Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                

Eportfolio Matrix

Download as docx, pdf, or txt
Download as docx, pdf, or txt
You are on page 1of 7

Technology Integration Matrix (ePortfolio)

Colorado Academic
Standards

ISTE
Standards
for
Teachers

ISTE
Standards
for Students

Blooms
Taxonomy

Constructivism

Mathematics
1. Number Sense,
Properties, and
Operations

Each week students


will write a journal
entry on their
ePortfolio about
something they
have learned
regarding number
sense, properties
and operations
#3-D

Students will need to


in depth tell what they
have learned and
show it using
examples and in a
way someone else
who knows nothing
about it can
understand and
perform the action or
retell what they have
learned
Remember,
understand, apply,
analyze, create

2. Patterns, Functions,
and Algebraic
Structures

Students will create


an ePortfolio with
the consecutive
stages of solving a
math problem(s)
and publish it
#3-D

Students will write out


the steps of the
problem and explain
what they are doing
with each step
Remember,
understand, apply,
evaluate, create

3. Analysis, Statistics,
and Probability

Teacher supports
student when
using an
electronic way to
calculate
probability (a
probability
calculator online)
#4-B

Students will take


what they already
know about
probability and try to
figure out how a
probability calculator
online works and how
their answers differ or
compare to those
answers
Remember,
understand, apply,

Students are in control


of what they have
learned and are actively
involved, their only
requirement in this
assignment is to talk
about one of the given
subjects but besides
that they can talk about
it however they want
and include whatever
resources or picture
they want, they have
the control and they are
teaching someone else
which is building off of
what they already know
and putting it into
different terms for
someone else to
understand, learning
how to teach
Students are actively
creating and solving
their own math
problems, they are
actually figuring out the
question, the teacher is
not telling them how to
do it, and they are
building off of what they
already know
Students are actively
involved in what is going
on in the classroom,
they are figuring out the
probability problems and
comparing their answers
to the ones the online
calculator gave, they are
questioning why the
answers are different or
inquiring why they are
the same, they are

Gamification

Flipped
Classroom

analyze, evaluate

4. Shape, Dimension,
and Geometric
Relationships

Teachers will help


students create
different
monsters out of
shapes using a
program with
shapes such as
word, these will
then be added to
their ePortfolios
#2-A

building off what they


already know about
probability and learning
more, they are then
putting that in their
ePortfolio as a way to
show how to incorporate
technology into their
learning

The teacher will help


children learn how to
use and manipulate
the shapes in order for
the children to create
the monster they
want, they will then
have to name it
according to the
shapes it is made of a
give short description
about it
Remember,
understand apply,
analyze, create

This is like a game


for the children,
they are creating
monsters from
their imaginations
out of shapes and
they are having to
come up with a
short description of
the monster they
can later print them
out and play with
them in their free
time areas or hang
them on the walls

Reading, Writing, and Communicating


1. Oral Expression and
Listening

2. Reading for All


Purposes

Teachers will
create various
podcasts with
their students
over the course of
the year and post
them on each
childs ePortfolio
#1-C

Students will create


hyperlinks in their
ePortfolios to books
they enjoy reading
and want to share
#1-B

The teacher and the


students will all be a
part of these podcasts
displaying what they
know on a given topic,
see the growth of
their oral expression
over the course of the
year
Remember,
understand, apply,
analyze, evaluate,
create
Students will recall
and research books
they enjoy reading
and books they would
recommend to others
and attach a link and
a short description of
the book and why
they like it to a page
in their ePortfolios
where this information
can be found
Understand,
analyze, evaluate,
create

Homework: students
will use what they
have learned and
researched on their
own outside of the
classroom as well as
the more in depth
topics talked about
in the classroom to
express their
knowledge on a
given topic
Homework: students
will go home and
research/find books
in which they are
interested and like
and will come back
to the class and
apply that to
creating a more in
depth original works
that explains why
they are interested
and to inform others
about why they
should consider

reading this book


Students will create
an ePortfolio page
that is comprised of
all writing
assignments they
have completed
over the year,
including dates.
#1-B

3. Writing and
Composition

4. Research and
Reasoning

Teachers will have


a general topic
which children will
get to pick a
subtopic from, the
students will then
have to research
this at home and
bring what they
have learned back
to the class
#1-B

Students will display


how their writing has
improved over the
course of the
year/semester and
write a summary of
how they think they
have improved from
each one to the next
Understand,
analyze, evaluate

Students could play


a game in which
they have to put in
the correct order the
way to write a paper
(ex. introduction,
details, conclusion,
etc.), giving them
motivation to learn,
solving a problem,
reaching the goal of
learning the writing
process.

Students will pick a


topic, go home,
research it, write a
summary on their
ePortfolios, come back
to class discuss it with
the class, then write
another summary
comparing and
contrasting their
previous learning to
their current learning
Remember,
understand, apply,
analyze, evaluate

Homework: students
are to go home and
research their topic,
they are then
expected to write a
short summary on
what they have
learned on their
ePortfolio and bring
it back to the class,
the next night, after
they have learned
some more in depth
information on the
topic they will be
expected to write
another short
summary comparing
and contrasting
their first summary
with their second
summary

Social Studies
1. History

Students will create


a page on their
ePortfolio showing
what they have
learned over the
course of the
semester on a given
history topic of their
choice, they can
add graphics and
links as they are
appropriate for the
topic
#6-B

Students will have to


decide what will be
relevant to include in
their presentation and
have to organize it so
it is easy to read and
understand by others,
conveying information
that has built off of
previous knowledge
during the semester,
explain what the
concept is and why it
is important to us in
todays society

The students are


actively involved in their
learning and learning
how to create a page
that will be able to cover
everything learn but will
not be too
overwhelming for the
reader, they will have to
question what to include
and inquire about the
topics they have
decided to include, they
are actually figuring out
for themselves what to

Remember,
understand, apply,
analyze, evaluate,
create

2. Geography

3. Economics

On the teachers
ePortfolio she can
include places she
has visited along
with short,
interesting
descriptions about
those places for
the students to be
able to explore
#3-A

Teachers will create


this interactive map
on their ePortfolio to
show their students
with a short
description that will
interest the students
and may make them
want to find out more
about that place
Remember,
understand,
analyze, evaluate,
create

Students will
research the
economics of the
profession they
think they want to
go into as an adult
and create a
presentation for the
class and attaching
it to their ePortfolio
#4-C

Students will need to


find a profession they
are interested and
find the resources in
order to figure out
how much they make
and the different
aspects of that (the
max they make, is
there room to grow,
do other cities pay
more, etc.)
Remember,
understand, apply,
analyze, evaluate,
create

include and telling how


it is relevant, they are
building off of what they
have already learned
and including all of their
knowledge on one
subject in one place
Homework: after
students have view
the teachers
ePortfolio, they can
have access to it at
home as well, they
will pick one of the
places they found
interesting and
research it at home,
finding out about
different aspects of
that place (food,
people, attractions,
etc.) and bring it
back to the class to
present about it and
learn about the
teachers first hand
experiences to learn
more in depth about
the geographical
place
Homework: students
will pick a
profession in class,
so not too many
people have the
same one, they will
go home and
research the
profession and the
economic aspects of
it, create a
presentation using
technology and
bring it back to the
class to present as
well as have a
discussion with the
teacher and the
class about why
they think some of
the economic
aspects are the way
they are, what

might have caused


that, etc.

4. Civics

Teacher will help


children put on a
play about how
different parts of
the government
works for their
parents to watch
on their childs
ePortfolios
#1-B

The teacher will need


to know how and what
technology to use to
record this play and
be able to load it on
all ePortfolios
Remember,
understand, apply,
analyze, evaluate,
create

The students will be


actively involved in their
learning, they will not
only be starring in the
play but they will also
need to research each of
their parts and come up
with what they are going
to say that would be
relevant to the play and
what others are saying
in the play, by making it
a play it may be more
motivation to learn such
a complex subject such
as this, it would make it
more fun and it would
help the students be
physically involved
which will aide their
learning

Science
Students will create
an interactive game
with peers using
technology to
present and play
with peers about a
physical science
topic
#2-D

1. Physical Science

2. Life Science

Teachers will
create an
ePortfolio on the
various topics of
life science in
order to stay
informed on the
topics as well as
continue to inform

The students will have


to create a board
game using
technology that will
include
learning/answering
questions on the
given physical science
topic
Remember,
understand, apply,
evaluate, create

The teacher will define


terms, explain topics,
discover new topics
and create lesson
plans on how to teach
these topics, as well
as share these
resources with other
teachers.

Students will create


a game using what
they have learned in
order to convey that
information in a fun
and motivational
way to their peers,
the goal of this is to
have them show
what they have
learned as well as
teach other
students what they
have learned and do
it in a way that will
concrete their
thinking and
knowledge in a fun
and motivational
way
Homework: The
students research
given topics from
the ones the
teacher has
discovered and
brings them back to
the class in order to
present to the rest

other teachers
#5-C

Remember,
understand,
analyze, evaluate,
create

3. Earth Systems
Science

Groups of students
will research an
earth systems topic
and create a
presentation of
some kind to
present to the class
(play, skit, hands on
activity, PowerPoint,
Prezi, etc.)
#2-D

Learning Disabilities EEOs

Students will use


the devices
available to them to
create an ePortfolio
just like the rest of
the class in a
different manner
(recorders, speech
machines, etc.)
#6-B

Students will take


what they have
learned from class and
apply it to creating a
presentation to
present to the class,
they will include the
whole process
including the end
product on their
ePortfolio
Remember,
understand, apply,
analyze, create

of the class and


learn more in depth
about the concepts
from the teachers
research
Students will be actively
engaged in learning and
presenting, not only with
the earth systems
content but also with
learning how to work in
groups and showing that
knowledge by recording
everything that has
happened along the way
and how things were
worked out on their
ePortfolio

Differentiation

Physical Disabilities

Gifted/ Talented

Teachers will have


students come up
with ways that
make them
unique and help
them create a
page on their
ePortfolio
showcasing this
and present it to
the class
#2-A

Students will create


an ePortfolio about

Students will learn


and gather
information in
whatever way is most
helpful to them and
create an ePortfolio
that is representative
of who they are and
show their learning as
well
Remember,
understand, apply
Techers will help the
students realize that
even though they are
physically different
than other students in
the class they are still
unique in many other
ways and some that
might be the same as
the other students in
the class, helping
them to see they are
welcomed and a part
of the class and help
them connect with the
other students on
different levels
Understand, apply,
evaluate, create
Students will show off
what they have

Students are engaged in


their learning, they are
picking and choosing
which devices will be
the most helpful to
them, they are
motivated to learn when
they are able to
understand and be a
part of what the class is
doing even if it is in a
different way
Homework: the
teacher will help the
students get started
but they will go
home and come up
with things on their
own that make them
unique, having
parents help them
come up with things
that they think
make them unique
and maybe even
start on adding it to
their ePortfolio, the
teacher can help
them the next day
in class if it is
needed
The students can
then act out an

their educational
talents and extra
activities as if they
were creating an
interactive resume
for a job interview.
#6-B

learned, what they are


proud of in
themselves and what
they want and think
others should know
about them, they can
then add this to the
about me section of
their ePortfolio
Understand, apply,
analyze, evaluate,
create

interview with peers


or an adult, saying
and showing them
what they have put
together and how to
access and interact
with a potential
employer

Other
Reflection:
The more I read about ePortfolios the more I realized how much help they can be to not only me as a future teacher/employee but
to my students as well. They are a great way to showcase yourself and to add to periodically whenever you want and it will be at
your fingertips when you need to show a future employer it or look back on to see all that you have learned and the progress you
have made. I feel the ePortfolio could be very useful to me as I start applying for jobs, when you are in an interview it isnt
always easy to come up with the things you know or what you have done but if you have an ePortfolio like this you can just bring
it up and show them and it is a collection of all of your works and all of your assets and progress along the way. It can be used
the same for my students when they are apply for jobs or colleges and it will be a good way for me to look at what they are
learning and see if I am being successful at my job as well. This tool could impact my TPACK by creating yet another resource
that I have to integrate technology into my classroom, it will give me another tool and it will make me feel more confident in what
I am doing and how I am integrating technology into my classroom in a beneficial way to both my students and myself.

You might also like