Lindsey Johnson

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

Create a
presentation for
the rules of Fair
Use and Copyright
and include
statistics,
probability, and
analysis showing
the students the
consequences of
breaking the
rules. (Teaching
Example)
4. Promote and
model digital
citizenship and
responsibility.
Teachers
understand local
and global
societal issues
and
responsibilities in
an evolving digital
culture and
exhibit legal and
ethical behavior in
their professional
practices. a.
Advocate, model,
and teach safe,
legal, and ethical
use of digital
information and

Understand and
Analyze (Identify
Blooms Level)
students will learn
through examples
about the
consequences of
breaking Fair Use and
Copyright rules, and
will be able to
distinguish legal from
illegal use in the
future. (Explanation)

Constructivism

Student Use

Flipped
Classroom

technology,
including respect
for copyright,
intellectual
property, and the
appropriate
documentation of
sources. (Teacher
Standard)
Have students get
into small groups
and, after a lesson
on shapes, pick one
shape and discuss
the elements of the
shape and where
the shape can be
found in everyday
life, finding pictures
of the shape in
everyday life and
presenting these
pictures to the other
groups. (Student
Example) 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. (Student
Standard)

4. Shape, Dimension,
and Geometric
Relationships

Understanding,
Applying, and
Creating (Identify
Blooms Level)
students will
demonstrate what
they learned by
relating the
information to objects
in the real world and
following Fair Use and
Copyright rules to
create a presentation
to share with the
class. (Explanation)

Reading, Writing, and Communicating

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

The teacher
models the rules
of Fair Use and
Copyright in text
sources by
bringing multiple
sources that

Understanding
(Identify Blooms
Level) students will
understand what the
rules of Fair Use and
Copyright are.
(Explanation)

follow the rules to

show to the
students. (Teacher
Example) 1.
Facilitate and
inspire student
learning and
creativity.
Teachers use their
knowledge of
subject matter,
teaching and
learning, and
technology to
facilitate
experiences that
advance student
learning,
creativity, and
innovation in both
face to face and
virtual
environments. c.
Promote student
reflection using
collaborative tools
to reveal and
clarify students
conceptual
understanding
and thinking,
planning, and
creative
processes.
(Teacher
Standard)

3. Writing and
Composition
4. Research and
Reasoning

Have students
research the rules of
Fair Use and
Copyright and then
join in group
discussions to
reason about why
these rules are
important. (Student
Example) 2.
Communication and
collaboration.
Students use digital
media and
environments to

Understanding and
Analyzing (Identify
Blooms Level)
students will discuss
the topic and use their
understanding to
examine the rules
with each other.
(Explanation)

communicate and
work
collaboratively,
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. (Student
Standard)

Social Studies
1. History

Teacher uses
historical
documents and
documentaries to
show students the
progression of
rights leading up
to the
establishment of
Fair Use and
Copyright.
(Teacher Example)
3. Model digital
age work and
learning. Teachers
exhibit
knowledge, skills,
and work
processes
representative of
an innovative
professional in a
global and digital
society. 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.

Understanding
(Identify Blooms
Level) students
understand why the
laws of Fair Use and
Copyright were
created and what
events led up to their
creation. (Explanation)

(Teacher
Standard)

2. Geography

Have students find

information and
pictures of a region
for group
presentations,
making sure they
understand and
correctly use Fair
Use before choosing
their sources.
(Student Example)
3. Research and
information fluency.
Students apply
digital tools to
gather, evaluate,
and use
information. c.
Evaluate and select
information sources
and digital tools
based on the
appropriateness to
specific tasks.
(Student Standard)

Applying and Creating

(Identify Blooms
Level) Students can
take what they know
about Fair Use to
illustrate and explain
the topic in the project
that they create.
(Explanation)

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

Students are split

into groups, each
responsible for
researching a
different level of the
food chain and
putting the
information they
found into power
points to present to
the rest of the class.
(Student Example)
3. Research and
information fluency.
Students apply
digital tools to
gather, evaluate,
and use
information. c.
Evaluate and select

Understanding and
Creating (Identify
Blooms Level)
students will create a
presentation to
demonstrate what
they learned and
assist the rest of the
class in understanding
the topic better.
(Explanation)

information sources
and digital tools
based on the
appropriateness to
specific tasks.
(Student Standard)

3. Earth Systems
Science

Correctly following
the Fair Use and
Copyright laws,
the teacher uses
pictures and
charts to explain
the different types
of cloud
formations to
students. (Teacher
Example) 2.
Design and
develop digital
age learning
experiences and
assessments.
Teachers design,
develop, and
evaluate
authentic learning
experiences and
assessments
incorporating
contemporary
tools and
resources to
maximize content
learning in
context and to
develop the
knowledge, skills,
and attitudes
identified in the
Standards. a.
Design or adapt
relevant learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity.
(Student
Standard)

Understanding and
Analyzing (Identify
Blooms Level)
students understand
the topic, as well as
how Fair Use and
Copyright rules are
related to the lesson,
and are able to
compare and contrast
and discuss what they
learn. (Explanation)

Differentiation

Learning Disabilities EEOs

Physical Disabilities
Gifted/ Talented

Teacher can have

students join in
small discussions
about Fair Use and
Copyright. Then
the teacher can
use the
technological
resources that
students with
disabilities use as
examples of how
to follow the rules
and how the rules
are beneficial.
(Example of how
the rules of Fair
Use and Copyright
can be taught in
discussion form,
letting the
students process
better, and also
show them how
the rules relate to
them.)

Understanding and
Analyzing (Identify
Blooms Level)
students discuss what
they know about Fair
Use and Copyright
and draw connections
to how these rules
affect their own lives.
(Explanation)

Have students dive

deeper into the
topic of Fair Use and
Copyright, then
create a
presentation to
present knowledge
and help peers
further understand
the topic. (Example
of how gifted and
talented students
can be further
challenged with the
topic)

Creating (Identify
Blooms Level)
students use their
knowledge and skills
to create a
presentation to assist
their peers in
understanding the
rules. (Explanation)

Other
Reflection: This matrix contributed to my understanding of technology integration in classrooms and the elements that are
included in this integration, specifically Fair Use and Copyright laws. I was able to process how I could incorporate lessons on Fair
Use and Copyright into each subject area, since technology can be used in every subject, and how I could guide my students to
further understand the topic and rules. When I first started this matrix, I was having a difficult time thinking of student examples
and finding the corresponding standard. However, once I had read over the standards more thoroughly, I understood what types

of examples would work in bringing Fair Use and Copyright lessons into every subject area. Once I understood how to complete
the matrix and had thought about the rules of Fair Use and Copyright and the different types of lessons that can be taught, I
could see how necessary it was to teach these rules and how easy it was to think of how they could be taught, since technology is
continuing to be more present in classrooms.