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. Its 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

Constructivis
m

Student
Use

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

Students
will have
pictures of
certain
objects and
will have to
make a
pattern
from those
pictures.
Then, they
will remove
part of the
pattern and
have
another
peer fill in
the missing
pictures to
show they
understand
how
patterns
work.

This is the
applying and
understandin
g part of
Blooms
Taxonomy
because
students are
applying
their
knowledge
to their work
and
understandin
g how it
works.

Direct
Instruction

Flipped
Classroom

Instructionis
m

Behavioris
m

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
3. Writing and I will allow
Composition
my
students
to create
speeches
relevant
to the
daily
lesson.
They will
create this
speech in
a way that
all other
students
will be
able to
understan
d the
concept.
4. Research
and Reasoning

This relates
to the
creating
portion of
Blooms
Taxonomy
because
students will
be creating
their own
speech.

Social Studies
1. History

I will
instruct my
students to
look at
videos of
important
days in
history and
find any
information
they can
use to tell
me what
they have
learned
about that
day. Later
on we will
discuss the
day in
class, but
that will be
a good way
to get some
background
information
.

This is the
analyzing
part of
Blooms
Taxonomy
because they
will have to
understand
and
acknowledge
this
information
on their
own.

2. Geography
3. Economics
4. Civics
Science

1. Physical
Science

Students
will create
a video of
themselve
s and
other
group
members
doing a
science
experimen
t to bring
to the
class.

This is the
creating
portion of
Blooms
Taxonomy
because
students will
be making
their own
videos.

2. Life
Science
3. Earth
Systems
Science
Differentiation
Learning
Disabilities EEOs

My disabled
students
can write
me a letter
explaining
what they
already
know about
a subject,
and what
they would
like to
know for
future
references.

This is the
rememberin
g part of
Blooms.

Gifted/
Talented

My gifted
students
will be
able to
write a
few
paragraphs
more than
the other
students
on the
daily
lesson.

This is the
analyzing
part of
Bloom's
Taxonomy.

Other

Reflection: I learned that it is a fun and effective way to teach children using Primary Sources, and that their is more to learning than sitting and
reading a textbook.