Technology Integration Matrix

Colorado
Academic
Standard
s

NETS T

NETS S

1. Number
Sense,
Properties,
and
Operations

Find an
appropriate
addition and
subtraction game
to help the
students with their
skills
2. Design and
develop digital age
learning
experiences and
assessments 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
(NETS-T)
2. Number
relationships can
be used to solve
addition and
subtraction
problems c. Add

Use the math

game to help
develop their
addition and
subtraction skills.
3. Research and
information fluency
d. Process data
and report results
(NETS-S)
2. Number
relationships can
be used to solve
addition and
subtraction
problems c. Add
and subtract within
20. (CCSS: 1.OA)

Blooms
Taxonomy

Constructi
vism

Mathematics
Apply- the
Students
students
will build
apply their
their
addition
knowledge
and
and skill set
subtraction of addition
knowledge
and
to play the
subtraction
game.
problems
by playing
the game

Student
Use

Direct
Instructi
on

Instructio
nism

Behavioris
m

Students
will use the
game to
learn about
addition
and
subtraction
.

Teacher
uses the
game to
teach
more
about
addition
and
subtracti
on

Teacher
uses the
game to
teach
addition
and
subtraction
to the
whole
class.

The
students get
rewarded
and get to
create their
own
addition and
subtraction
problems

2.
Patterns,
Functions,
and
Algebraic
Structures

3.
Analysis,
Statistics,
and
Probability

4. Shape,

and subtract within

20. (CCSS: 1.OA)
Create or find a
game where the
student will have
to figure out
different patterns
1. Facilitate and
inspire student
learning
and creativity a.
Promote, support,
and model creative
and innovative
thinking and
inventiveness
Expectations for
this
standard are
integrated
into the other
standards (CCSS)
The students will
use a math game
that keeps track of
the progress with
graphs and the
students will be
asked question
based on the
graph
4. Critical thinking,
problem solving,
and decision
making c. Collect
and analyze data
to identify
solutions
and/or make
informed decisions
(NETS-S)

Students
will use the
game to
determine
different
patterns
that can be
found

Student is
rewarded for
correctly
identifying
all the
patterns

Students

Reward for

Student will
build their
understandi
ng of
graphs and
interpretati
on of
graphs and
data

Creates-

Dimension
, and
Geometric
Relationshi
ps

1. Oral
Expression
and
Listening

2. Reading
for All
Purposes

The
student will
create their
own
shapes

will create
different
geometric
shapes in
the game

Applythe
students
will apply
their
knowledge
of shapes
to create
their own
Reading, Writing, and Communicating
Students
Students
build their
use a
speech by
vocabulary
being able
game to
to play and
help them
listen to the hear the
words.
word and
how it
sounds.
Also, if
needed
they can
repeat the
word.
Students
can read
the
instruction
s to play
the game.
The
students
also have
to read
and
answer a
question to

making
correct
geometric
shapes

Teacher
uses a
simple
direction
to tell the
students
about the
game
and
provides
questions
the
students

continue
playing the
game.

3. Writing
and
Compositi
on

The teacher uses a

game to help
reinforce different
words within the
unit of study to
help the students
use and learn the
different words. At
the end of the
game, have the
students write a
sentence about the
topic. 2. Design
and develop digital
age
learning
experiences and
assessments 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
(NETS-T)
1. Exploring the
writing process
develops ideas for
writing texts that
carry meaning
b. Write

The student will

play the
vocabulary game
to help them learn
different
vocabulary words
and their
meanings. Also
write a sentence of
their learning from
the game. 3.
Research and
information fluency
c. Evaluate and
select information
sources and
digital tools based
on the
appropriateness to
specific tasks
1. Exploring the
writing process
develops ideas for
writing texts that
carry meaning
b. Write
informative/explan
atory texts in
which they name a
topic, supply some
facts about the
topic, and provide
some sense of
closure. (CCSS:
W.1.2)
d. With guidance
and support from
adults, focus on a
topic, respond to

Recall- the
students
will recall
information
they
learned
from the
game to
write a
sentence.
Respondthe
students
will
respond to
the
vocabulary
in the
game
Understand
- the
students
gain an
understand
ing of
words
within the
unit of
study.

Students
build their
knowledge
on the
vocabulary
words.

Students
use the
game to
help their
understand
ing and
knowledge

have to
answer
to move
on in the
game
The
teacher
uses the
game to
teach the
vocabula
ry words
to the
students
for the
first time
they are
being
introduce
d.

The
teacher
adds
definitions
to the
vocabulary
list that the
student
created to
help their
understand
ing

Students get
rewarded if
they learn
the
vocabulary
words by
being able
to add a
word to the
list about
the current
unit.

informative/explan
atory texts in
which they name a
topic, supply some
facts about the
topic, and provide
some sense of
closure. (CCSS:
W.1.2)
d. With guidance
and support from
adults, focus on a
topic, respond to
questions and
suggestions from
peers, and add
details to
strengthen writing
as needed. (CCSS:
W.1.5)
4.
Research
and
Reasoning

questions and
suggestions from
peers, and add
details to
strengthen writing
as needed. (CCSS:
W.1.5)

The students recall

information
learned in a game
and can state the
purpose for playing
the game.
2. Communication
and collaboration
b. Communicate
information and
ideas effectively
to multiple
audiences using a
variety of media
and formats
2. Purpose,
information, and
questions about an
issue are essential
steps in early
research
a. Participate in
shared research
and writing
projects (e.g.,

Recall- the
student will
recall
information
learned in
the game
Apply- the
student will
apply the
information
they are
learning by
stating why
they are
playing the
game

explore a number
of how-to books
on a given topic
and use them to
write a sequence
of instructions).
(CCSS: W.1.7)
i. Identify a clear
and significant
purpose for
research (Is my
purpose for
researching frogs
clear and is it
important to
understanding
more about
mammals?)
1. History

The teacher
creates a Who Is
It? Game to
identify famous
Americans (such
as George
Washington, Martin
Luther King, etc.)
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 (NETS-T)
2. Family and
cultural traditions

Social Studies
Understand
Students
build their
understand
ing and
knowledge
of famous
people in
the United
States
past.

Students
use the
game to
help them
identify
famous
past
Americans.

in the United
States in the past
c. Identify famous
Americans from
the past who have
shown courageous
leadership (DOK 12)
2.
Geography

Students play a
game where they
each create a map
showing different
features found on
maps.
1. Creativity and
innovation 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
(NETS-S)
1. Geographic
tools such as maps
and globes
represent places
d. Distinguish
between land and
water on a map or
globe (DOK 1)
e. Create simple
maps showing
both human and
natural features
(DOK 1-2)

ApplyStudents
apply their
knowledge
of maps to
create their
own
CreateStudent
create their
own maps
and show
their
knowledge
about
maps and
different
features

3.
Economics

4. Civics

The teacher
creates a pictorial
game to help the
students learn
about different
patriotic symbols.
1. Facilitate and
inspire student
learning
and creativity a.
Promote, support,
and model creative
and innovative
thinking and
inventiveness
2. Notable people,
places, holidays
and patriotic
symbols
b. Give examples
of various patriotic
symbols to include
but not limited to
the flag, bald
eagle, Uncle Sam,
and the national
anthem (DOK 1)
e. Identify the
American flag and
the Colorado flag
(DOK 1)

Students will use

the game to learn
about the different
symbols in the
United States 1.
Creativity and
innovation a. Apply
existing knowledge
to generate new
ideas, products, or
processes (NETS-S)
2. Notable people,
places, holidays
and patriotic
symbols
b. Give examples
of various patriotic
symbols to include
but not limited to
the flag, bald
eagle, Uncle Sam,
and the national
anthem (DOK 1)
e. Identify the
American flag and
the Colorado flag
(DOK 1)

The teacher

Students play a

Understand
- the
students
will
understand
the
different
patriotic
symbols in
the United
States

Student will
build their
knowledge
and
understandi
ng of
patriotic
symbols

Differentiat
e- the
student will
be able to
differentiat
e between
the
different
patriotic
symbols in
the United
States.

Science
1. Physical

Students
use a
game to
learn about
and role
play
different
jobs within
their
community
Students
will use the
game so
they are
able to see
the
different
patriotic
symbols
and so
they can
distinguish
between
the
symbols

Teacher
uses a
game to
teach
about
different
jobs

Teacher
uses the
game to
teach the
patriotic
symbols

Teacher
uses the
game to
help the
students
better
understand
the
different
symbols.

Students get
rewarded for
correctly
differentiati
ng the
patriotic
symbols
with free
time

Science

creates a
classification
computer game
with solids and
liquids where the
student will read
the description and
make a decision
whether it is a
solid or liquid.
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
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
(NETS-T)
1. Solids and

classification game
based on solids
and liquids- the
game gives a
description of the
items and the
students will place
it in the correct
classification (solid
or Liquid)
4. Critical thinking,
problem solving,
and decision
making a. Identify
and define
authentic problems
and
significant
questions for
investigation c.
Collect and
analyze data to
identify solutions
and/or make
informed decisions
(NETS-S)
1. Solids and
liquids have
unique properties
that distinguish
them a. Analyze
and interpret
observations
about solids and
liquids and their
unique properties
(DOK 1-3)
b. Identify the
similarities and
differences of two
or more groups of
solids or liquids
(DOK 1-2)

2. Life
Science

liquids have
unique properties
that distinguish
them a. Analyze
and interpret
observations
about solids and
liquids and their
unique properties
(DOK 1-3)
b. Identify the
similarities and
differences of two
or more groups of
solids or liquids
(DOK 1-2)
c. Classify solids
and liquids based
on
their properties,
and justify your
choice based on
evidence (DOK 13)
The teacher uses a
matching game to
teach the students
about offspring
and their parents
where it provides a
description of the
offspring and their
parents. Have the
students answer
different questions
about the
similarities and
differences of
each.
1. Facilitate and
inspire student
learning
and creativity b.

c. Classify solids
and liquids based
on
their properties,
and justify your
choice based on
evidence (DOK 13)

The student play

the matching
game and learns
more about the
animals and then
answers questions
about the parents
and their offspring.
3. Research and
information fluency
b. Locate,
organize, analyze,
evaluate,
synthesize,
and ethically use
information from a
variety of
sources and media
c. Evaluate and

Understand
The
students
gain an
understand
ing of
different
animals
and the
similarities
and
differences
between
them and
their
offspring.
Identify-

Students
will build
their
understandi
ng that
parents and
their
offspring
have
similarities
and
differences

The
matching
game will
help the
student be
able to
more
clearly
identify the
similarity
and
differences
between
parents
and their
offspring

The
teacher
uses the
game to
teach the
students
about
parents
and their
offspring

The
teacher
uses the
game as a
whole class
to learn
about the
similarities
and
differences
between
parents
and
offspring.

Students get
rewarded
with free
time if they
are able to
identity
similarities
and
difference
between
parents and
their
offspring of
three
different
animals.

Engage students in
exploring realworld issues
and solving
authentic problems
using digital
tools and
resources(NETS-T)
1. Offspring have
characteristics that
are similar to but
not exactly like
their parents
Characteristics a.
Use evidence to
analyze similarities
and differences
between parents
and
offspring in a
variety of
organisms
including both
plants and animals
(DOK 1-2)
b. Analyze and
interpret data
regarding
the similarities and
differences
between parents
and offspring (DOK
1-2) d. Interpret
information
represented in
pictures,
illustrations, and
simple
charts (DOK 1-2)
3. Earth
Systems
Science

select information
sources and
digital tools based
on the
appropriateness to
specific tasks
d. Process data
and report results
(NETS-S)
1. Offspring have
characteristics that
are similar to but
not exactly like
their parents
Characteristics a.
Use evidence to
analyze similarities
and differences
between parents
and
offspring in a
variety of
organisms
including both
plants and animals
(DOK 1-2)
b. Analyze and
interpret data
regarding
the similarities and
differences
between parents
and offspring (DOK
1-2) d. Interpret
information
represented in
pictures,
illustrations, and
simple
charts (DOK 1-2)
Students will play
a game where they
can see the impact

The
students
will be able
to identify
similarities
and
differences
between
parents
and their
offspring

Students
play a
computer

Teacher
will use
the game

that reusing and

recycling has on an
environment.
1. Creativity and
innovation c. Use
models and
simulations to
explore complex
systems and issues
1. Earth's
materials can be
compared and
classified based on
their properties f.
Analyze the impact
of reducing,
reusing, and
recycling various
materials (DOK 13)

game to
analyze
reducing,
reusing,
and
recycling

Differentiation
Learning
Disabilities
- EEOs

Teacher will
provide adult
help/guidance to
help the students
work through the
different computer
games.
2. Design and
develop digital age
learning
experiences and
assessments c.
Customize and
personalize
learning activities
to address
students diverse
learning styles,
working strategies,
and abilities using
digital
tools and

Student can have

adult help to help
them be able to
work through and
talk through the
game so they are
able to also gain
an understanding
of the concepts of
the game. Also,
links are provided
to families to give
the students extra
time to work. 4.
Critical thinking,
problem solving,
and decision
making c. Collect
and analyze data
to identify
solutions
and/or make

to teach
their
concept
of
reducing,
reusing,
and
recycling
so the
students
can have
a visual
of the
different
effects of
each.

resources (NETS-T)
Gifted/
Talented

Other

Make sure the

games can have
higher levels with
more complex
problems for the
students to work
on.
2. Design and
develop digital age
learning
experiences and
assessments c.
Customize and
personalize
learning activities
to address
students diverse
learning styles,
working strategies,
and abilities using
digital
tools and
resources (NETS-T)
Teacher finds or
creates game in
other languages to
help the ELL
students be able to
work through the
games. 2. Design
and develop digital
age
learning
experiences and
assessments c.
Customize and
personalize
learning activities
to address
students diverse
learning styles,

informed decisions
(NETS-S)
Students will play
the higher levels of
the game to push
their
understanding of
concepts and ideas
being presented in
the games. 1.
Creativity and
innovation a.
Apply existing
knowledge to
generate new
ideas, products, or
processes c. Use
models and
simulations to
explore complex
systems and issues
(NETS-S)

ApplyStudent
will apply
the
knowledge
they have
to answer
and
understand
more
complex
problems

Students
will use the
game to
push their
thinking
and
understand
ing of the
concepts
being
taught in
the game.
They will
play higher
levels so
that they
can be
challenged
in their
thinking.

Students get
rewarded if
they are
able to
finish the
more
complex
problems/le
vels with
free time.

working strategies,
and abilities using
digital
tools and
resources (NETS-T)
Reflection: The thought of gaming in the classroom is kind of a daunting idea in my mind. I think there are some very good educational games
and I think that teachers can create their own educational games to be used in the classroom. After creating a game that I thought would be
age appropriate, I was a little less scared of the idea. This matrix helped me to think of all the different games that could be created in a
classroom to help the children learn. I think that gaming cannot be the main method to direct their learning but instead help the students to
gain a better understanding of different subjects and topics by the information being presented in the game. I like that in the games, the
students can work at their own pace and you as a teacher can see their progress and understanding of the topic in a non-assessment way . I
think that having the games as an aid will be very beneficial to the students. I think that it will provide a way to help them understand. I do
hope that I understand the different ways to incorporate games into the classroom. I think that doing the matrix gave me more ideas about
how and what games I could create in the classroom which is something I would need to work on.