Lauren Gallegos

Game Technology Integration Matrix

Colorado
Academic
Standards

NETS T

NETS S

Blooms
Taxonomy

Constructiv
ism

Student
Use

Direct
Instruction

Instruction
ism

Behaviorism

Students
can
guess
which
objects
weigh
more and
can add
their own
objects to
the game
by
helping
the
teacher

Students
with lower
performanc
es will
spend more
time with
the game to
advance to
the level of
their peers.

Students
will have
repetition of
using this
game each
week and
will be
given
instructions
on how to
use the
game in the
beginning.

The students
will have
repeated
consequences
of failing if
they get the
answers
wrong. They
will learn how
to answer
them correctly
and this will
condition their
behavior.

Mathematics
1. Number
Sense,
Properties,
and
Operations
2. Patterns,
Functions,
and
Algebraic
Structures
3. Analysis,
Statistics,
and
Probability
4. Shape,
Dimension,
and
Geometric
Relationship
s

Teachers can
create a
game for
students to
play that
compares
weights.
They can
have a scale
that lets the
students
predict which
item weighs
more and
then they

Students
can guess
which
objects
weigh more
and can add
their own
objects to
the game
by helping
the teacher
answer
which items
are heavier
or lighter

CreateStudents can
develop new
parts of the
game by
adding objects
and describing
their weight

The
students are
allowed to
create their
own
experiences
by adding to
the game
and they are
in control of
their
learning.

get to figure
out the
answer.

than others.

(Kindergarte
n)
(Kindergarte
n)
a. Describe
and compare
measurable
attributes.
(CCSS: K.MD)
i. Describe
measurable
attributes of
objects, such
as length or
weight.
(CCSS:
K.MD.1)

a. Design or
adapt
relevant
learning
experiences
that
incorporate
digital tools
and
resources to
promote
student
learning and
creativity

a. Describe
and
compare
measurable
attributes.
(CCSS:
K.MD) i.
Describe
measurable
attributes of
objects,
such as
length or
weight.
(CCSS:
K.MD.1)

answer
which
items are
heavier
or lighter
than
others.

d. Process
data and
report
results

Reading, Writing, and Communicating

1. Oral
Expression
and
Listening
2. Reading
for All
Purposes

Teachers can
create a
story and
make a
game that
has the
students
listen to a
reading of
the story and
then follow a
map to get
to the
ending.

Students
can use this
game by
following
simple
steps and
they can
use the
story for
reference in
figuring out
the
sequence of
events.

(Kindergarte
n)

(Kindergarte
n)

i. With
prompting
and support,
ask and
answer
questions
about key
details in a
text. (CCSS:
RL.K.1)

ii. With
prompting
and
support,
retell
familiar
stories,
including
key details.
(CCSS:
RL.K.2)

ii. With
prompting
and support,
retell familiar
stories,

b. Locate,
organize,
analyze,

RememberingStudents can
recall what
happens in the
story and
repeat it to
win the game.

The
students are
in charge of
their own
learning
because
they can
come up
with their
own stories
and make a
map when
they are
done with
the game.

Students
can use
this
game by
following
simple
steps and
they can
use the
story for
reference
in
figuring
out the
sequence
of
events.

Teachers
will provide
detailed
instructions
for each
part of the
game and
will add help
menus so
that they
students will
have all
they need
to know.

Teachers
will give the
students
instructions
before,
during and
after their
game.

The students
will have
repeated
consequences
of failing if
they get the
answers
wrong. They
will learn how
to answer
them correctly
and this will
condition their
behavior.

including key
details.
(CCSS:
RL.K.2)

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

evaluate,
synthesize,
and
ethically
use
information
from a
variety of
sources and
media

3. Writing
and
Composition
4. Research
and
Reasoning
Social Studies
1. History

Teachers can
create a
story and
make a
game that
has the

Students
can use this
game by
following
simple
steps and

RememberingStudents will
be able to
recall the
events of the
story and

Students will
be able to
create their
own
experiences
by working

Students
can use
this
game by
following
simple

Teachers
will provide
detailed
instructions
for each
part of the

Teachers
will allow
the
students to
have a lot of
practice

The students
will be
conditioned to
get the correct
answers by
having

students
listen to a
reading of
the story and
then follow a
map to get
to the
ending.

they can
use the
story for
reference in
figuring out
the
sequence of
events.

(Kindergarte
n)

(Kindergarte
n)

c. Explain
why knowing
the order of
events is
important
(DOK 1-2)

c. Explain
why
knowing the
order of
events is
important
(DOK 1-2)

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

b. Locate,
organize,
analyze,
evaluate,
synthesize,
and
ethically
use
information
from a
variety of
sources and
media

repeat them in
order to win
the game.

independent
ly or as a
team to
figure out
the game.

steps and
they can
use the
story for
reference
in
figuring
out the
sequence
of
events.

game and
will add help
menus so
that they
students will
have all
they need
to know.

with
sequencing
the events
of stories.
They will
repeat the
sequencing
with
instructions
multiple
times.

repeated
attempts. The
consequence
involved in
their
conditioning is
repeated
failure until
they succeed.

2.
Geography
3.
Economics
4. Civics
Science
1. Physical
Science

Teachers can
make a
science
game on
Scratch.mit.e
du that helps
the students
understand
changes in
speed or
direction of
motion.

Students
can play the
game
created by
their
teachers to
learn about
speed or
direction of
motion.

(Second
Grade)
(Second
Grade)
b. Analyze
and interpret
observable
data about
the impact of
forces on the
motion of
objects (DOK
1-2)

a. Design or
adapt
relevant

b. Analyze
and
interpret
observable
data about
the impact
of forces on
the motion
of objects
(DOK 1-2)

b. Locate,
organize,
analyze,
evaluate,

UnderstandStudents can
explain what
is happening
when the
objects are
moving in the
game and can
describe their
direction.

The
students can
create their
own
experiences
by choosing
different
objects to
explore their
direction
and motion.

Students
can play
the game
created
by their
teachers
to learn
about
speed or
direction
of
motion.

Teachers
will provide
detailed
instructions
for each
part of the
game and
will add help
menus so
that they
students will
have all
they need
to know.

The teacher
will show
students
how to
solve the
problems by
demonstrati
ng and then
they will
work on
them on
their own.

The students
will be given
chances to
work in
partners and if
they are not
working
towards their
goal they will
have to work
on their own
as their
consequence.

learning
experiences
that
incorporate
digital tools
and
resources to
promote
student
learning and
creativity

synthesize,
and
ethically
use
information
from a
variety of
sources and
media

Teachers can
make a
game the
lets their
students
virtually
grow a plant
to
investigate
the growth
during light
and dark
times of the
day.

Students
can choose
a plant on
their virtual
game and
can watch
the effects
of light and
heat as the
plant grows.

2. Life
Science
3. Earth
Systems
Science

(Kindergarte
n)
Investigate
and
communicat
e the effect
of varying
heat and

(Kindergarte
n)
Investigate
and
communicat
e the effect
of varying
heat and
light on the
growth of
plants
through a

AnalyzeStudents can
experiment
with the
virtual plant to
test out how
light and heat
affect its
growth.

The
students will
make the
learning
their own by
customizing
a plant of
their choice
and they
can chose to
grow the
plant in real
life.

Students
can
choose a
plant on
their
virtual
game
and can
watch
the
effects of
light and
heat as
the plant
grows.

Teachers
will provide
detailed
instructions
for each
part of the
game and
will add help
menus so
that they
students will
have all
they need
to know.

Teachers
will show
their
students
how to log
the changes
in the plant
and will
allow them
to grow
their own
plant.

The students
will be given
multiple
attempts to
win at the
game. Their
conditioning of
playing will be
for them to
keep trying
until they win.

light on the
growth of
plants
through a
scientific
study (DOK
1-2)

a. Design or
adapt
relevant
learning
experiences
that
incorporate
digital tools
and
resources to
promote
student
learning and
creativity

scientific
study (DOK
1-2)

c. Collect
and analyze
data to
identify
solutions
and/or
make
informed
decisions

Differentiation
Learning
Disabilities EEOs
Gifted/
Talented

Teachers can
use the
game like
the one
above for
second
grade
students to
teach speed

Students
can work
with peers
on this
game to
understand
motion
better or
can work on

UnderstandStudents can
explain what
is happening
when the
objects are
moving in the
game and can
describe their

Students
can take
charge of
their
learning by
advancing
on to
another
grade level

Students
can work
with
peers on
this
game to
understa
nd
motion

Teachers
will provide
detailed
instructions
for each
part of the
game and
will add help
menus so

Teachers
will provide
clear
examples of
what they
expect and
will give
their
students

The students
will be given
opportunities
to work on
their own
using a high
level game.
They will be
given the

and direction
of moving
objects. If a
student is
needing
more of a
challenge
they can
play this
game on the
easy mode
and start to
learn more
about
Newtons
Law.

(Kindergarte
n)
1. Objects
can move in
a variety of
ways that
can be
described by
speed and
direction

b. Develop
technologyenriched
learning
environment
s that enable
all students
to pursue

their own to
master the
easy mode.

(Kindergarte
n)
1. Objects
can move in
a variety of
ways that
can be
described
by speed
and
direction

a. Apply
existing
knowledge
to generate
new ideas,
products, or
processes

direction.

project in
the same
content
area.

better or
can work
on their
own to
master
the easy
mode.

that they
students will
have all
they need
to know.

multiple
chance to
work
towards
their goal.

chance to be
independent
and if they are
successful
then they can
play on their
own.

their
individual
curiosities
and become
active
participants
in setting
their own
educational
goals,
managing
their own
learning, and
assessing
their own
progress
Other

Reflection:
I used this technology matrix to come up with ideas for my future Kindergarten classroom. I included
my game that I created for the Gamification assignment in the science section even though it is for
second grade students because I could possibly be teaching higher grade levels and want to be a well
rounded teacher. I did a differentiation for gifted and talented students because I think the second
grade game would be perfect for Kindergarten children who are far more advanced than their peers. I
would make sure that they were not overwhelmed and that the content made sense for them and
would use it as an opportunity to further their learning. I enjoyed making this matrix and I came up
with a lot of ideas that will be helpful to me and will be exciting to use with my class.