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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
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 drop box 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.

Technology Integration Matrix
Colorado Academic
Standards

ISTE
Standards
for
Teachers

ISTE
Standards
for Students

Bloom’s
Taxonomy

Constructivism

Gamification

Ma
1. Number Sense,
Properties, and
Operations
2. Patterns, Functions,
and Algebraic
Structures

3. Analysis, Statistics,
and Probability

Display various
lessons on
number sense
such as number
meaning, number
relationships, and
operations
involving numbers
on an ePortfolio.
Provide graphics
and pictures.
Provide this
ePortfolio for
students to use as
a reference when
they are
confused. Provide
as a model for
students to use
when creating
own ePortfolio
2. Design and
develop digital
age learning
experiences and
assessments
a. Design or adapt
relevant learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity.

Understand: Students
will be able to better
understand number
sense, properties, and
operations.
Apply: students will
learn how to
incorporate this
knowledge into a
digital format.

Create a unit on
statistics. Have
students find
different statistics
about other

Apply: students will
apply what they have
learned to calculate
statistics about their
classmates

Students will use inquiry
base projects. Students
are asking real world
questions about their
peers and generating

Every time a student
completes a page/
assignment in statistical
unit of their ePortfolio
they will pass onto the

Have students watch a video
pictures. Students use class t

students such eye
color, favorite food,
or whether or not
they have a sibling.
Create charts,
pictures, journals,
and other projects
that analyze the
statistic unit.
Introduce ePortfolio
to students using
various examples.
Then have students
create their own
ePortfolio displaying
the work they did
over the statistics
unit.
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.
a. Interact,
collaborate, and
publish with peers,
experts, or others
employing a variety
of digital
environments and
media.

Create: – Students are
constructing their own
ePortfolio to apply
what they have
leaned.

practical real world
statistics.

next ‘level.’ Once their
ePortfolio is complete,
they receive a prize for
finishing the game.

Have students
create speeches on
a controversial
issue. Students will
create journals and
graphs and then
create a speech.

Analyze: Students will
be analyzing their
topics in depth.
Create: students will
create their own
videos as well as
websites that will

Students will create
their speeches through
an inquiry based
project. Students will
research real world
problems to discuss in
their speeches and

Create a mini society. A
mini society is “a selforganizing, experiencebased approach to
instructing students on
entrepreneurship,
economics, government,

4. Shape, Dimension,
and Geometric
Relationships

Reading, Writin
1. Oral Expression and
Listening

Create a virtual lesson outlini
speeches with help from their

Have them create
YouTube videos of
their speech and
imbed them into
their own ePortfolio
with their journals
and graphs as well.
Students reflect on
work as well.
2. Communication
and collaboration
b. Communicate
information and
ideas effectively to
multiple audiences
using a variety of
media and formats.
4. Critical thinking,
problem solving,
and decision
making
a. identify and
define authentic
problems and
significant
questions for
investigation.

2. Reading for All
Purposes

Model an
ePortfolio that
displays an
analysis of the
different types of
peritextual
features (title, end
pages, cover
page) of a book.
Allow students to
use for reference
when analyzing a
book of their own.
3. Model digital
age work and
learning
Teachers exhibit
knowledge, skills,
and work
processes
representative of
an innovative
professional in a
global and digital

contain the videos.

Understand: Students
will be able to better
understand a books
peritextual features
as well as the use of
an ePortfolio

display real world
solutions as well.

career opportunity,
consumer issues, and
values.” Whenever
students finish a
element in their
ePortfolio, they are
rewarded with coins to
use in the mini society.

society.
a. Demonstrate
fluency in
technology
systems
and the transfer
of current
knowledge to new
technologies and
situations

3. Writing and
Composition
4. Research and
Reasoning
Social Studies
1. History
2. Geography

Model an
ePortfolio that
shows the
different
geographical
locations in the
United States. The
ePortfolio goes
into further
analysis with
charts and data
on each region
with written
descriptions as
well. Students can
use ePortfolio for
future use on
assignments and
tests.
2. Design and
develop digital
age learning
experiences and
assessments
a. Design or adapt
relevant learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity.

Remember: Students
will be able to recall
characteristics of the
various geographical
regions in the United
States.

3. Economics
4. Civics

1. Physical Science

2. Life Science

Create an
ePortfolio with
information on
clouds. Create
graphs, charts,
pictures, and
journals
discussing the
various

Students create an
ePortfolio with
graphs,
descriptions, and
pictures of the three
branches of
government.
1. Creativity and
innovation
c. Use models and
stimulations to
explore complex
systems and issues.
2. Communication
and collaboration
b. Communicate
information and
ideas effectively to
multiple audiences
using a variety of
media and formats.

Analyze: Students are
examining the
branches of
government and what
makes them unique.

Have students use the
website virtual tour of
US government to gain
insights to what each of
the physical structures
to each branch look like,
as well as seeing
interviews from real life
judges, congress
members, senators, and
presidents.

Create a monopoly type
board game where
students move around a
board with the different
government branches
and characteristics of
the branches as the
properties. If students
can answer these
questions they get the
property/piece. Students
will collect go money
when they complete a
section of their
ePortfolio.

Create a video that outlines c

Have students
rebate an ePortfolio
that displays
graphs, journals,
stories and pictures
that discusses
constellations and
their various
characteristics.
2. Communication
and collaboration
a. Interact,
collaborate, and
publish with peers,
experts, or others
employing a variety
of digital
environments and
media.

Analyze: students are
analyzing and looking
at the types of clouds
and exploring what
makes them unique.
Understand: Students
will be able to better
interpret and classify
the stars and
constellations.
Apply: Students will
be able to use this
knowledge to
examine
constellations on their
own time.

Students use stellurium,
an open source
planetarium that can be
downloaded on the
computer, to see and
understand the
characteristics of
constellations. Students
will use their knowledge
from this virtual fieldtrip
for their projects.

When students complete
an element of their
ePortfolio they are
rewarded with time on a
Nintendo Wii forecast
globe to track
constellations for other
pieces of their ePortfolio.

Students learn about how to u

Understand: Students
will be able to better
interpret and classify
the stars and
constellations.
Apply: Students will
be able to use this
knowledge to
examine

characteristics.
2. Design and
develop digital
age learning
experiences and
assessments
a. Design or adapt
relevant learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity

constellations on their
own time.

3. Earth Systems
Science

Diff
Learning Disabilities EEOs

Students with
learning
disabilities can
team up with
other students or
a teacher to help
them better
understand the
website. With
ePortfolio multiple
people can work
collaboratively on
an assignment!

Physical Disabilities
Gifted/ Talented

Gifted and talented
student could
create their own
ePortfolios
individually.

Other
Reflection:
This matrix helped me recognize how easy and beneficial it is to integrate ePortfolios into the classroom. I really like how it neatly
displays all of the students work that they created in a digital format. I love how easily it can be accessed by a teacher and other
students. Students in a classroom can each create an ePortfolio and access other students as well for more information on a
topic. This makes it easy for students to learn from one another. EPortfolio are much more efficient then a regular report on a
topic. If a student does their own individual project on paper, it may be difficult for other students to view it or to access it at a

later date. With a website, the project is easily accessible for a long period of time. This matrix helped me recognize how easy it
is to integrate technology, specifically ePortfolios into the lesson I am teaching.