Shyann Ronolo-Valdez

November 27, 2015

ET 247
Matrix 4 Google Trek
First Grade
Colorado Academic
Standards

ISTE Standards for

Teachers

Technology Integration Matrix

ISTE Standards
Blooms
for Students
Taxonomy
Mathematics

1. Number Sense,
Properties, and
Operations
2. Patterns, Functions,
and Algebraic
Structures
3. Analysis, Statistics,
and Probability

Teacher will create a

Google Trek with
three stops. Each
stop will have
information about a
major landmark that
students can use to
collect data.
(Teaching Example).
1. Facilitate and
inspire student
learning and
creativity. b. Engage
students in exploring
real-world issues and
solving authentic
problems using
digital tools and
resources. (Teacher
Standard).

Students will use

Google Trek created
by teacher to
collect data and
information about
the major
landmarks. For
example, students
can find how long
(in miles) the Great
Wall of China is.
(Student Example).
3. Research and
information fluency.
a. Plan strategies to
guide inquiry b.
Locate, organize,
analyze, evaluate,
synthesize, and
ethically use
information from a
variety of sources
and media c.

(Teacher) Apply
(Identify Blooms
Level) students
will be able to use
the Google Trek
provided to them by
the teacher to find
information about
the major
landmarks.
(Explanation).
(Student)
Understand and
Apply (Identify
Blooms Level)
students will be able
to use the Google
Trek to calculate
different information
from major
landmarks (such as
the heights and
lengths of the

Constructiv
ism

Studen
t Use

Flipped
Classro
om

Evaluate and select

information sources
and digital tools
based on the
appropriateness to
specific tasks d.
Process data and
report results.
(Student Standard)

landmarks).
(Explanation).

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

Students will use a

Google Trek that is
provided to them
by the teacher and
describe the
people, places, or
things that they
find in stops that
the teacher has in
the Google Trek.
They will then
discuss with the
class the
characteristics of
the people, places,
and things that
they have
observed. (Student
Example).
1. Creativity and
innovation. a. Apply
existing knowledge
to generate new
ideas, products, or
processes. 2.
Communication

Remember and
Understand (Identify
Blooms Level)
students will be able
to use the spots on
the Google Trek to
identify
characteristics of
people, places and
things. They will
then be able to
share what they
found with their
classmates.
(Explanation).

and collaboration.
a. Interact,
collaborate, and
publish with peers,
experts, or others
employing a variety
of digital
environments and
media. (Student
Standard)
2. Reading for All
Purposes

Teachers will read an

informational (nonfiction) book to the
whole class about
each spot on the
Google Trek that
they make. They will
then have the
students write
questions about the
reading before they
provide the students
with the Google Trek.
Once the students
have asked their
questions, the
Google Trek should
be a resource to
answering their
questions (so the
teacher should
anticipate the
questions when
make the Google
Trek). (Teaching
Example).
1. Facilitate and
inspire student
learning and

Apply and Analyze

(Identify Blooms
Level) students
will be able to use
the Google Trek
provided for them to
answer the
questions they
asked about the
locations after
reading form the
books.
(Explanation).

creativity. c. Promote
student reflection
using collaborative
tools to reveal and
clarify students
conceptual
understanding and
thinking, planning,
and creative
processes.
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).
3. Writing and
Composition
4. Research and
Reasoning
1. History

Social Studies
Students will use
Remember and
the Google Trek
Analyze (Identify
provided to them
Blooms Level)
by the teacher to
students will be able
identify famous
to identify the
Americans from the famous people,
past who have
study their acts of
shown courageous
leadership, and then
leadership. The
compare the people
Google Trek can be chosen to each
on one famous
other. If the Google
person and the
Trek is only about
spots will follow the one person and
timeline of their life their life timeline,

or it can be on
multiple famous
people that lived in
different places
around America.
They can compare
the differences
between the
famous people and
their acts of
leadership.
(Student Example).
2. Communication
and collaboration.
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.
(Student Standard)
2. Geography

Teacher will create a

Google Trek with
spots around the
world. The
information provided
in each spot should
be about different
cultural and family
traditions that take
place in that

then the students

can compare their
growth up until their
act of leadership.
(Explanation).

Remember,
Understand, and
Analyze (Identify
Blooms Level)
students will be able
to identify the
different spots
provided on the
Google Trek. Then,
the students will

geographical
location. (Teaching
Example).
4. Promote and
model digital
citizenship and
responsibility. d.
Develop and model
cultural
understanding and
global awareness by
engaging with
colleagues and
students of other
cultures using digital
age communication
and collaboration
tools. (Teacher
Standard).

compare and
differentiate the
cultural and family
traditions between
the spots on the
Google Trek and/or
to their own.
(Explanation).

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

Teacher will create a

Google Trek based
on different types of
plants around the
world (or around the
United States).
(Teaching Example).
1. Facilitate and
inspire student
learning and
creativity. b. Engage
students in exploring
real-world issues and
solving authentic
problems using

Remember,
Understand, Apply,
and Analyze
(Identify Blooms
Level) students
will be able to use
the Google Trek to
identify different
types of flowers.
They will then
compare and
differentiate the
flowers. Finally, they
will illustrate the
flowers by drawing

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).
3. Earth Systems
Science

Learning Disabilities EEOs

Teachers will add

captions and audio
to the Google Treks
that they create for
the students that do
not have the ability

their own picture

representation of
one or multiple
flowers that they
studied.
(Explanation).

Students will use a

Remember and
Google Trek
Apply (Identify
provided to them
Blooms Level)
by the teacher to
students will be able
identify different
to use the Google
natural resources
Trek to identify
and where they
different natural
come from.
sources and
(Student Example). discover where
4. Critical thinking,
these natural
problem solving,
sources come from.
and decision
Then they will
making.
discuss how we use
a. Identify and
the natural sources
define authentic
found in our daily
problems and
lives. (Explanation).
significant
questions for
investigation.
(Student Standard)
Differentiation
Understand (Identify
Blooms Level)
students will be able
to understand the
information
provided to them

to read or see. If the

links provided on the
Google Trek are to
still pictures, the
teacher will take the
time to describe
what the picture is
showing. If there is a
link to a video, the
teacher will add
captions to the audio
of the video.
(Teaching Example).
1. Facilitate and
inspire student
learning and
creativity. a.
Promote, support,
and model creative
and innovative
thinking and
inventiveness b.
Engage students in
exploring real-world
issues and solving
authentic problems
using digital.
4. Promote and
model digital
citizenship and
responsibility.
b. Address the
diverse needs of all
learners by using
learner-centered
strategies providing
equitable access to
appropriate digital
tools and resources.

due to the extra

resources that the
teacher provides in
the Google Trek
created.
(Explanation)

(Teacher Standard).
Physical Disabilities
Gifted/ Talented

Students will create

their own Google
Trek on a topic of
their choice. They
will share their
Google Trek with
the class. If they
want, they can use
their Google Trek to
help any of their
classmates that do
not quite
understand how
the Google Trek
works. (Student
Example).
1. Creativity and
innovation. b.
Create original
works as a means
of personal or
group expression
2. Communication
and collaboration.
a. Interact,
collaborate, and
publish with peers,
experts, or others
employing a variety
of digital
environments and
media.
d. Contribute to
project teams to
produce original
works or solve
problems.

Apply and Create

(Identify Blooms
Level) students
will be able to use
the creation of their
own Google Trek to
help out their peers.
(Explanation).

Other
Reflection:
This matrix was a bit more difficult to complete for certain standards. For example, it was really difficult to think of ideas on how
to use a Google Trek with something related to mathematics. In an actual classroom, I think it would be easier to integrate
mathematics into another section, such as history, rather than creating an entire Google Trek just for math. History was an easier
section to create because I thought about what my partner and I did for our own Google Trek. I think this matrix helped me
discover that Google Treks are more beneficial for certain subjects. Making this matrix helped me come up with some ideas on
how I would be able to use a Google Trek in my own classroom because I had never really heard about what a Google Trek even is
before a few weeks ago.