Technology Integration Matrix

Colorado
Academic
Standards

NETS T

NETS S

Blooms
Taxonomy

Constructi
vism

Mathematics
1. Number
Sense,
Properties,
and
Operations
2. Patterns,
Functions,
and
Algebraic
Structures
3. Analysis,
Statistics,
and
Probability
4. Shape,
Dimension,
and
Geometric
Relationshi
ps
Second
Grade:
1.a.
Recognize
and draw
shapes
having
specified
attributes,

Using Google
Trek, I will
create a route
marking
famous
landmarks and
architecture
with geometric
shapes, I will
provide a link
to the
classroom
website for
students to
access at home
and school.
With this route

Creating:
I will create
an
interactive
scavenger
hunt for
geometric
shapes
(through
famous
landmarks
and
architecture
) using
Google Trek.

Stud
ent
Use

Direct
Instruct
ion

Flipped
Classro
om

Instructio
nism

Behavior
ism

such as a
given
number of
angles or
a given
number of
equal
faces.
1.b.
Identify
triangles,
quadrilate
rals,
pentagons
,
hexagons,
and
cubes.

created on
Google Trek,
students will go
on a scavenger
hunt to search
for geometric
shapes such as
triangles,
quadrilaterals,
pentagons,
hexagons, and
cubes. Once
they have
found the
geometric
shapes,
students will
have to list and
describe the
attributes of
each shape
they found in
the Google
Trek. After they
have searched
and found the
shapes
independently,
we will come
together as a
class to check
their answers.

NETS-T:
1. Facilitate
and inspire
student

Evaluating:
I will be
evaluating
their
abilities to
recognize
geometric
shapes and
describe
their
attributes. I
will also
evaluate
students
abilities to
properly and
successfully
navigate
their way
around
Google Trek
and my
instructions.

Analyzing:
I will
analyze
their list of
geometric
shapes they
discovered
while
observing
and noticing
them

learning and
creativity:
Teachers use
their
knowledge of
subject
matter,
teaching and
learning, and
technology to
facilitate
experiences
that advance
student
learning,
creativity,
and
innovation in
both face-toface and
virtual
environments
.
a. Promote,
support, and
model
creative and
innovative
thinking and
inventiveness
.
2. Design and
develop
digital age
learning
experiences
and

through
famous
landmarks
and
architecture.
I will also
analyze
their
abilities to
be
descriptive
with their
attributes.

Applying:
I will help
students to
apply what
they have
learned
about
geometric
shapes to
accurately
find and
point them
out in the
famous
landmarks
and
architecture.

Understan
d:
This

assessments:
Teachers
design,
develop, and
evaluate
authentic
learning
experiences
and
assessments
incorporating
contemporary
tools and
resources to
maximize
content
learning in
context and
to develop
the
knowledge,
skills, and
attitudes
identified in
the
Standards.
a. Design or
adapt
relevant
learning
experiences
that
incorporate
digital tools
and resources
to promote
student
learning and

assignment
will help
students to
understand
that shapes
are all
around us
and in our
everyday
lives.

creativity.
b. 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.
c. Customize
and
personalize
learning
activities to
address
students
diverse
learning
styles,
working
strategies,

and abilities
using digital
tools and
resources.
d. 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.
3. Model
digital age
work and
learning:
Teachers
exhibit
knowledge,
skills, and
work
processes
representativ
e of an
innovative
professional
in a global
and digital
society.

a.
Demonstrate
fluency in
technology
systems
and the
transfer of
current
knowledge to
new
technologies
and
situations.
b.
Collaborate
with
students,
peers,
parents, and
community
members
using digital
tools and
resources to
support
student
success and
innovation.
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.

Reading, Writing, and Communicating

1. Oral
Expression
and
Listening
2. Reading
for All
Purposes
3. Writing
and
Compositio
n
Second
Grade:
1.b. Write
narratives
in which
they
recount a
wellelaborate
d event or
short
sequences
of events,

With the help

of their
parents,
students will
create a
timeline (This
can be digital
or hard
copy.) of
their lives up
to present
day. In doing
so, they will
use the
timeline to
help tell or
narrate their
story and

Creating:
Students
will create a
timeline
using
primary
sources to
tell their
stories.

Evaluating:
Students
will evaluate
each
primary

include
details to
describe
actions,
thoughts,
and
feelings,
use
temporal
words to
signal
event
order, and
provide a
sense of
closure.

recount all of
the
monumental
events in
their lives.
When
creating this
timeline,
students will
provide
primary
sources such
as photos or
videos taken
or recorded
by family
members of
the years.
They could
provide a
photo of
items that
have
significance
to them
such as a
photo of their
first bike
without
training
wheels. With
each
monumental
marker/event
in their lives,
students can
write a brief
description
of what is

source and
description
of event
before
considering
for final
decision.

Analyzing:
Students
will analyze
each
primary
source and
description
of event to
determine
appropriate
ness and
accuracy.

Applying:
Students
will apply
their prior
knowledge
and those of
their
parents to
appropriatel
y lay out
their
monumental
life events
on the

taking place
and how they
felt. Students
then can use
these short
descriptions
using signal
words (to
indicate
sequence of
events) to
fully write
about it
during
writers
workshop or
another
writing
assignment.

NETS-S:
1.
Creativity
and
innovation:
Students
demonstrat
e creative
thinking,
construct
knowledge,
and
develop
innovative
products
and
processes

timeline.

Understan
ding:
Students
will
understand
the
importance
of
sequencing
through
creating a
timeline of
their
monumental
life events.
They will
also
understand
the
importance
of being
descriptive
with their
writing to
appropriatel
y recall how
they
thought and
felt during
the time of
the event.

using
technology.
a. Apply
existing
knowledge
to generate
new ideas,
products,
or
processes
b. Create
original
works as a
means of
personal or
group
expression
c. Use
models and
simulations
to explore
complex
systems
and issues
d. Identify
trends and
forecast
possibilities
2.
Communica
tion and
collaboratio
n: Students
use digital
media and
environmen

ts to
communica
te and work
collaborativ
ely,
including at
a distance,
to support
individual
learning
and
contribute
to the
learning of
others.
b.
Communica
te
information
and ideas
effectively
to multiple
audiences
using a
variety of
media and
formats
3. Research
and
information
fluency:
Students
apply
digital tools
to gather,
evaluate,
and use

information
.
a. Plan
strategies
to guide
inquiry b.
Locate,
organize,
analyze,
evaluate,
synthesize,
and
ethically
use
information
from a
variety of
sources and
media c.
Evaluate
and select
information
sources and
digital tools
based on
the
appropriate
ness to
specific
tasks
4. Critical
thinking,
problem
solving,
and
decision
making:

Students
use critical
thinking
skills to
plan and
conduct
research,
manage
projects,
solve
problems,
and make
informed
decisions
using
appropriate
digital tools
and
resources.
a. Identify
and define
authentic
problems
and
significant
questions
for
investigatio
n b. Plan
and
manage
activities to
develop a
solution or
complete a
project c.
Collect and
analyze

data to
identify
solutions
and/or
make
informed
decisions d.
Use
multiple
processes
and diverse
perspective
s to explore
alternative
solutions.
6.
Technology
operations
and
concepts:
Students
demonstrat
e a sound
understand
ing of
technology
concepts,
systems,
and
operations.
a.
Understand
and use
technology
systems b.
Select and
use

application
s
effectively
and
productivel
y c.
Troublesho
ot systems
and
application
s d.
Transfer
current
knowledge
to learning
of new
technologie
s

4. Research
and
Reasoning
Social Studies
1. History
2.
Geography
Second
Grade:
1.c.
Identify
the
hemispher
es,
equator,
and poles

Using Google
Trek,
students will
collaborate
in pairs to
map out and
locate the
two
hemispheres,
the equator,
and both
North and

Creating:
Using
Google Trek,
students will
create an
interactive
map
locating the
hemisphere
s, equator,
and poles

on a
globe.

South Pole.
Student can
locate
countries or
continents
near each
hemisphere,
poles, and
the equator.
For example,
students can
mark that
the Horn of
Africa sits
on top of the
equator.

on a globe.

Evaluating:
Students
will evaluate
the location
of each
marker on
their map
before
creating a
marker for
each
location.
Analyzing:

NETS-S:
1.
Creativity
and
innovation:
Students
demonstrat
e creative
thinking,
construct
knowledge,
and
develop
innovative
products
and
processes
using
technology.

Students
will analyze
the location
of each
hemisphere,
equator,
poles, and
markers for
each
continent
and country.
Applying:
Students
will apply
their prior
knowledge
of the
location of
the equator,

a. Apply
existing
knowledge
to generate
new ideas,
products,
or
processes
b. Create
original
works as a
means of
personal or
group
expression
c. Use
models and
simulations
to explore
complex
systems
and issues
d. Identify
trends and
forecast
possibilities
2.
Communica
tion and
collaboratio
n: Students
use digital
media and
environmen
ts to
communica

hemisphere,
Poles,
countries,
and
continents
to
accurately
mark it on
their map.
Understan
ding:
Students
will
understand
the
importance
of the
location of
both
hemisphere
s, poles, and
the equator,
as well as
the
proximity of
each
country and
continent to
the poles,
hemisphere
s, and
equator.

te and work
collaborativ
ely,
including at
a distance,
to support
individual
learning
and
contribute
to the
learning of
others.
b.
Communica
te
information
and ideas
effectively
to multiple
audiences
using a
variety of
media and
formats
3. Research
and
information
fluency:
Students
apply
digital tools
to gather,
evaluate,
and use
information
.

a. Plan
strategies
to guide
inquiry
b. Locate,
organize,
analyze,
evaluate,
synthesize,
and
ethically
use
information
from a
variety of
sources and
media
c. Evaluate
and select
information
sources and
digital tools
based on
the
appropriate
ness to
specific
tasks
4. Critical
thinking,
problem
solving,
and
decision
making:
Students
use critical

thinking
skills to
plan and
conduct
research,
manage
projects,
solve
problems,
and make
informed
decisions
using
appropriate
digital tools
and
resources.
a. Identify
and define
authentic
problems
and
significant
questions
for
investigatio
n
b. Plan and
manage
activities to
develop a
solution or
complete a
project
c. Collect
and analyze
data to

identify
solutions
and/or
make
informed
decisions
d. Use
multiple
processes
and diverse
perspective
s to explore
alternative
solutions.
6.
Technology
operations
and
concepts:
Students
demonstrat
e a sound
understand
ing of
technology
concepts,
systems,
and
operations.
a.
Understand
and use
technology
systems
b. Select
and use

application
s
effectively
and
productivel
y
c.
Troublesho
ot systems
and
application
s
d. Transfer
current
knowledge
to learning
of new
technologie
s

3.
Economics
4. Civics
Science
1. Physical
Science
2. Life
Science
Second
Grade:
2.a. Use
evidence
to develop

Students will
create a
poster and
explain why
or why not
certain
habitats for
suitable for

Creating:
Students
will create a
poster using
primary
sources for
each
organism

an
explanatio
n as to
why a
habitat is
or is not
suitable
for a
specific
organism.

organisms
they choose
to elaborate
on. Students
will use
primary
sources such
as photos,
videos, (will
have
available on
the iPad next
to their
posters) and
simple
scientific
research of
each
organism
and its
habitat to
explain
suitability of
each habitat
for
organisms.
When
presenting
their
explanations,
students will
use all their
resources
and primary
sources.
They will also
use their
primary
sources of

and its
suitable/non
-suitable
environment
s.
Evaluating:
Students
will critically
evaluate
each
primary
source to
check for
credibility
and
accuracy.

Analyzing:
Students
will analyze
each
organism
and habitat
to
appropriatel
y explain
why or why
not each
habitat is
suitable for
each
organism.
Applying:
Students
will apply

examples
and nonexamples of
suitable
habitats.

NETS-S:
1.
Creativity
and
innovation:
Students
demonstrat
e creative
thinking,
construct
knowledge,
and
develop
innovative
products
and
processes
using
technology.
a. Apply
existing
knowledge
to generate
new ideas,
products,
or
processes
b. Create
original
works as a

their prior
knowledge
of the
organism
they chose
to
appropriate
explain its
suitable
habitat.
Understan
ding:
Students
will
understand
that not all
environment
s are
suitable for
each
organism.
Additionally,
students will
understand
the
characteristi
cs that
make each
habitat
suitable or
non-suitable
for each
organism.

means of
personal or
group
expression
c. Use
models and
simulations
to explore
complex
systems
and issues
d. Identify
trends and
forecast
possibilities
2.
Communica
tion and
collaboratio
n: Students
use digital
media and
environmen
ts to
communica
te and work
collaborativ
ely,
including at
a distance,
to support
individual
learning
and
contribute
to the
learning of

others.
b.
Communica
te
information
and ideas
effectively
to multiple
audiences
using a
variety of
media and
formats
3. Research
and
information
fluency:
Students
apply
digital tools
to gather,
evaluate,
and use
information
.
a. Plan
strategies
to guide
inquiry
b. Locate,
organize,
analyze,
evaluate,
synthesize,
and
ethically

use
information
from a
variety of
sources and
media
c. Evaluate
and select
information
sources and
digital tools
based on
the
appropriate
ness to
specific
tasks
4. Critical
thinking,
problem
solving,
and
decision
making:
Students
use critical
thinking
skills to
plan and
conduct
research,
manage
projects,
solve
problems,
and make
informed

decisions
using
appropriate
digital tools
and
resources.
a. Identify
and define
authentic
problems
and
significant
questions
for
investigatio
n
b. Plan and
manage
activities to
develop a
solution or
complete a
project
c. Collect
and analyze
data to
identify
solutions
and/or
make
informed
decisions
d. Use
multiple
processes
and diverse

perspective
s to explore
alternative
solutions.
6.
Technology
operations
and
concepts:
Students
demonstrat
e a sound
understand
ing of
technology
concepts,
systems,
and
operations.
a.
Understand
and use
technology
systems
b. Select
and use
application
s
effectively
and
productivel
y
c.
Troublesho
ot systems
and

application
s
d. Transfer
current
knowledge
to learning
of new
technologie
s

3. Earth
Systems
Science
Differentiation
Learning
Disabilities
- EEOs

I will make the

necessary
accommodation
s and
modifications
specific to their
disability
needed to
ensure
students with
learning
disabilities also
benefit from my
lessons. I will
do so by pairing
my students
who have
learning
disabilities with
those who are
able to fully
understand the

assignment. I
would also
have my
students with
learning
disabilities
complete the
assignment,
but with
expectations
that meet their
learning
abilities and
levels. Students
would also be
given the
opportunity to
complete the
assignment
using hard
copies (such as
papers or
creating a
book) having
peers or other
professional
help students
to take a photo
of their
completed
work, so that
they will be
able to have a
project/present
ation to share.
Gifted/
Talented

For my gifted
and talented
students, I will

be sure to
include
extensions that
encourage
students to
think outside of
their box.
These
extensions will
also help
students to use
their critical
thinking and
21st Century
skills and apply
it to their
learning. An
example of this
would be to
have my gifted
and talented
student to
create a poster
with
hypothetical
environment,
using their
critical thinking
skills, in which
all organisms
can
successfully
thrive. On this
poster,
students could
still use what is
valid from the
primary
sources to back

up their
thinking.
Additionally,
they can create
or draw what
they imagine
their new
hypothetical
environment
would look and
function.
Other

Reflection: I certainly had the most fun with this matrix. Before this class, I have had experience with Google Trek. Thinking of
ways to implement Google Trek in the classroom has been quite the fun and creative experience. I also enjoyed thinking of ways
to incorporate primary sources into my classroom as well. Students need to know and should be able to know how to research
using credible sources such as primary sources. I will certainly be holding onto this matrix for future references. These last four
matrices have been quite the learning experience. I have been pushed and challenged to think outside of the box when it comes
to implementing and incorporating technology into my lessons and classroom.