze, and reflect
on knowledge by
creating a digital
story in response to
subject matter while
being catered to
each individual
student.

2. Geography

Standard 2a:
Design and
develop digital
age learning
experiences and
assessments.
Design or adapt
relevant learning
experiences that
incorporate
digital tools and
resources to
promote
students
learning and
creativity.
>While
teaching about
the many wars
of U.S. History,
test the students
on their
knowledge of
particular
battles among
the war by using
a Google Trek to
show where each

Standard 1a.
Creativity and
innovation. Apply
existing
knowledge to
generate new
ideas, products, or
processes.
> The Google
Trek should help
students see
visually how these
battles in history
took place and
what geographic
effects they had
on the country.

Recall historical
knowledge and
integrate it into a
technological tool to
gain perspective
and more
intelligence of
Northern American
geography.

defense was
organized as
well as who
advanced and
who didnt.

3. Economics

Standard 4d:
Promote and
model digital
citizenship and
responsibility.
Develop and
model cultural
understanding
and global
awareness by
engaging with
colleagues and
students of
other cultures
using digital age
communication
and
collaboration
tools.
>

Standard 5a:
Digital citizenship.
Advocate and
practice safe,
legal, and
responsible use of
information and
technology.
>

4. Civics

Standard 3c:
Model digital
age work and
learning.
Communicate
relevant
information and
ideas effectively
to students,
parents, and
peers using a
variety of digital
age media and
formats.
> Create a
friendly website
that can be
accessed by you
(the teacher),
your students,
and parents. Put
pieces of
writing, art, or
projects on the
website to
encourage
students to
share their work
and parents to
see what their
children are
learning.

Standard 5b:
Digital citizenship.
Exhibit a positive
attitude toward
using technology
that supports
collaboration,
learning, and
productivity.
> Students can
show their works
and also have
access to their
classmates work
through the
website to
continue learning
and exploring new
ideas.

Generate and
assemble an
operational resource
where teachers,
students, and
parents can connect
with one another.
Students will benefit
from viewing the
other work from
their classmates
while the parents
feel more connected
to their childs
school life.

Science

1. Physical Science

Standard 2b:
Design and
develop digital
age learning
experiences and
assessments.
Develop
technologyenriched
learning
environments
that enable all
students to
pursue their
individual
curiosities and
become active
participants in
setting their own
educational
goals, managing
their own
learning, and
assessing their
own progress.
> Show
multiple videos
of physical
science theories
and allow
students to
interpret their
own inquiries
about these
theories. Lead
into testing
these theories in
a short lab.

Standard 3b:
Research and
information
fluency. Locate,
organize, analyze,
evaluate,
synthesize, and
ethically use
information from a
variety of sources
and media.
>

2. Life Science

Standard 3b:
Model digital
age work and
learning.
Collaborate with
students, peers,
parents, and
community
members using
digital tools and
resources to
support student
success and
innovation.
> Create a
project where
students make
their own
primary sources
based on a life
science
experiment like
growing a
garden or
harvesting
honey.

Standard 2a:
Communication
and collaboration.
Interact,
collaborate, and
publish with
peers, experts, or
others employing
a variety of digital
environments and
media.
> Students can
involve parents
and peers in their
experiments while
collecting sources
like photographs
and maybe using
secondary sources
like textbooks to
inform them about
their subjects.

Judge, generate,
and design a project
that can be
cataloged into a
compilation of
primary sources in
order to better
understand life
science concepts.

3. Earth Systems
Science

Standard 5c:
Engage in
professional
growth and
leadership.
Evaluate and
reflect on
current research
and professional
practice on a
regular basis to
make effective
use of existing
and emerging
digital tools and
resources in
support of
student leaning.
> Use online
sources to
illustrate the
earth science
concepts to
students. They
can either use
websites to help
them capture
the important
information, or
create a science
collection of
ideas that
interest them in
the course on an
e-portfolio.

Standard 4a:
Critical thinking,
problem solving,
and decision
making. Identify
and define
authentic
problems and
significant
questions for
investigation.
> Students will
create an eportfolio of their
favorite subjects
within earth
science or post
their questions on
a website where
the teacher can
give them answers
and illustrations
to help explain the
topic.

Respond to the
topics being taught
in earth science
courses and expand
knowledge by
further
investigation/inquiry
or illustrating the
subjects that peak
their interest.

Differentiation
Learning Disabilities EEOs

Standard 2a:
Design and
develop digital
age learning
experiences and
assessments.
Design or adapt
relevant learning
experiences that
incorporate
digital tools and
resources to
promote
students

Standard 2b:
Communication
and collaboration.
Communicate
information and
ideas effectively
to multiple
audiences using a
variety of media
and formats.
>

learning and
creativity.
>

Physical Disabilities

Standard 3
Model digital
age work and
learning.
Collaborate with
students, peers,
parents, and
community
members using
digital tools and
resources to
support student
success and
innovation.
> Because
physical
disabilities
prevent students
from
participating in
most class
activities. Allow
these students
to use digital
storytelling to
help them
understand the
subjects being
taught. This can
also be a
resource that
will help them
communicate
their thoughts
and knowledge
in a creative
way.

Standard 6d:
Technology
operations and
concepts. Transfer
current knowledge
to learning of new
technologies.
> By using
their current
knowledge and
incorporating it
into a digital
story, the students
will be able to still
be engaged with
the class while
being creative and
continuing their
education.

Integrate and create

using digital
storytelling to help
combine knowledge
and creativity into
the classroom for
these students with
disabilities.
Technology is a
great resource to
keep these students
involved, engaged,
and excited about
learning the
content.

Gifted/ Talented

Standard 1d:
Facilitate and
inspire student
learning and
creativity. Model
collaborative
knowledge
construction by
engaging in
learning with
students,
colleagues, and
others in faceto-face and
virtual
environments.
> Instruct
students to
express any
questions or
comments onto
a resourceful
website in order
to better tend to
the students
needs without
taking away
from the lesson.
They may also
be able to create
an e-portfolio to
be as creative or
specialized as
they feel about
the subjects
being taught in
order to keep
them engaged in
learning.

Standard 1c:
Creativity and
innovation. Use
models and
simulations to
explore complex
systems and
issues.
> Students can
create their
personalized
website or eportfolio to help
them through the
lessons and have a
space where they
can go back to
with the teacher
to get questions
answered or
clarification.

Design a
personalized space
where students re
able to be
themselves and
have a stronger
opportunity to stay
engaged and
continue learning
the subjects.

Other: Hearing
Disabilities

Standard 2c:
Design and
develop digital
age learning
experiences and
assessments.
Customize and
personalize
learning
activities to
address
students
diverse learning
styles, working
strategies, and
abilities using
digital tools and
resources.
> Give
students the
option to use a
Google Trek of
primary sources
in order to help
them learn the
material in a
different way
instead of
through
textbooks or
lecture. All ow
the students to
use tactile
resources to
create their
projects or just
to use to better
understand
objectives.

Standard 3c:
Research and
informative
fluency. Evaluate
and select
information
sources and
digital tools based
on the
appropriateness
to specific tasks.
> Students can
use different
digital tools in
order to grasp the
concepts in ways
that are more
efficient. Visual
tools would work
better for these
students in order
to learn material
and continue at a
relatively similar
pace as their
peers.

Design and create

using digital tools in
order to
communicate
learning and
understanding of
material although it
was presented in a
variety of ways.
Using a Google Trek
could be a very
useful tool for these
students.

Reflection: I found most of these topics and Colorado standards hard to relate into a technological sense. Math and writing is
especially tough to introduce to children with technology because they are both very hands on learning and is easier to do with
pencil and paper. I did find that most of the teachers standards did match up with what student standards should reflect. The
students should be able to learn more from the new technologies provided and the creativity of using different forms in different
subjects would prove to be helpful. Also taking those technologies and encouraging students to further their knowledge by

creating or pushing further than memorization is a great educational outlet. Overall, the technology use in classrooms can be
used while the standards continue to be met by both teachers and students. I felt that this first matrix was very difficult to put
together and match standards with technology and connect it to presentations. I am also still trying to grasp Blooms and how this
fits in.
I think that this Matrix went a lot smoother after some clarification from a classmate. I think that it is extremely easy to
incorporate websites or e-portfolios into student learning because they are a great place to allow students to create and design
their own space where they are free to make mistakes, but also expand on their knowledge. It is also a great resource that allows
teachers to get involved in the technological piece of learning by viewing these portfolios and evaluating what the students are
obtaining and if they like or dislike the subjects that are needed for their foundation of education. I also feel that it is much easier
to include the Blooms levels for this prompt because the websites/e-portfolios help students to be creative, apply their
knowledge, respond and reflect upon their learning, and evaluate their progress all in a simple setting. I also like that it has the
potential to reach out to parents, so that they can get involved in their childs school life and encourage them to continue that at
home. The only concern I have would be that not all students would be able to access a website or e-portfolio anywhere else
other than school depending on their family situation, so that might make it difficult to track their progress or give them the
chance to even experience the technology.

I really enjoyed the digital storytelling and find that it can be extremely beneficial for a multitude of students for a variety of
subjects. This is a simple way to incorporate technology into the classroom while allowing students to be creative. I can also see
how digital story making can be used to advance the students knowledge of the subjects as well as expanding their
understanding of big ideas within the subjects. The only area in which I felt like this might be difficult to incorporate would be
science because it is a very complex and tactile subject that would need more practice rather than creative actions. Although this
resource might not work for science, I think that overall students, teachers, and even parents could see the extensive aid that
this tool could have among many aspiring children. It is an easy way to combine learning with technology and creation. The
source is very user friendly and could be a great way to involve parents into their childs learning experience. The only other flaw
that I can see in using digital storytelling would be that not all students will have access to technology such as websites offering
this tool. That might become an issue if story making is required as a homework assignment. Overall, I feel that digital
storytelling is a quick and easy way to involve students in the subjects that are being taught to them while remaining creative
and fun.

I truly enjoyed using the Google Trek tool as well as incorporating primary sources because it was very different and gave me a
better perspective of material that I had learned quite well. I think that these are both great visual and tactile resources for
students to show their understanding of different material within every subject. Also, this is a goo tool for teachers to get their
students involved and active with their assignments. The Google Trek was extremely easy to operate and the end result was very
beneficial to my knowledge. I want to add that utilizing primary sources in elementary school is a great way to get students out of

textbooks and live in person with what they are learning especially with some of the more intense topics like war or MLK speech.
Each source is extremely versatile when it comes to the type of students using them whether thats higher level, low level, or
disabilities this tool can be shared and easily maneuvered. Sometimes I feel that primary sources are also a great way for
students to use more of their five senses in order to truly grasp the moment in history and not only see the event but hear the
reactions and what it would be like to physically be there in that time period. Overall, I think that I will definitely be using both of
these resources in my future classroom.