Technology Integration Matrix

Introduction
The goal is to promote technology integration that is seamless and that adds significant value to students learning of core
curriculum (language arts, math, social studies, and science content). You will investigate theoretical and practical issues
surrounding the use of multimedia, applications, Internet resources, educational software, and hardware within K-12 classrooms.
The Technology Integration Matrix is to assist preservice educators in making connections between theories, resources, content,
and pedagogy.
Learning Objective
Students will analyze projects completed in class on the Technology Integration Matrix to demonstrate the relationships between
theories, content, technology, and pedagogy.
Course Objectives
Instruction
2. Integrate technology into curriculum and pedagogy for ALL students.
Issues
4. Describe appropriate uses of technologies (Internet, multimedia, communication tools, etc.) in learning environments.
Skills Development
5. Apply information literacy skills (including searching and evaluation strategies) while using electronic resources.
6. Locate, analyze, and contribute to information from Web 2.0 sources.
Teaching with Technology
12.Research, teach, and publish ways to use innovative technology in education.
Directions
1. Read all information (introduction, objectives, explanations, the matrix)
2. Compare the concept, project, or method to the matrix.
3. Fill in how and why the concept, project, or method applies to the theory and standard and provide suggestions for use.
4. Write a five sentence reflection describing more detail or providing clarification for the information you filled in on the
matrix.
5. Load the matrix to the appropriate dropbox in BlackBoard and post it to the matrix page on your ePortfolio.
Explanation of Standards
www.cde.state.co.us
Colorado Academic Standards were created by the Colorado Department of Education to increase student performance in K-12
education and success post high school. The standards create accountability and are a topical organization of material in multiple
content areas. Every grade level has several standards for each content area designed to provide clarity and direction.
The standard elements include:

Prepared Graduate Competencies

Standard

Grade Level Expectations or High School Expectations

Evidence Outcomes
21st Century Skills and Readiness Competencies

Explanation of ISTE Standards for Teachers and Students

www.iste.org
ISTE is The International Society for Technology in Education. ISTE created technology standards for teachers and students in K-12
education to assist learning in a digital society, because technology has forever changed the way teaching and learning occur.
The benefits of using the ISTE Standards include:
Improving higher-order thinking skills, such as problem solving, critical thinking and creativity
Preparing students for their future in a competitive global job market
Designing student-centered, project-based and online learning environments
Guiding systemic change in our schools to create digital places of learning
Inspiring digital age professional models for working, collaborating and decision making
Explanation of Educational Theories
Education theory is the theory of the purpose, application and interpretation of education and learning. It largely an umbrella
term, being comprised of a number of theories, rather than a single explanation of how we learn, and how we should teach.
Rather, it is affected by several factors, including theoretical perspective and epistemological position.
There is no one, clear, universal explanation of how we learn and subsequent guidebook as to how we should teach. Rather, there
are a range of theories, each with their background in a different psychological and epistemological tradition. To understand
learning then, we have to understand the theories, and the rationale behind them.
http://www.ucdoer.ie/index.php/Education_Theory

You may agree or disagree with theories presented, but knowing and understanding if they have any value to add to your
pedagogy, and if they are in alignment with your teaching and technology integration philosophies, is vital to your preparation for
becoming an educator. If you are unfamiliar with the concepts and theories presented, please take the time to follow the links for
further information.
Explanation of Differentiation
Technology can be the great equalizer. In a classroom of 30 students, how will you meet the diverse needs of students?
Technology is one method to assist you in making this process a bit easier. Differentiation is modifying instruction to help
students with diverse academic needs and learning styles to master the same academic content using engaging techniques and
methods. As you complete projects for this class, you need to think of how they can be adjusted for gifted and talented students,
students with physical disabilities, and students with learning disabilities.

Technology Integration Matrix

Colorado Academic
Standards

ISTE
Standards
for
Teachers

ISTE
Standards
for Students

Blooms
Taxonomy

Mathematics
1. Number Sense,
Properties, and
Operations
2. Patterns, Functions,
and Algebraic
Structures

3. Analysis, Statistics,
and Probability

Students will be
completing a
subtraction
activity in which
they listen to
different
frequencies and
can subtract the
number of beats
they hear per
frequency.
Introduce the
activity by
teaching students
what Frequencies
are and how they
are measured.
Then go onto
PhilTulga.com to
access the
frequencies used
in the activity for
the students to
hear, and have
students work in
pairs at first and
then individually
when they seem
to be more
comfortable with
the activity.
1a. Promote,
support, and
model creative
and innovative
thinking and
inventiveness.

Students will work

in pairs to complete
the subtraction
activity in which
they listen to two
different
frequencies of
sound and they
must subtract the
beat frequency to
find the difference.
1a. Apply existing
knowledge to
generate new ideas,
products, or
processes

Analyzing, Students
will compare and
contrast different
frequencies to
determine the
difference between
the two using
subtraction.

Constructivism

Gamification

Flipped
Classroom

4. Shape, Dimension,
and Geometric
Relationships

Students will be
completing an
online activity
using ipads or
computers in
which they
measure different
amounts of water
into a bottle to
see how different
measurements
affect the sounds
made by the
bottle. Introduce
the lesson by
showing the entire
class the website
on PhilTulga.com
where they can
read the
directions for the
activity as well.
Have the students
work in pairs to
investigate on
their own how
different
measurements
affect sound and
pitch. Once
students are
comfortable with
the assignment,
have the students
measure the
water in different
units (example:
ounces to
milliliters, or vice
versa)
2a. Design or
adapt relevant
learning
experiences that
incorporate digital
tools and
resources to
promote students
learning and
creativity.

Students will work

in pairs to complete
a measurement
activity online. They
will use ipads or
computers to access
the website/activity.
They will measure
the water in
different units to
see how the
measurement of
water affects the
sound and its pitch.
4d. Use multiple
processes and
diverse
perspectives to
explore alternative
solutions

Applying. Students
will apply previous
knowledge of
measurements to
demonstrate their
understanding and
how different
measurements affect
sounds.

Reading, Writing, and Communicating

1. Oral Expression and

Listening
2. Reading for All
Purposes

3. Writing and
Composition

After the students

have finished a
novel of their
choice to read,
they are to create
a soundscape that
invokes the
themes/concepts
of the novel. Have
students
outline/plan what
the themes of
their books are
and have them
explore different
sounds on
WildMusic.org and
have them create
a minute long
soundscape.
2b. 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.
Have students
free write to a
soundscape. After
playing the
soundscape, have
students think and
write a creative
story of any genre
that goes along
with the sounds
presented. You
can choose to
create your own
soundscape, or
choose a

Students will create

a soundscape for
their novel that
exemplifies the
themes/concepts
present throughout
their book. They will
use WildMusic.org
to create their
soundscapes.
1b. Create original
works as a means
of personal or group
expression.

Creating. Students will

compile a mix of
sounds that portrays
the themes and
concepts portrayed
throughout their
novel.

Students will listen

to a soundscape
played by the
instructor, and then
use free writing
time to write a
creative story in a
genre of their
choice that goes
along with the
soundscape that
was played
1b. Create original
works as a means
of personal or group

Creating. Students will

compose a piece of
writing in any genre
that interprets their
thoughts or feelings
on a soundscape that
was played.

soundscape
already made on
Soundscapes.com
1a. Promote,
support, and
model creative
and innovative
thinking and
inventiveness.

expression.

Have students
work in groups to
choose a group of
people or era in
Colorados history
and have them
work together to
create a
soundscape that
exemplifies that
time period of the
culture of that
group of people
they chose (for
example:
Colorado mining
towns, the
Arapaho tribe, the
city of Denver
during the Gold
Rush, etc.). Give
students time to
brainstorm and
plan the kinds of
sounds they think
they should
include and have
them work
together to create
their soundscapes
on WildMusic.org.
1c. promote
student reflection
using
collaborative tools
to reveal and
clarify students
conceptual
understanding
and thinking,

Students will work

in groups to create
a soundscape that
exemplifies a time
period in Colorados
history or an
important group in
Colorados history
(for example: the
Arapaho tribe,
Mining towns, etc.)
They will work
together to
brainstorm before
creating their
soundscapes and
once the groups are
finished, they have
to choice to share
with the class.
2a. Interact,
collaborate, and
publish with peers,
experts, or others
employing a variety
of media and
formats

4. Research and
Reasoning
Social Studies
1. History

Create. Students will

work together to
organize and compose
a soundscape that
exemplifies a group of
people or era that has
importance in
Colorados history.

2. Geography

planning, and
creative
processes.
Have students
create
soundscapes that
represent one of
the very different
geographical
areas of Colorado.
For example: the
city, mountain
ranges, the plains,
the mesas, etc.
Students can work
in groups or pairs
to brainstorm
ideas and create
their soundscapes
on WildMusic.org.
Students can go
on other websites
to find more
sounds to use for
their soundscapes
as well. Be sure to
teach students
how to download
sounds and create
using the
WildMusic.org
1d. Model
collaborative
knowledge
construction by
engaging in
learning with
students,
colleagues, and
others in face-toface and virtual
environments.

Students will work

in groups or pairs to
create a
soundscape that
portrays the
different landscapes
or geographic
features of
Colorado. For
example: the
mountains, plains,
mesas, or cities,
etc.
2a. Interact,
collaborate, and
publish with peers,
experts, or others,
employing a variety
of digital
environments and
media.

Create. Students will

work together to
compose a
soundscape that
portrays a certain
geographic landscape
of Colorado.

Students will work

in pairs to explore
how sound waves
move on
PhilTulga.com They
will learn and

Understadning.
Students will
comprehend how
sound waves and
what affects the
sound wave by using

3. Economics
4. Civics
Science
1. Physical Science

Have students
work in pairs on
ipads to complete
the Standing
Waves activity on
PhilTulga.com.

2. Life Science

Students can
explore with their
partners how
sound waves
move depending
on the instrument
used and the pitch
and pace of the
sound. Students
can work together
to complete a
worksheet to
show that they
understand how
soundwaves move
and how different
factors affect the
sound produced
and how it is
moved through
the air.
2a. Design or
adapt relevant
learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity
Have may
different
soundscapes
ready that each
portray a different
life system or
ecology such as
the rainforest,
ocean, etc. Have a
different
soundscape set
up at different
tables with ipads
so students can
walk around and
complete the
assignment at
their own pace.
Once the student
identifies what the
soundscape is,
they can read

understand how the

length and type of
an instrument affect
the sound and its
pitch, and how the
sound wave moves.
1c. Use models and
simulations to
explore complex
systems and issues

different types of
instruments.

Students will work

independently or in
pairs to walk around
the classroom and
find the different
ipads that have
soundscapes ready
for them to listen
and identify. The
students will listen
and try to identify
what life system the
soundscape
represents and then
learn and read more
information about
that soundscape
and take notes on
what they read.
4c. Collect and
analyze data to
develop a solution

Analyze. Students will

work together to
deconstruct a
soundscape to try and
figure out what life
system it portrays.

more information
on that life system
that can be
provided at the
table alongside
the soundscape or
the student can
research it on the
ipad.
2a. Design or
adapt relevant
learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity.

or complete a
project

3. Earth Systems
Science
Differentiation
Learning Disabilities EEOs

Physical Disabilities

Students have the

ability to work in
pairs or groups to
receive additional
assistance from
their peers when
needed. Activities
can also be
modified or
accommodated to
fit the learning
needs of students
who need
accommodations.
Most activities are
sedentary so
students with
physical
disabilities dont
need to worry
about getting
around. Activities
where students
are asked to walk
to the information
rather than being
given the
information can
also be adapted
for students with

Gifted/ Talented

physical
disabilities.
Activities can be
modified or
adapted to be
more difficult or
challenging for
those students
that need more
difficult work to
challenge them.

Other
Reflection: I think using soundscapes is a very interesting and creative tool to incorporate into students learning across all
content areas. I think it takes a different approach but for younger students, they might need a great deal of assistance or time to
create a soundscape or anything like that. But activities where they listen to soundscapes instead of creating them on their own
is a great and different way for students to look at learning or look at the content being presented. I think using the soundscape
tool definitely increases the technological knowledge portion of my TPACK because its a whole other way to use technology to
enhance students learning in the classroom.