technology integration matrix 2014-2015

Enhancement Transformative

Technology Integration Matrix

Substitution Tech is a tool substitute with no functional change

Augmentation Tech is a tool substitute with some improvement

Modification Tech allows for significant lesson redesign

Redefinition Tech allows for creation of new tasks previously inconceivable

Active: Students are actively engaged in using technology as a tool rather than passively receiving information from the technology

Students begin to utilize technology tools to create products

Students have liberty to use preferred apps to accomplish the task at hand.

Given ongoing access to online resources, select and pursue topics going beyond the limitations of a school library

Students identify and research issues and questions to develop their own knowledge or solutions in an inquiry based model, going beyond the limitations of a school library

Department Application Year 1 Year 1/2 Year 2/3 Year 3/4

Collaborative: Students use technology tools to collaborate with others rather than working individually at all times.

Students have opportunities to utilize collaborative tools, such as email, in conventional ways.

Students have opportunities to select and modify technology tools to facilitate collaborative work.

Throughout the day and across subject areas, students utilize technology tools to facilitate collaborative learning

Technology enables students to collaborate with peers and experts irrespective of time zone or physical differences


Constructive: Students use technology tools to build understanding rather than receive information

Students begin to utilize constructive tools to build upon prior knowledge and construct meaning

Students have opportunities to modify technology tools to assist them in the construction of understanding

Students utilize technology to make connections and construct understanding across disciplines throughout the day.

Students use technology to construct, share, and publish knowledge to a worldwide audience


Authentic: Students use technology tools to solve real-world problems rather than working on artificial assignments

Students have opportunities to apply technology tools to some content-specific activities that are based on real-world issues

Students have opportunities to select and modify technology tools to love problems based on real-world issues.

Students select appropriate technology tools to complete authentic tasks across disciplines

By means of technology tools, students participate in outside-of-school projects and problem solving activities that have meaning for the students and the community.


Goal Directed: Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection

From time-to-time, Students have the opportunity to use technology to either plan, monitor, or evaluate an activity

Students have opportunities to select and modify the use of technology tools to facilitate goal setting, planning, monitoring, and evaluating specific activities

Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum.

Students engage in ongoing metacognative activities at a level that would be unattainable without the support of technology tools.













Department Application examples:

Year 1 Students use iPad as graphing calculator

Students use iPads as whiteboards-hold up responses

Paperless classroom

Year 1-2 Ex: -Allow discussion threads during a lesson for participation points -Utilize Schoology for warmups and exit ticket submissions

Year 2-3 Ex: How do you take advantage of the fact that students are alway in the computer lab?

Year 3-4 Inquiry Based Learning






Department Application Year 1 Ex:

Year 1-2 Year 2-3 Across subject areas, students share folders

Year 3-4:

English and Math TIM

-Students use iPad to share missed notes and book pages.

-Email classmates for questions

Ex: Students use email, schoology, live google docs to collaborate

and live documents to collaborate (i.e. a student in history class can add materials to a folder while his group mate is in English class)

Skype, Twitter, Google Docs, Wiki pages with classes across the world.






Department Application Year 1 Ex: -Khan Academy Graphing tools -”Constructive website”/simulations

Year 1-2 Students generate content based materials to teach peers

Year 2-3 Teachers teach across disciplines, students work across disciplines

Year 3-4 Student work is shared (wchsipads.org), student portfolios, real world solutions?


The teacher directs students in the conventional use of technology tools for learning activities that are sometimes related to the students or issues beyond the instructional setting. The setting includes access to information about community and world events and primary source materials.

Students have opportunities to select and modify technology tools to solve problems based on real-world issues.



Department Application Year 1 -Statistics surveys and experiments using Google Forms -Programming simulation using if/then statements in Geometry -Real pictures for measurements and overlay on iPad

Year 1-2: Ex. Students create their own political party website or outline a grassroots plan to reform an existing party platform

Year 2-3 Platform on environment, ethics, etc. based on studies in multiple classes, presented on site using a variety of media and tech tools.

Year 3-4 Students contribute to actual grassroots, political reform movement.


From time-to-time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity



Students engage in ongoing metacognitive activities at a level that would be unattainable without the support of technology tools.

Department Application ex Year 1- Ex: Live gradebook, students see answers to fix mistakes

Year 1-2 Digital organization and self assessment

Year 2-3 Increased autonomy in partnership with teacher

Year 3-4 Increased autonomy in partnership with teacher.












Department Application examples: Research apps and programs Notability

Year 1: -Schoology quizzes -Quizlet for flashcards -Students work and submit to Schoology from Notability and Google Docs -iBooks

Year 1-2 -Student’s self-pace projects using Student Completion on Schoology. -Students choose to present using iMovie, Doceri, etc.

Year 2-3 Ex: How do you take advantage of the fact that students are alway in the computer lab?

Year 3-4 Inquiry Based Learning






Department Application Year 1 -AirDrop and iMessage

Year 1-2 Year 2-3 Year 3-4:

English TIM

-Schoology Messages -Sharing Google Docs -Taking and sharing pictures for sharing notes

-Record audio in class for absent students

Across subject areas, students share folders and live documents to collaborate (i.e. a student in history class can add materials to a folder while his group mate is in English class)

Skype, Twitter, Google Docs, Wiki pages with classes across the world.






Department Application Year 1 Use Schoology connections to post student work, thesis statements, etc. (things that don’t require responding to classmates) -Online presentations for classmates to watch

Year 1-2 -Online presentations created using students’ preferred app from a variety of options.

Year 2-3 Teachers teach across disciplines, students work across disciplines

Year 3-4 Student work is shared (wchsipads.org), student portfolios, real world solutions?


The teacher directs students in the conventional use of technology tools for learning activities that are sometimes related to the students or issues beyond the instructional setting. The setting includes access to information about community and

Students have opportunities to select and modify technology tools to solve problems based on real-world issues.



world events and primary source materials.

Department Application Year 1 -Teaching students how to find good sources online. -How to present well -Professional skills

Year 1-2: Ex. Students create their own political party website or outline a grassroots plan to reform an existing party platform

Year 2-3 Platform on environment, ethics, etc. based on studies in multiple classes, presented on site using a variety of media and tech tools.

Year 3-4 Students contribute to actual grassroots, politcal reform movement.


From time-to-time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity



Students engage in ongoing metacognitive activities at a level that would be unattainable without the support of technology tools.

Department Application Year 1- -Live gradebook requires frequent updates for student reflection. -Schoology rubrics provide additional feedback.

Year 2: -Student Completion

Year 2-3 Increased autonomy in partnership with teacher

Year 3-4 Increased autonomy in partnership with teacher.

technology integration matrix 2014-2015

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