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Emily Ellerbusch

Special Education
Technology Integration Matrix Example using visual arts standards

Find your specialty standards and replace the visual arts standards with those.
Standards:
The Arts | World Language | English Language Proficiency | Comprehensive Health and Physical Education | Special Education EEOs
Colorad
o
Academ
ic
Standar
ds

NETS T

NETS S

Blooms
Taxonomy

Show a video (in class)


that is an example of
propaganda used in WWII.
(Primary source)

Students will respond


to the video by
creating their own
propaganda. This
needs to be relevant
to something
happening in the world
right now and should
be creative. Students
must use an electronic
medium (prezi,
PowerPoint, video,
music, etc.). They will
also write a reflection
(compare/contrast)
between their own
propaganda and the
shown video.

Apply/Understand
:
By responding to
the original WWII
primary source,
they will further
understand
history and how
the media can
influence
opinions. They
will also be able
to apply their
knowledge by
creating their own
piece of
propaganda.

Using the same video


as above, students will
critique the purpose of
the video. They will
mention the pros and

Analyze:
Students will
critically analyze
certain aspects of
WWII

Visual Arts
1.

Observe
and
Learn to
Compre
hend

https://www.youtube.com/
watch?
t=122&v=IWAf3dQxAfQ

1. Recall relevant
information from
experiences or gather
relevant information
from print and digital
sources; summarize or
paraphrase information
in notes and finished
work, and provide a list
of sources. (CCSS:
W.5.8)
2.
Envision
and
Critique
to Reflect

1. Conduct short
research projects that
build knowledge about
a topic. (CCSS: W.3.7)

Con
str
ucti
vis
m

Stu
den
t
Use

Dire
ct
Instr
uctio
n

Flippe
d
Classr
oom

Instructi
onism

Behavi
orism

Emily Ellerbusch

Special Education
cons of the video and
what the video means
to them. Students will
also note the
effectiveness of the
video. They will also
reflect on how media
was/is used to share
information and how it
can be bias.

3. Invent
and
Discover
to Create

Show an example of a
Google Trek that highlights
important parts of history.
(5 destinations)

https://www.google.com/m
aps/d/u/0/edit?
hl=en&authuser=0&mid=
zST_mOBTeFMw.kWvb4rjID
sG4

4. Relate
and
Connect
to
Transfer

1. Develop relevant
supporting visual
information (charts,
maps, graphs, photo
evidence, models)
(CCSS: W.5.8)
1. Recall relevant
information from
experiences or gather
relevant information
from print and digital
sources; summarize or
paraphrase information
in notes and finished
work, and provide a list
of sources. (CCSS:
W.5.8)

After viewing the


example, students will
complete a similar
Google trek with 3
destinations with one
primary source at
each destination. Each
destination will have
an explanation of why
the destination is
important and relevant
to the project.

After reading letters


from WWII, students
will write their own
letter to the original
writer. They will ask
critical questions to
the writer (i.e. about
their experiences from
living through war).
They should also share
what it is like living in
todays world. It

propaganda. This
is an example of
critical thinking.
By doing this,
students will be
able to form a
solid opinion
about the video
and be able to
support their
opinion.
ApplyStudents can
creatively make a
Google Trek using
their
technological skill
set to make the
map fun and
engaging to any
viewer.

UnderstandThis will benefit


the students
because they are
able to express
their thoughts in
a more open and
creative way and
it is supplemental
to what they are
learning as they
discuss the

Emily Ellerbusch

Special Education
should be in proper
letter format and it
should be creative.
https://www.google.co
m/maps/d/u/0/edit?
hl=en&authuser=0&m
id=zST_mOBTeFMw.kW
vb4rjIDsG4

topics. It also
forces them to
keep their
information
concise and to
the point because
they are only
focusing on the
major events.
This will deepen
their
understanding
because they will
apply their own
information and
gain information
the primary
sources will
supply.

Differentiation
Learning
Disabiliti
es EEOs

Supply written directions


so they can read and
process the information
more thoroughly. Providing
examples can also be
beneficial so the
expectations are clear.

If there are too many


pieces to an
assignment (i.e. the
Google Trek) instead of
completing 3
destinations, they
should only complete
2. Other modes can
also be used to
complete the
assignments and a
peer helper would be
beneficial.

Gifted/
Talented

Challenge the student to


complete more
supplemental work by
supplying more primary
sources.

Students can go above


and beyond with these
assignments by doing
more research and
producing more
products. If the
student wants, have
them be a

Understand:
With proper aid,
students with
special needs
should still
complete the
required work but
it might be
completed a
different way.
Their work should
be
accommodating
their needs.
Understand:
Students with
exceptional
talents should be
able to challenge
themselves to
deeper
understand the

Emily Ellerbusch

Special Education
student/peer helper to
assist their other
students. Also if the
student might want,
let them present any
of their information or
tips they have found.
This is so the student
is challenged to their
greatest potential.

content.

Other
Reflection: Students with special needs need to be given the specified accommodations and modifications for optimal learning.
This does not change what they are learning; it might just change what is expected of them. They need to be given the same
optimal equal opportunities for learning as their nondisabled peers. Computer programs are a great tool to aid with
communication but it should not replace all natural learning. Gifted/talented students should also be encouraged o explore a
higher level of learning and should be given the appropriate tools to do so. By using technology in a fun, integrative way, it will
promote a fun learning environment that will hopefully inspire students to be creative. Students should be able to have access to
any aid necessary while completing technological tasks because it is a skill some students might not be as familiar with. Using
primary sources, students will be able to greater connect with history and will have a better understanding of what it was like to
live during that time period. This will connect them to their learning and will make it more personal and meaningful. Students
should be encouraged to investigate the primary sources outside of school. Using a lot of different modes, students will also gain
more skills in presenting their materials.

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