Shyann Ronolo-Valdez

November 6, 2015
ET 247
Matrix 3video creation
First Grade
Technology Integration Matrix
Colorado
Academic
Standards
1. Number Sense,
Properties, and
Operations

ISTE Standards
for Teachers

Create a video
showing the
students how to
count to 120.
The video can
include a song,
everyday
objects, and
should show a
visual of each
number.
(Teaching
Example)
2. Design and
develop digital
age learning
experiences and
assessments.
c. Customize and
personalize
learning
activities to
address

ISTE Standards
for Students

Blooms
Taxonomy

Mathematics
Apply
(Identify
Blooms Level)
students will
be able to use
the video
provided for
them to aid
them in
reading and
writing
numerals and
represent a
number of
objects with a
written
numeral
(within 120).
(Explanation)

Construc
tivism

Student
Use

Flipped
Classroom

students diverse
learning styles,
working
strategies, and
abilities using
digital tools and
resources.
(Teacher
Standard)
2. Patterns,
Functions, and
Algebraic
Structures

Have students
use (previously
made) video to
make a graph or
chart. They will
watch the
counting video
and then look for
objects that were
used in the video
around the
classroom. From
here, they will
graph or chart
their findings.
(Student
Example). 1.
Creativity and
innovation. d.
Identify trends
and forecast
possibilities. 4.
Critical thinking,
problem solving,
and decision

Understand,
analyze, and
create
(Identify
Blooms Level)
students will
analyze and
interpret the
video
provided for
them. They
will use this
video to
create a
graph as a
class.
(Explanation)

making. c.
Collect and
analyze data to
identify solutions
and/or make
informed
decisions.
(Student
Standard)
3. Analysis,
Statistics, and
Probability
4. Shape,
Dimension, and
Geometric
Relationships
Reading, Writing, and Communicating
1. Oral Expression
and Listening

Students will
watch video
(made for them
by teacher)
containing
pictures, video
clips, and audio
of people,
places, and
things from the
classroom,
school, and
community. They
will describe
what they see in
the video and
express how the

Understand
and Analyze
(Identify
Blooms Level)
students will
be able to
express what
they see in
the video and
how it makes
them feel.
They will be
able to
compare what
they see in
the video to
the real life

video makes
them feel.
(Student
Example). 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. (Student
Standard)
2. Reading for All
Purposes
3. Writing and
Composition

Teacher will
create a video
that provides
visuals of the
book that the
class will be
reading and
discussing.
(Teaching
Example). 2.
Design and
develop digital
age learning
experiences and
assessments.

people,
places, and
things that
they
recognize.
(Explanation)

Understand
(Identify
Blooms Level)
students will
be able to use
the video to
aid them in
writing an
opinion on
the book that
the class is
currently
covering. In
their writing,
they should

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.
(Teacher
Standard)

be able to
write opinion
pieces in
which they
introduce the
topic or name
the book they
are writing
about, state
an opinion,
supply a
reason for the
opinion, and
provide some
sense of
closure.
(Explanation)

4. Research and
Reasoning
1. History

Social Studies
Students will
Remember
watch a video
(Identify
created by the
Blooms Level)
teacher about an students will
event in history.
be able to
The video can be recall the
limited to a few
events from
minutes with at
the video.
least a couple of
They will work
transitions of
in pairs or
topics. (Student
groups to put
Example).
the events in
3. Research and
chronological
information
order.

fluency. a. Plan
strategies to
guide inquiry.
(Student
Standard)
2. Geography

3. Economics

Teacher will
create a video
that includes
pictures and
video clips of
places around
the world. The
video will have
examples of
finding places on
both maps and
globes. (Teaching
Example). 5.
Engage in
professional
growth and
leadership.
a. Participate in
local and global
learning
communities to
explore creative
applications of
technology to
improve student
learning.
(Teacher
Standard)

(Explanation)

Remember
and
understand
(Identify
Blooms Level)
students will
be able to
describe how
to find places
on both a
map and a
globe.
(Explanation)

4. Civics
1. Physical Science

Science
Students will
Analyze
view a video that (Identify
the teacher has
Blooms Level)
created on the
students will
properties of
be able to use
liquids and
what they
solids. Students
viewed in the
will use video to
video to find
identify solids
objects
and liquids
around the
present in the
room that are
classroom and
either solids
classify them on
or liquids.
a chart as a
They should
group. (Student
be able to
Example). 2.
describe the
Communication
properties of
and
the objects
collaboration.
that they find
a. Interact,
based on the
collaborate, and
information
publish with
that they
peers, experts,
learned in the
or others
video.
employing a
(Explanation)
variety of digital
environments
and media b.
Communicate
information and
ideas effectively

to multiple
audiences using
a variety of
media and
formats.
(Student
Standard)
2. Life Science

Teacher will
create a video
example of a
plant life cycle.
Teacher will also
create a video
about the life
cycle of animals.
Teacher will show
these short
videos
consecutively so
that the students
can compare and
contrast the two
different life
cycles. (Teaching
Example). 5.
Engage in
professional
growth and
leadership.
a. Participate in
local and global
learning
communities to
explore creative

Understand
and apply
(Identify
Blooms Level)
students will
be able to
compare and
contrast the
two different
life cycles by
viewing the
videos. Then,
the students
will plant
their own
plants,
following the
information
that the video
has provided,
to see how
the plant life
cycle works in
real life.
(Explanation)

applications of
technology to
improve student
learning.
(Teacher
Standard)
3. Earth Systems
Science
Learning
Disabilities - EEOs

Teachers will add

captions and
audio to the
videos that they
create for the
students that do
not have the
ability to read or
see. During the
parts of the
teachers videos
with captions or
audio, the clips
will be long
enough to have
enough time to
read and the
spoken words will
be clear and
understandable.
Teacher will
adapt the video
for individual
students in
his/her class

Differentiation
Understand
(Identify
Blooms Level)
students will
be able to
understand
the
information
provided to
them due to
the extra
resources
that the
teacher
provides in
the video
created.
(Explanation)

every year.
(Teaching
Example). 1.
Facilitate and
inspire student
learning and
creativity.
a. Promote,
support, and
model creative
and innovative
thinking and
inventiveness b.
Engage students
in exploring realworld issues and
solving authentic
problems using
digital.
4. Promote and
model digital
citizenship and
responsibility.
b. Address the
diverse needs of
all learners by
using learnercentered
strategies
providing
equitable access
to appropriate
digital tools and
resources.

Physical Disabilities
Gifted/ Talented

Students will
have the option
to create their
own video of a
topic of their
choosing to
share with the
class. Their video
will provide
information on
the topic of their
choosing by
using pictures
and video clips.
The teacher will
provide them
with the
resources that
they need to
complete the
video (camera,
computer, etc.)
(Student
Example). 1.
Creativity and
innovation. b.
Create original
works as a
means of
personal or
group
expression.
2.

Create
(Identify
Blooms Level)
students will
create their
own video
that can be
shown to the
rest of the
class and
used for the
lesson if
possible.
(Explanation)

Communication
and
collaboration.
b. Communicate
information and
ideas effectively
to multiple
audiences using
a variety of
media and
formats
Other

Reflection:
I really like how this matrix was easy to relate to the assignment that we just complete (creating our own
video). The mathematics section is basically what I did for my video project with my partner. I think it
would also be helpful to do this matrix before the video project because while writing the matrix, I came up
with more ideas of what kinds of videos can be made to use in the classroom. I do still think that using so
much technology in the classroom is a bit difficult (for a first grade class) because it can sometimes seem
unnecessary. For the gifted and talented students, I wrote about how they could create their own video,
which I do think is possible, but I also think it is a huge challenge for first graders. I think I would believe
that the use of technology would be helpful in a first grade class if I am able to observe a first grade class
that actually uses this much technology. I havent had this opportunity yet, but I will hopefully have this
chance before I become a teacher myself.