Technology Integration Matrix

Colorado
Academic
Standards

NE
TS
T

NETS S

Blooms
Taxonomy

Constructi
vism
Mathematics

1. Number
Sense,
Properties,
and
Operations
Fourth
Grade:
1.2.
Different
models and
representat
ions can be
used to
compare
fractional
parts.
1.2.a.ii. Use
the
principle of
fraction
equivalenc
e to
recognize
and
generate
equivalent
fractions.

In their videos,
students will
show,
represent, and
discuss
equivalent
fractions. They
will do this by
using fraction
strips. For each
specific
fraction,
students will
find all other
corresponding
equivalent
fractions. Once
they have all
the equivalent
fractions lined
up, students will
discuss and
explain how
they know each
fraction is
equivalent to
each other. With
the help of their
parents or other
family

Creating:
Students will
create a video
using either
iMovie or Movie
Maker.
Evaluating:
Students will
evaluate each
fraction strip to
find the
corresponding
equivalent
fractions.
Analyze:
Students will
analyze each
fraction strip to
determine how
they are
interconnected
to one another.
Applying:
Students will
apply what
they have

Stud
ent
Use

Direct
Instruct
ion

Flipped
Classro
om

Instruction
ism

Behaviori
sm

members,
students will
record
themselves
discussing
equivalent
fractions.
NETS-S:
1. Creativity
and
innovation:
Students
demonstrate
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 means of
personal or
group
expression c.
Use models

learned about
fractions and
equivalence to
explore and
discover other
corresponding
equivalent
fractions.
Understandin
g:
Students will
have a
conceptual
understanding
of fractions and
how to
determine
equivalent
fractions.

and
simulations to
explore
complex
systems and
issues d.
Identify
trends and
forecast
possibilities
2.
Communicatio
n and
collaboration:
Students use
digital media
and
environments
to
communicate
and work
collaborativel
y, including at
a distance, to
support
individual
learning and
contribute to
the learning
of others.
b.
Communicate
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
appropriatene
ss 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
investigation
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
perspectives
to explore
alternative
solutions.
6. Technology
operations
and concepts:
Students
demonstrate
a sound
understandin
g of
technology
concepts,
systems, and
operations.
a. Understand
and use
technology
systems b.
Select and
use
applications
effectively
and

productively
c.
Troubleshoot
systems and
applications
d. Transfer
current
knowledge to
learning of
new
technologies

2. Patterns,
Functions,
and
Algebraic
Structures
3. Analysis,
Statistics,
and
Probability
4. Shape,
Dimension,
and
Geometric
Relationships
Reading, Writing, and Communicating
1. Oral
Expression
and Listening

Using a design
format and
storyboard to
create and tell a

Create:
Students will
create a video

Fourth
Grade:
1.1. A clear
communica
tion plan is
necessary
to
effectively
deliver and
receive
information
.
1.d. Report
on a topic
or text, tell
a story, or
recount an
experience
in an
organized
manner,
using
appropriate
facts and
relevant,
descriptive
details to
support
main ideas
or themes;
speak
clearly at
an
understand
able pace.

story, students
will narrate, in
their video,
about an event
that was life
changing/impac
ting for them. In
their stories,
they will
provide
supporting
details (in
chronological
order), which
lead back to
their main
topic. Students
will use
storyboard as a
visual
component of
their story. Then
students will
record
themselves
telling their
story using
voiceovers and
the photos from
storyboard.
NETS-S:
1. Creativity
and
innovation:
Students
demonstrate
creative

in which they
will narrate
their life
changing/impa
cting event.
Evaluate:
Students will
evaluate
supporting
details leading
up to main
event.
Analyze:
Students will
analyze each
supporting
detail before
including in
their final story.
Apply:
Students will
apply what
they know
about
supporting
details and
facts.
Understandin
g:
Students will
understand the
importance of
telling a story
and including

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 means of
personal or
group
expression c.
Use models
and
simulations to
explore
complex
systems and
issues d.
Identify
trends and
forecast
possibilities
2.
Communicatio
n and
collaboration:

supporting
details and
facts, as well
as evidence.

Students use
digital media
and
environments
to
communicate
and work
collaborativel
y, including at
a distance, to
support
individual
learning and
contribute to
the learning
of others.
b.
Communicate
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
appropriatene
ss 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
investigation
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
perspectives
to explore
alternative

solutions.
6. Technology
operations
and concepts:
Students
demonstrate
a sound
understandin
g of
technology
concepts,
systems, and
operations.
a. Understand
and use
technology
systems b.
Select and
use
applications
effectively
and
productively
c.
Troubleshoot
systems and
applications
d. Transfer
current
knowledge to
learning of
new
technologies

2. Reading
for All
Purposes
3. Writing
and
Composition
4. Research
and
Reasoning
Social Studies
1. History
2.
Geography
3. Economics
4. Civics
Fourth
Grade:
4.1.
Analyze
and debate
multiple
perspective
s on an
issue.
4.1.b.
Provide
supportive
arguments
for both
sides of a
current
public
policy

Students will
collaboratively
work together
in pairs to reenact a debate
on current
policy issues
such as oil
fracking. With
enough
supporting
evidence and
facts, each
student will
debate why
they support or
oppose oil
fracking.
Students will
create a video
using iMovie or

Creating:
Students will
create a video
of their debate.
Evaluating:
Students will
evaluate their
evidence and
facts.
Analyze:
Students will
analyze
reasons behind
oil fracking, the
pros and cons,
as well as
consequences

debate.

Movie Maker of
their debate.

NETS-S:
1. Creativity
and
innovation:
Students
demonstrate
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 means of
personal or
group
expression c.
Use models
and
simulations to
explore

or benefits.
Understand:
Students will
understand the
importance of
being prepared
to support their
stand on such
issues. They
will also
understand the
importance of
debate.

complex
systems and
issues d.
Identify
trends and
forecast
possibilities
2.
Communicatio
n and
collaboration:
Students use
digital media
and
environments
to
communicate
and work
collaborativel
y, 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.
b.
Communicate
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
appropriatene
ss 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
investigation
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
perspectives
to explore
alternative
solutions.
6. Technology
operations
and concepts:
Students
demonstrate
a sound
understandin
g of
technology
concepts,
systems, and
operations.
a. Understand

and use
technology
systems b.
Select and
use
applications
effectively
and
productively
c.
Troubleshoot
systems and
applications
d. Transfer
current
knowledge to
learning of
new
technologies

Science
1. Physical
Science
2. Life
Science
3. Earth
Systems
Science
Fourth
Grade:
3.1. Earth
is part of
the solar
system,
which

Students will
explain the
phases of the
moon in a
video. Using
voiceovers,
students will
describe each
moon phase
and its physical
attributes and

Creating:
Students will
create a video
explaining the
moon phases.
Evaluating:
Students will
evaluate each
moon phase

includes
the Sun,
Moon, and
other
bodies that
orbit the
Sun in
predictable
patterns
that lead to
observable
paths of
objects in
the sky as
seen from
Earth.
3.1.c.
Gather,
analyze,
and
interpret
data about
the Sunrise
and Sunset,
and Moon
movements
and
phases.

its effects on
earth tides.

and its physical

attributes.
Analyzing:

NETS-S:
1. Creativity
and
innovation:
Students
demonstrate
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 means of
personal or
group
expression c.
Use models
and
simulations to
explore

Students will
analyze each
moon phase
and its effect
on the tides.
Applying;
Students will
apply what
they know
about the
moon to
successfully
describe the
moon phases,
physical
attributes, and
its effects.
Understand:
Students will
understand the
importance of
the moon and
each of its
phases.

complex
systems and
issues d.
Identify
trends and
forecast
possibilities
2.
Communicatio
n and
collaboration:
Students use
digital media
and
environments
to
communicate
and work
collaborativel
y, including at
a distance, to
support
individual
learning and
contribute to
the learning
of others.
b.
Communicate
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
appropriatene
ss 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
investigation
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
perspectives
to explore
alternative
solutions.
6. Technology
operations
and concepts:
Students
demonstrate
a sound
understandin
g of
technology
concepts,
systems, and
operations.
a. Understand
and use
technology
systems b.
Select and
use
applications
effectively
and
productively
c.
Troubleshoot
systems and

applications
d. Transfer
current
knowledge to
learning of
new
technologies

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. With
the exception of
the moon
phases, I would
have students
make real-life
connections
between with
the topics being
taught and
learned (such
as: How does oil
fracking impact
their lives?)
Other

Reflection: Creating lessons for this matrix was quite fun, but a bit more challenging for some reason. I especially struggled when
it came to science. My only concern is the equity of the assignments I am asking of them. Not all students have access to
computers. Perhaps, I could make the accommodation and have them make the videos at school using school computers or
school iPads. I wonder if these lessons are rigorous enough for students. Of course, that is where differentiation comes into play.
All in all, I have enjoyed creating this matrix.