Shyann Ronolo-Valdez

ET347
Mobile Learning Matrix 1st grade
Technology Integration Matrix
Colorado
Academic
Standards
1. Number
Sense,
Properties,
and
Operations

ISTE Standards
for Teachers

Teacher will
make ST Math
available for
each student. As
a class, they will
create their own
accounts. Each
student will
create their own
username and
password
(teacher will
record each
username and
password).
Teachers will
remind students
to use this
information
every time they
log onto ST Math.
(Teaching
Example).
2. Design and
develop digital
age learning
experiences and
assessments.
b. Develop
technology-

ISTE
Standards for
Students
Students will log
onto ST Math on
their mobile
device (typically
the schoolprovided iPad)
during their
allotted time.
They will
complete as
many levels as
they can during
class. If they
need help, they
will ask the
teacher.
(Student
Example).
4. Critical
thinking,
problem solving,
and decision
making.
a. Identify and
define authentic
problems and
significant
questions for
investigation.
b. Plan and

Blooms
Taxonomy

Constructivism

Mathematics
Understand and Students will
apply (Identify
work at their own
Blooms Level)
pace on ST Math.
students will be
Some students
able to
will be on level
successfully
25 when other
complete levels
students are on
on ST Math at
level 15. If
least every
students need
other day. They
help, teacher will
will work on ST
encourage the
Math
students that
continuously
have completed
throughout the
the most levels
year.
to assist their
classmates.

Gamification

Students on the
same level of ST
Math can try to
compete to
complete that
level the fastest.
This will show
the students that
they have to
think about their
work because if
they go too fast
they are likely to
mess up and
have to start the
level over again.
This will only be
allowed once
every day so that
the teacher is
sure that the
students are
understanding
their work and
not just clicking
answers to get
done the fastest.

Flipped
Classroom

Students will
complete one
level of ST Math
at home. They
will write in a
group discussion
post on the class
LMS what level
they completed
and what the
level was about
(counting,
measuring, etc.).

2. Patterns,
Functions,
and
Algebraic
Structures
3. Analysis,
Statistics,
and
Probability

enriched 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.
c. Customize and
personalize
learning
activities to
address
students diverse
learning styles,
working
strategies, and
abilities using
digital tools and
resources.
(Teacher
Standard).

manage
activities to
develop a
solution or
complete a
project.
(Student
Standard).

Teacher will
download
Numbers (app)
for the class to

Students will
collect
information on
the three

Remember and
analyze (Identify
Blooms Level)
students will be

Students will
discuss as a
class what their
interests are.

Students will
decide on
different
categories. Then,

Students will use

their mobile
device to create
their own

use. Teacher will

assign three
different
categories for
the students to
find data about.
(Teaching
Example).
1. Facilitate and
inspire student
learning and
creativity.
a. Promote,
support, and
model creative
and innovative
thinking and
inventiveness.
2. Design and
develop digital
age learning
experiences and
assessments.
b. 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

different
categories that
are assigned to
the class (for
example cats,
dogs, and fish).
Then, students
will record data
onto the table
that is created
on Numbers. Ex.
How many
students have
cats, how many
have dogs, and
how many have
fish.
(Student
Example).
3. Research and
information
fluency.
b. Locate,
organize,
analyze,
evaluate,
synthesize, and
ethically use
information
from a variety of
sources and
media.
c. Evaluate and
select
information
sources and
digital tools
based on the
appropriateness

able to collect
data on the
three specified
categories.
Then, the
students will be
able to analyze
the information
that the table
that they
created
provides.

From here, they

will come to an
agreement on
what the three
categories will
be. This will be
helpful because
if the teacher
just decides on
the categories,
the students
might not find
any of them
interesting which
will decrease the
chances of
engagement.

they will choose

one category
that they want to
be the highest.
Next, the
students will be
separated into
groups (boys and
girls, born JulyDecember/born
January- June,
etc.). Each group
will try to be the
group with the
highest chosen
category.

Numbers table at
home. They will
then post their
table to the class
LMS discussion
board. Each
student will
choose one of
their classmates
table from the
discussion board
to complete at
home (before
class). They will
bring their
completed tables
to class the next
day.

assessing their
own progress
c. Customize and
personalize
learning
activities to
address
students diverse
learning styles,
working
strategies, and
abilities using
digital tools and
resources.
(Teacher
Standard).

to specific tasks.
d. Process data
and report
results.
(Student
Standard).

4. Shape,
Dimension,
and
Geometric
Relationshi
ps
Reading, Writing, and Communicating
1. Oral
Expression
and
Listening

Teacher will set

up a link on LMS
(such as
Blackboard or
Edmodo) where
students can
submit a YouTube
video for
homework.
(Teaching
Example).
1. Facilitate and
inspire student
learning and
creativity.

Students will
film themselves
with their
mobile device
(either their own
or one that is
provided for
them from the
school) at home
describing
people, places,
and things
around their
home. Students
will then upload

Understand and
create (Identify
Blooms Level)
students will be
able to describe
items around
their
environment.
Then, they will
be able to film
themselves
describing the
items as well as
upload that
video to

Instead of just
having the
students
describe a few
things around
their
environment, the
teacher will give
the students a
list of items.
Students will
then have to
actively look for
those specific
items around

Students will
look for the
specific items
(from
constructivism
section) around
their
environment.
Each specific
item will start
with a different
letter. Students
will look for as
many people,
places, and

Students will find

as many items as
possible that start
with the specific
letters (from
constructivism
and gamification
section) and write
them in the
notes section of
their mobile
device. They will
then bring this list
to class. Each
student will

c. Promote
student
reflection using
collaborative
tools to reveal
and clarify
students
conceptual
understanding
and thinking,
planning, and
creative
processes.
d. Model
collaborative
knowledge
construction by
engaging in
learning with
students,
colleagues, and
others in face-toface and virtual
environments.
3. Model digital
age work and
learning.
a. Demonstrate
fluency in
technology
systems and the
transfer of
current
knowledge to
new technologies
and situations.
(Teacher
Standard).

video to
YouTube
(unlisted) and
submit link to
LMS. (Student
Example).
5. Digital
citizenship.
a. Advocate and
practice safe,
legal, and
responsible use
of information
and technology.
b. Exhibit a
positive attitude
toward using
technology that
supports
collaboration,
learning, and
productivity.
(Student
Standard).

YouTube and the

class LMS.
(Explanation)

their
environment.

things in their
environment that
begin with those
specific letters.
They will write
them in the
notes section
on their mobile
device. The
game is to be the
student that
finds the most
items with their
specific letters.

describe the
items on their list
to their small
group during
discussion time.

2. Reading
for All
Purposes

Teacher will
create a page on
the class LMS for
students to
submit their
book
assignments.
(Teaching
Example). 2.
Design and
develop digital
age learning
experiences and
assessments.
a. Design or
adapt relevant
learning
experiences that
incorporate
digital tools and
resources to
promote student
learning and
creativity.
3. Model digital
age work and
learning.
a. Demonstrate
fluency in
technology
systems and the
transfer of
current
knowledge to
new technologies
and situations.
(Teacher
Standard).

Students will
use their mobile
devices during
class to search
for books of
their interest
(developmentall
y appropriate)
on the local
library website.
Each student
will order one
book each
(using the
teacher or coteachers library
account they
will fill in
information
when ready).
(Student
Example).
3. Research and
information
fluency.
c. Evaluate and
select
information
sources and
digital tools
based on the
appropriateness
to specific tasks.
6. Technology
operations and
concepts.
a. Understand
and use
technology

Remember and
apply (Identify
Blooms Level)
students will be
able to follow
the directions
that the teacher
gives them on
how to search
for
developmentally
appropriate
books on the
library website.
When students
are ready, they
will select their
book and wait
for teacher or
co-teacher to
input their
information.

If possible,
teacher will have
students create
their own library
account. This
way, the
students will be
able to order
books on their
own account,
rather than
waiting for the
teacher or coteacher to put in
their own
information. I
believe this will
have to be
discussed with
school, parents,
and library so
that all students
know it is their
responsibility to
return all library
books in a timely
manner.

Teacher will give

students a topic
or genre of a
book to search
for. The students
will race to see
who can find a
book of 1st grade
level of the topic
or genre the
fastest. The
teacher can
make the game
more difficult by
having each
student write out
the title, author,
and illustrator of
the book that
they find.

Students will look

for one library
book from the
library website at
home. If possible,
they will have
their parents
assist them with
this search. This
book will not have
to be
developmentally
appropriate. The
students will look
for their favorite
book that they
have ever read.
They will submit
the title of their
book to the class
LMS. The next
day in class, they
will share their
book with their
classmates and
describe why they
chose to search
for that book.

systems
b. Select and
use applications
effectively and
productively.
(Student
Standard).
3. Writing
and
Compositio
n
4. Research
and
Reasoning
1. History

Teacher will
create QR Codes
with information
of past events on
each code.
Teacher will post
the QR codes
around the
school. Teacher
will provide the
students with
questions that
they must find
the answers to
using the QR
Codes. (Teaching
Example).
1. Facilitate and
inspire student
learning and
creativity.
b. Engage
students in
exploring real-

In small groups,
students will
use their mobile
devices to scan
the QR Codes
that they find
around the
school. Each QR
Code will lead
them to the
answer of the
questions that
the teacher has
provided them.
Students will
find their
answers and
record them.
(Student
Example).
2.
Communication
and
collaboration.

Social Studies
Apply and
Students will
analyze (Identify each create one
Blooms Level)
QR Code during
students will be
a specified unit.
able to use the
Students will
information
have to do the
from the QR
same activity (as
Codes to find
in the previous
the answers of
sections) using
the questions
their classmates
given to them
QR Codes.
by the teacher.

Students will be
separated into
small groups
during the QR
Code activity.
The first group to
correctly answer
all of the
questions by
using the
information
found on the QR
Codes will win
the game.
Students are
competing to see
who can get all
of the
information the
fastest (like a
scavenger hunt).

Using their mobile

devices, students
will research
specified past
events at home.
They will each
create one
question about
the past events
and submit their
question to the
class LMS. The
teacher may
decide to use
some of the
students created
questions in the
QR Code hunt for
their activity.

2.
Geography

world issues and

solving authentic
problems using
digital tools and
resources.
3. Model digital
age work and
learning.
a. Demonstrate
fluency in
technology
systems and the
transfer of
current
knowledge to
new technologies
and situations.
b. Collaborate
with students,
peers, parents,
and community
members using
digital tools and
resources to
support student
success and
innovation.
(Teacher
Standard).
Teacher will set
up smart board
for the class to
see the
projection.
Teacher will go to
Google Maps.
(Teaching
Example).
3. Model digital

a. Interact,
collaborate, and
publish with
peers, experts,
or others
employing a
variety of digital
environments
and media.
b. Communicate
information and
ideas effectively
to multiple
audiences using
a variety of
media and
formats.
d. Contribute to
project teams to
produce original
works or solve
problems.
(Student
Standard).

Students will
use Google
Maps to find
different,
specified
locations (the
teacher may
give one
students the
address to the

Understand and
apply (Identify
Blooms Level)
students will be
able to locate
their addresses
on Google Map.
They will then
describe their
location in

Teacher will allow

students to
request their
own address or
locations.
Students will
wait until
everyone has
had one turn
before they find

Teacher will time

each student to
see how long it
takes them to
find their
location.
Students will
compete to find
their location the
fastest.

Students will
choose three
different locations
to find on their
mobile devices at
home. When
students find
those locations,
they will take a
screenshot of the

age work and

learning.
a. Demonstrate
fluency in
technology
systems and the
transfer of
current
knowledge to
new technologies
and situations.
4. Promote and
model digital
citizenship and
responsibility.
a. Advocate,
model, and teach
safe, legal, and
ethical use of
digital
information and
technology,
including respect
for copyright,
intellectual
property, and the
appropriate
documentation
of sources.
(Teacher
Standard).

school and
another student
an address that
goes to the
candy store a
few blocks
away). Each
student will take
turns finding
their locations.
(Student
Example).
3. Research and
information
fluency.
b. Locate,
organize,
analyze,
evaluate,
synthesize, and
ethically use
information
from a variety of
sources and
media. (Student
Standard).

relation to the
school. Ex. The
candy shop is
north of our
school.

their own chosen

location.

location on
Google Maps and
will post their
pictures to the
group discussion
on the LMS. The
next day in class,
they will describe
the locations they
found either in
relation to the
school or in
relation to their
home.

3.
Economics
4. Civics
1. Physical
Science

Teacher will
provide students
will mobile

Students will
use the cameras
on their mobile

Science
Understand and
create (Identify
Blooms Level)

Students will
construct their
own presentation

Students will
compete to find
the most solids

Students will find

solids and liquids
in their home

devices (iPads
provided by the
school). Teacher
will split students
off into small
groups. Teacher
will send
students off to
find different
solids and
liquids. (Teaching
Example).
1. Facilitate and
inspire student
learning and
creativity.
b. Engage
students in
exploring realworld issues and
solving authentic
problems using
digital tools and
resources.
c. Promote
student
reflection using
collaborative
tools to reveal
and clarify
students
conceptual
understanding
and thinking,
planning, and
creative
processes.
(Teacher
Standard).

devices to take
pictures of
solids and
liquids that they
find around the
school. In small
groups, they will
create a
PowerPoint
including their
solids and
liquids. They will
separate their
solids and
liquids by slides
and titles.
(Student
Example).
1. Creativity and
innovation.
a. Apply existing
knowledge to
generate new
ideas, products,
or processes.
b. Create
original works
as a means of
personal or
group
expression.
2.
Communication
and
collaboration.
a. Interact,
collaborate, and
publish with
peers, experts,

students will be
able to find
different solids
and liquids.
They will then
be able to
create a
PowerPoint
including their
pictures.

of solids and
liquids. They will
use PowerPoint,
Prezi, or any
other site of their
choosing. They
will show that
they know how
to separate
solids and liquids
through their
presentation.

and liquids. In
order to win,
they must have a
list of the same
amount of solids
as they do
liquids. They will
record all of their
solids and liquids
in their
presentation.

environment.
They will use their
mobile device to
take pictures of
each solid and
liquid that they
find. They will put
their pictures into
their own
presentation
(PowerPoint,
Prezi, etc.). They
will submit their
presentation to
the class LMS.
The next day in
class, they will
discuss if they
found any new
items that they
were unable to
find around the
school.

or others
employing a
variety of digital
environments
and media.
b. Communicate
information and
ideas effectively
to multiple
audiences using
a variety of
media and
formats. d.
Contribute to
project teams to
produce original
works or solve
problems.
(Student
Standard).
2. Life
Science
3. Earth
Systems
Science

Teacher will use

Excel or
Numbers (app)
to create a class
chart. Teacher
will upload chart,
titles Reduce,
Reuse, and
Recycle, to class
LMS for students
to edit either in
class or at home.
(Teaching
Example).
2. Design and
develop digital
age learning

Students will
collect
information on
how/when they
reduce, reuse,
and recycle
items. Data will
be collected
once a day as a
class (at the end
of the science
unit) and the
chart will be
filled out
together.
Students will
also update the

Understand and
apply (Identify
Blooms Level)
students will be
able to collect
information both
with their peers
and individually.
They will be
able to upload
their collected
data to the class
chart.

Students will
create their own
chart with the
same
information as
the class chart.
They will choose
what type of
chart they prefer
(table, graph,
pie, bar, line,
etc.). They will
submit their
chosen chart to
the LMS.

Students will set

a goal for
themselves on
how many items
they want to
reduce, how
many items they
reuse, and how
many they will
recycle, each
day. As a class,
they will try their
hardest to reach
their goal by the
end of the day.

Students will
create their own
individual chart at
home of just the
items they
reduce, reuse,
and recycle after
school. They will
submit their chart
each night. They
will continue to
edit and submit
their chart for the
entire reduce,
reuse, and recycle
unit.

experiences and
assessments.
b. 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.
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.
(Teacher
Standard).
Learning
Disabilities

Teacher will
make sure each

chart once a
night from
home. (Student
Example).
3. Research and
information
fluency.
c. Evaluate and
select
information
sources and
digital tools
based on the
appropriateness
to specific tasks.
d. Process data
and report
results.

Differentiation
Understand
(Identify Blooms

Students with
learning

- EEOs

mobile device
that includes an
app that has
audio for the
words to be
spoken aloud for
the students that
do not have the
ability to read
and/or see. The
words/font on
the mobile
device will be
enlarged for
students that are
hard of seeing.
Apps with spoken
translations will
also be provided
in multiple
languages if
needed.
(Teaching
Example).
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.

Level)
students will be
able to
understand the
information
provided to
them due to the
extra resources
that the teacher
provides on
their mobile
devices.
(Explanation)

disabilities will be
provided with a
mobile device
that they can take
home that has
their specific apps
already included
on the device.
This way,
students will not
have to
constantly
download apps on
different mobile
devices to help
with their
disabilities
because the apps
will already be
there.

(Teacher
Standard)
Physical
Disabilities

Gifted/
Talented

Students with
physical
disabilities will
use the speak
device on their
mobile device.
They will not
have to use
their hands or
fingers to write
words; they can
just use their
voice.

Students with
physical
disabilities will
be partnered
with another
student in the
class to work on
the games that
the class does
during the school
day. They will
each have their
own mobile
device but they
will be sat next
to each other.
Gifted/Talented
students will be
assigned to help
their classmates
work on their
mobile devices
during specific
activities.

Gifted/Talented
students will find
apps that relate
to the current
classroom units.
They will
try/create an
activity at home.
If the activity is
successful, they
will tell the
teacher their
activity and may
possibly introduce
it to the class.

Other

Reflection: I thought this was one of the more interesting matrices to create because there are so many different ways
to incorporate mobile learning into classrooms. My only problem was thinking about the students that do not have
mobile devices. I know that technology is becoming much more prominent in homes and classrooms, but I plan on

working in public schools. In public schools, I know that there are going to be a lot of low-income families, and the
school I work at itself may be very limited in its resources. A lot of my activities included taking or using mobile
devices at home, and Im just not quite sure how realistic this is. On the other hand, I do think that these lessons will
be very engaging and I cant wait to try them in my own classroom.