Technology Integration Matrix

Color Key: Matrix 1: Week 6

Matrix 2: Week 9
Matrix 3: Week 11
Matrix 4: Week 14

Colorado
Academic
Standard
s

ISTE Standards for

Teachers

ISTE Standards for

Students

Blooms
Taxonomy

create several different

examples of multimedia
such as powerpoint,
prezi, video, blog, ect.
with a lot of pictures,
audio,and text to help
show the students the
different types of
multimedia they can
create on their own.

Gather information
that has been taught in
class regarding these
math concepts. This
information will be
included into a video
submission.

2. Design and develop

digital age learning
experiences and
assessments.

c. Evaluate and select

information sources
and digital tools based
on the appropriateness
to specific tasks

UnderstandStudents will
compare and
contrast the
different
types of
multimedia to
insure they
understand
each and are
able to
choose which
one best fits
their learning
style.

Mathematics
1. Number
Sense,
Properties,
and
Operations

c. customize and
personalize learning
activities to address

3. Research and
informational fluency.

Constructi
vism

Stude
nt
Use

Flipped
Classro
om

students diverse
learning styles working
strategies, and abilities
using digital tools and
resources.

2.
Patterns,
Functions,
and
Algebraic
Structures

Show students a website

you have created about
mathematical elements
to help show students
what it would look like to
have a website created
and give them ideas on
what they could make
their website on.
2. Design and develop
digital age learning
experiences and
assessments
a. Design and adapt
relevant learning
experiences that
incorporate digital
tools and
resources to

RememberStudents will
identify the
most
important
concepts of
the math
lessons to
include in the
video.
Students will research
the first algebraic
equation and who
came up with it. They
should know where this
person lived and where
the equation was
made. They will decide
how to and what
information should be
added to the google
trek map they are
creating.
3. Research and
information fluency
b. Locate, organize,
analyze, evaluate,
synthesize, and
ethically use

RememberStudents will
recognize and
identify the
elements that
were most
important in
the website.
They will
make a list of
those
elements and
explain why
they were
important to
the design of
the website.
Understand
and analyzeStudents will

promote student
learning and
creativity.

3.
Analysis,
Statistics,
and
Probability

Show example of a video

including some of the
important concepts
taught in class.
3. Model digital age work
and learning
a. Demonstrate fluency
in technology systems
and the transfer of
current knowledge to
new technologies and
situations.

information from a
variety of sources and
media.

understand
which
information is
important and
enhances
their map
after close
analysis.

Students will analyze

statistics from five
different countries on
copyright
infringements and add
these observations into
their multimedia
project.

AnalyzeStudents will
distinguish
between the
differences of
each country
and use that
as an
observation
on the
importance of
copyright and
following the
law.

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

ApplyTeacher will
carry out a
video
example to
help students
understand
the

assignment.
4. Shape,
Dimension
, and
Geometric
Relationshi
ps

Show students the

research on a specific
shape. Have them
determine which
information is important.
What is needed to
understand the shape
and how to figure out
the dimensions of the
shape. Use the
information students
decide need to be used
and add it to a google
map. Have the students
help decide how to add
this information to the
map.
1. Facilitate and
inspire student
learning and
creativity
c.Promote student
reflection using
collaborative tools
to reveal and
clarify students
conceptual
understanding
and thinking,

Students will create

their own website
using the elements
from their list and
adding the
mathematical concepts
learned in class.
6. Technology
operations and
concepts
a. understand and use
technology systems
d. transfer current
knowledge to learning
of new technologies

RememberStudents will
recall the
elements they
thought were
important to
making a
website.
CreateStudents will
use current
knowledge to
design their
own website
layout.
RememberHelp students
recognize the
important
facts.
UnderstandStudents will
understand
how to apply
this
information to
the map.

planning, and
creative
processes.
Reading, Writing, and Communicating
1. Oral
Expression
and
Listening

Gather class together

and discuss the
challenges and of
making the website. Use
their ideas to explain
how to make things
easier. Talk about how
making the website
helped them understand
what elements truly
were important and
what ones could have
been improved.
1. Facilitate and inspire
student learning and
creativity
c. Promote student
reflection using
collaborative tools
to reveal and
clarify students
conceptual
understanding
and thinking,
planning, and

Students will discuss

the pros and cons of
making a google trek
map and how this map
helps enhance their
learning. They will also
discuss what they
would have done
differently in their
google trek and why.
They will then get into
groups to work
together improving
their maps.
2. Communication
and
collaboration
a. Interact,
collaborate,
and publish
with peers,
experts, and
others
employing a
variety of
digital

AnalyzeStudents will
distinguish
between the
important
elements and
the ones that
were not as
important.
They will
focus on
making a new
list of what
they noticed
they needed
to include
when they
attempted to
make their
websites.
EvaluateStudents will
check with
peers about
what their

creative
processes.

2. Reading
for All
Purposes

Provide digital surveys

for students to read
through from parents,
other students, and
teachers on their
knowledge of copyright
and fair use. They can
use this information in
their project directly if
they would like to make
a point about how much
is generally known about
these things.
3. Model digital age work
and learning.
b. Collaborate with
students, peers, parents,
and community
members using digital
tools and resources to
support student success

environments
and media.
d. Contribute to
project teams to
produce original
works or solve
problems.

websites look
like and how
to improve
them.

ApplyStudents will
use this
information to
implement
the
importance of
teaching fair
use and
copyright law.

and innovation.
3. Writing
and
Compositi
on

Show students how to

add text to videos along
with their pictures.

1. Facilitate and
inspire student
learning and
creativity
a. Promote, support,
and model
creative and
innovative
thinking and
inventiveness.
Write out the pros and
cons students come up
with about their maps.
What things did they
learn about when
making them and how
did they decide to
improve them. Write out
the different ideas for
the maps that the
students came up with.
2. Design and
develop digital

Students will create

their own story in a
blog post where they
either misused or saw
someone else misuse
information in a
project. They will
include a way they
fixed the problem or
could have fixed the
problem. This post will
be included or referred
to in their multimedia
project.
1. Creativity and
innovation.
b. Create original
works as a means of
personal or group
expression.

Create and
ApplyStudents will
produce a
work of
writing where
they have
personally
had a
situation that
they needed
to fix
regarding fair
use and
copyright.
They will
apply these
examples to
their project
as a means of
showing how
easy it can be
to misuse
something.
CreateTeacher will
help students
create their
own voice for

age learning
experiences and
assessments
a. Design or
adapt relevant
learning
experiences
that
incorporate
digital tools
and resources
to promote
student
learning and
creativity.
4.
Research
and
Reasoning

the video.
UnderstandWriting out
these details
the students
come up with
will help the
students to
interpret what
is common
among all of
them while
creating their
maps.
Students will research
other ways they could
improve their websites
by visiting a list of preapproved websites and
writing out what they
notice about each one.
3. Research and
information fluency
b. Locate, organize,
analyze, evaluate,
synthesize, and
ethically use
information from a
variety of sources and

EvaluateStudents will
critique other
websites and
find
improvements
for their own.

media.
Social Studies
1. History

Teacher will show the

history behind how
websites were created. A
background for the
development of websites
will be given and the
changes and
improvements that have
been made over time
will be discussed.
5. Engage in
professional growth and
leadership
c. 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
learning.
Show students the
primary sources page
and the section about
children before the 20s.

Students will
collaborate and
research with other
students from another
school about the rules
regarding fair use and
copyright using email.
They will use this
research in their
projects to show what
they came up with as a
group.
2. Communication and
collaboration.
a. Interact, collaborate,
and publish with peers,
experts, or other
employing a variety of
digital environments
and media.

UnderstandStudents will
use this
information to
understand
the
importance of
copyright and
fair use.
EvaluateStudents will
check the
differences in
what has
been done in
the past
compared to
what is done
now to
facilitate
learning about
websites.
Create- By
creating a
google trek
map with this
information

Students will learn about

how they lived and the
differences between
then and now. Show
students a map already
made about the lives of
children before the 20s.
There will be stops at
the supreme court about
the laws in place, in
picture of a school in
Georgia, and some stops
where some of the toys
of that time were made.
This will help students
understand how the
stops on the map can
enhance understanding.
3. Model digital age
work and learning
b. Collaborate
with students,
peers, parents,
and
community
members
using digital
tools and
resources to
support
student

students will
gain
knowledge
and see the
effects of
having a map
to help
understanding
.

success and
innovation.
2.
Geography

Provide a list of
countries in a prezi of a
world map with
different, same, or no
copyright laws. Allow
students to use the
information as they feel
fit for their projects.
Allow for them to come
up with solutions if
necessary.
1. Facilitate and inspire
student learning and
creativity.
b. Engage students in
real-world issues and
solving authentic
problems using digital
tools and resources.

Students will look for

look at the way math is
done in other countries
and include that
information in their
video as well.
4. Research and
information
fluency
b. Locate,
organize,
analyze,
evaluate,
synthesize, and
ethically use
information from
a variety of
sources and
media.
Students will explain
the effects of having
geography backing to
their learning. They will
discuss how seeing the
specific places on the
map helped them
internalize the
information being

EvaluateStudents will
critique the
laws in other
countries and
decide what,
if anything,
needs to be
changed
regarding
copyright and
fair use.
AnalyzeStudents will
analyze
different
information
and
determine
which are the
most
important.
UnderstandStudents will
infer what
helped their
understanding

given to them and how

they will do this in their
own maps as well.
2.Communication and
collaboration
b. Communicate
information and ideas
effectively to multiple
audiences using a
variety of media and
formats.
3.
Economics

Provide information
about different countries
to help students find the
most important
information.
5. Promote and
model digital
citizenship and
responsibility
a. Advocate,
model, and
teach safe,
legal and
ethical use of
digital
information
and
technology

Students will research

the benefits and
disadvantages
websites have had on
the economy. They will
determine which is
higher, the pros or
cons.
3. Research and
information fluency
d. Process data and
report results

on the
geography of
the map and
conclude what
they need to
do to get this
effect with
their map.

UnderstandStudents will
compare the
pros and cons
of websites on
the economy
to determine
which is
higher. They
will report a
conclusion to
the class.
RememberTeachers will
help students
recognize the
important and
relevant

including
respect for
copyright
intellectual
property, and
the
appropriate
documentation
of sources.

information.

4. Civics
Science
1. Physical
Science

Provide examples of
multimedia teaching
new concepts.
3. Model digital age work
and learning.
d. Model and facilitate
effective use of current
and emerging digital
tools to locate, analyze,
evaluate, and use
information resources to
support research and
learning.

Students will improve

their websites by
including the research
and information we
have gone over in
class. They will add
and change elements
and include
information on the
physical science
concepts learned as
well.
4. Critical thinking,
problem solving, and
decision making
a. identify and define
authentic problems

ApplyStudents will
implement
which forms
they would
like to use in
their projects
which must
be in either a
powerpoint or
prezi form.
They can use
other forms
within one of
these.
ApplyStudents will
use the data

and significant
questions for
investigation

2. Life
Science

Provide examples of
different types of videos
that can be made with
the information asked of
the students.

ApplyTeachers will
provide help
to execute
any kind of
video they
want.

1. Facilitate and
inspire student
learning and
creativity
a. Promote,
support, and
model creative
and innovative
thinking and
inventiveness.
3. Earth
Systems
Science

Provide more examples

of websites designed
using the information
gathered while teaching
new concepts.
2. Design and develop
digital age learning

they have
obtained from
their research
to help
improve their
websites.

Students will provide

study cases of good or
bad law suit issues
regarding copyright
and fair use. They will
look for the most
recent examples and
find what the

EvaluateStudents will
check sources
to make sure
information is
appropriate
for task and

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

outcomes were. This

will be included in their
project.
3. Research and
information fluency.
c. Evaluate and select
information sources
and digital tools based
on the appropriateness
to specific tasks.
Students will include
information they have
learned about earth
science in their maps.
They will determine if
this information is
applicable to where
they have chosen to
make stops on their
maps. They will also
discuss how the earth
science information
may have had an
effect on what their
map is about.
3.Research and
information fluency

correct.
RememberStudents will
recall what
they have
learned from
their research
to inform if
the websites I
have shown
as examples
use the
important
elements.
EvaluateStudents will
determine
which facts
are applicable
to their
specific maps
and how they
affect the
subjects of
their map.

c. Evaluate and select

information sources
and digital tools based
on the appropriateness
to specific tasks.
Differentiation
Learning
Disabilities
- EEOs

Provide the opportunity

to work in a group with
other students to help
understanding and
comprehension using
powerpoint. The
students will be able to
still have a well thought
out project in the end
while not feeling
overloaded.
Give the opportunity to
work with at least one
other student for
support in making a
video.

Physical
Disabilities

Provide students with

the opportunity to work
in groups and
collaborate ideas about
similar subjects for the
maps. They will have
peers help in making a

Students will be
allowed to work in
groups according to
their needs. This will
allow for them to
convey their thoughts
and still get the help
needed.
Students will

map and determining

which elements and
facts should be included
for all students involved
to benefit the maps
effectiveness. Peers will
include everyones ideas
and facts.
Gifted/
Talented

Provide the opportunity

for students to make
personal websites along
with their academic
websites. They can
either make an entire
new website or include
personal elements and
ideas to their academic
ones as long as the
concepts required are
met and the personal
information given is
appropriate. This will
allow students to have
the opportunity to add a
little twist to their
website which will help
facilitate their learning.

Students will interview

at least two other
people of their
choosing on copyright
and fair use. They will
use this information in
their project along with
everything else they
have learned.
Students will be asked
to incorporate more
than one different type
of audio to their video.
Students will be able to
include personal stops
along the map that
help enhance the
subject matter and
help understanding.
Stops made will still
need to meet

requirements, but will

be up to the student on
what and why they
should be included in
the map.
Other
Reflection: I was really overwhelmed about this project at first. If I understand the point of the project, I believe it
became easier as I started going through it. I feel that it taught me how technology can be incorporated into every
subject area and how easy it is to teach copyright and fair use in most subjects. This was a nice way to be able to
show how I would implement the different tools in my class. The Blooms part of the project helped me to
understand what exactly we are focusing on in regards to thinking skills with each assignment task given. I believe it
showed me the relationship between the standards and what skills are expected of the students.
I think making this second matrix was a little easier since I now know what is expected from doing the first one. The
hard part of it was trying to come up with new creative ideas when I really liked the ideas I used in my first one. This
helped me think about the ways I could incorporate using a website and creating websites into any content area. I
think that the hard content area to do some of the integration was in the social studies area. I tried my hardest to
make these activities creative, informative, and fun. I do think that the ideas I have presented will help my students
in my future classroom learn and understand using technology in a classroom according to the Blooms part.
This weeks Matrix was a lot more difficult, I thought, because it was hard to find new and creative activities for the
students to do. I had the most difficult trying to figure out different ways I can help support them in this Matrix. I
think that this allowed me to see what kind of thought and work really needs to be put into coming up with ideas for
students.
This weeks matrix was difficult because I felt that creating a Google Trek myself was hard. I think that some of the
ideas I have included are creative and would help the students understanding of the assignment. I think that the
blooms taxonomy helped me determine what type of activities I could use to incorporate the map. The hard content
area to incorporate was math because that subject area does not have specific places for most of the content.
Creating a google trek map with all of these subject areas would help to enhance some subject areas, however, like

the lives of children before the 20s. I say this because that is what I made my map on and what I had in mind while
creating this matrix.