Brooke Wiederspan

Website/ ePortfolio Black

Powerpoint/Prezi/VoiceThread Red
Digital Storytelling/Video Blue
Primary Sources/Google Trek - Purple
Technology Integration Matrix
Colorado Academic
Standards

ISTE
Standards
for
Teachers

ISTE
Standards
for Students

Blooms
Taxonomy

Create a
powerpoint to
present to the
students that
shows tricks on
how students can
understand and
learn habits to
continually solve
math operations.
3. Model digital
age work and
learning
a. Demonstrate
fluency in
technology
systems and the
transfer of current
knowledge to new
technologies and
situations.
Using Primary
Sources to show
the use and layout
of the
Pythagorean
Theorem and help
the children
understand what
it is used for.
1. Facilitate and
inspire student
learning and
creativity

Have students
create an ePortfolio
of the different
operations and
properties that they
learn.
1. Creativity and
Innovation
b. Create original
works as a means of
personal or group
expression.

Reflect on
Students will reflect
on their knowledge of
operations and
properties of
numbers.

Students can create

a digital storyboard,
each individually, to
demonstrate to
their classmates the
ways they solve
algebraic structures
1. Creativity &
Innovation
b. create original
works as a means of
personal or group
expression.

Design
Students will different
storyboards to show
their best strategy to
solve problems.

Mathematics
1. Number Sense,
Properties, and
Operations

2. Patterns, Functions,
and Algebraic
Structures

Create
Teacher creates a tool
used in the classroom
to sharpen math skills
and increases student
understanding of
operations.

Provide
Providing different
ways of understanding
and gathering
information.

Constructivism

Student Use

Flipped
Classroom

3. Analysis, Statistics,
and Probability

4. Shape, Dimension,
and Geometric
Relationships

c. promote
student reflection
using
collaborative toold
to reveal and
clarify students
conceptual
understanding
and thinking,
planning, and
creative
processes.
Create a video
demonstrating all
of the ways a
teacher can do
probabilities
within the class;
students to
teacher, boys to
girls, class to
school, etc.
1. Facilitate and
Inspire student
learning and
creativity
a. promote,
support, and
model creative
and innovative
thinking and
inventiveness.
Create a website
for students to
distinguish
whether a shape
is idential or not.
1. Facilitate and
inspire student
learning and
creativity
b. Engage
students in
exploring realworld issues and
solving authentic
problems using
digital tools and
resources.

Students can share

statistics and
probability
homework through
the use of
VoiceThread
2. Communication
and collaboration
a. interact,
collaborate, and
publish with peers,
experts, or others
employing a variety
of digital
environments and
media.

Assemble
Students work
together to assemble
their answers on
homework to check
and help other
students.

Students can create

a GoogleTrek and
show the geometric
relationships
between the towns
in their state.
1. Creativity &
Innovation
a. Apply existing
knowledge to
generate new ideas,
products, or
processes.

Differentiate
Students will be able
to differentiate
between the different
shapes and their
likeness.

Provide
Providing students
with different ways to
learn and see all the
ways they can use
math.

Identify
Students will be able
to identify the
geometric relationship
between where they
are at compared to a
town close by.

Reading, Writing, and Communicating

1. Oral Expression and

Show students a

Students can use

Generate

Listening

2. Reading for All

Purposes

3. Writing and
Composition

primary source
book on tape
about the slave
trade and allow
them to listen to
the hardships
instead of having
to read them.
3. Model digital
age work and
learning
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.
Creating a video
of a book,
containing the
review and
specific points
that children can
benefit from and
further their
knowledge of the
story.
3. Model digital
age work and
learning
c. communicate
relevant
information and
ideas effectively
to students,
parents, and
peers using a
variety of digital
age media and
format.
Using Prezi, create
an autobiography
about your self
and share with the
class for them to
get to know you.
2. Design and
develop digital

VoiceThread to
communicate with
students and
teacher about an
assignment that is
due at home,
through group work.
1. Creativity and
Innovation
b. create original
works as a means of
personal or group
expression.

Students will work

together to generate a
project together,
making each student
put in their part while
being away from each
other.

Students can use

Primary Sources as
a means for reading
and learning about
past events.
3. Research and
Information fluency
c. Evaluate and
select information
sources and digital
tools based on the
appropriateness to
specific tasks.

Summarize
Being able to
summarize and break
thoughts and ideas
down further for the
students to
understand more of.

Have students
create an inclassroom
newspaper, online,
for students to write
about weekly topics
and share with the
whole class.

Summarize
As a teacher
summarizes
everything about their
lives, it helps students
connect to their
teacher and know who
they are as a person.

Deconstruct
Teachers can help
students deconstruct
the events they hear
through an audio book
and through listening
skills.

Reflect on
Students will be able
to reflect on what they
read from the primary
sources and use it in
their everyday
knowledge.

4. Research and
Reasoning

age learning
experiences and
assessments.
a. design or adapt
relevant learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity.
Show students
how to use
websites and
research topics.
3. Model digital
age work and
learning
a. Demonstrate
fluency in
technology
systems and the
transfer of current
knowledge to new
technologies and
situations.

2. Communication
and collaboration
a. interact,
collaborate, and
publish with peers,
experts, or others
employing a variety
of digital
environments and
media.

Students can
research a certain
subject and create
an informational
video for the class
to see.
3. Research and
Information fluency
c. evaluate and
select information
sources and digital
tools based on the
appropriateness to
specific tasks.

Provide
Providing resources
and models for
students to follow as a
base for
understanding their
assignments.
Recognize
Students will
recognize what
information is
appropriate to add
into their video and
what is most
beneficial to the
information that they
need to provide.

Social Studies
1. History

Create a digital
timeline with the
students over a
website showing
the most
important dates
throughout
history.
1. Facilitate and
inspire student
learning and
creativity
d. model
collaborative
knowledge
construction by
engaging in
learning with
students,
colleagues, and
others in face-toface and virtual

Students create a
Prezi, containing
pictures and
information about a
specific time in
History that was
either selected or
given to them and
then present to the
class.
3. Research and
Information fluency
c. Evaluate and
select information
sources and digital
tools based on the
appropriateness to
specfic tasks.

Generate
Generating a visual
timeline where
students can see the
events that take
place.
Respond To
Students will respond
to the task and topic
of their event in
History and pull
information to inform
others of the facts.
Recognize
Help students
recognize the different
battles and how the
war was won even
though the battles
were not all won by

environments.

2. Geography

Create a
GoogleTrek of all
the battles during
World War I and
important facts
about the battles
to help the
children learn
more about the
war.
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.
Setup a
VoiceThread with
other classrooms
from around the
world and have
weekly
discussions about
a cultural
difference.
5. Engage in
professional
growth and
leadership.
a. participate in
local and global
learning
communities to
explore creative
applications of
technology to
improve student
learning.

one side.

Students research
websites made by
other students
around the world
and navigate these
websites while
learning about other
cultures
5. Digital Citizenship
a. Advocate and
practice safe, legal,
and responsible use
of information and
technology.
Students can create
a GoogleTrek of all
the different
terrains that can be
found around the
United States or
even around the
world.
2. Communication
and Collaboration
a. Interact,
collaborate, and

Recognize
Recognize the
different cultures
around the world and
the different students
within these cultures.
Differentiate
Students will be able
to differentiate
between their culture
and anothers culture.
Assemble
Through many
students, the whole
class can assemle and
GoogleTrek of all the
terrains around the
world.

publish with peers,

experts, or others
employing a variety
of media and
formats.
Students can create
a storyboard that
would describe their
own part of
economy, giving
students a different
job and see how
they would describe
their role and how
they help the
economy.
2. Communication &
Collaboration
d. contribute to
project teams to
produce original
works or solve
problems.

3. Economics

4. Civics

Have the class

create a video on
the rights of man,
what each of the
Bill of Rights
means, and the
understanding of
the students,
while showing to
other classes.
5 Engage in
professional
growth and
leadership
b. exhibit
leadership
demonstrating a
vision of
technology
infusion,
participating in
shared decision
making and
community
building, and
developing the
leadership and
technology skills
of others.

Predict
Predicting what would
happen if the students
were to run their own
town.

Deconstruct
Taking the Bill of
Rights and breaking
them down into words
we can understand
and share our
knowledge with others
in ways they can also
understand.

Science

1. Physical Science

2. Life Science

Using a Prezi,
model how to
solve different
word problems,
and letting
students use this
presentation as
means to study.
1. Facilitate and
inspire student
learning and
creativity.
b. Engage
students in
exploring realworld issues and
solving authentic
problems using
digital tools and
resources.
Using a video,
show what
happens when
you mix together
two elements that
should never be
mixed, without
causing harm, but
to gain the
knowledge.
1. Facilitate and
inspire learning
and creativity
b. engage
students in
exploring realyworld issues and
solving authentic
problems using
digital tools and
resources.
With the use of a
primary source
how to dissect a
frog when
learning about the
different organs in
the frog before
beginning to
dissect.
1. Facilitate and
inspire student

Students create an
ePortfolio with
formulas for their
problems that they
would need to
practice and solve
in order to be
successful in class.
3. Research and
information fluency
b. locate, organize,
analyze, evaluate,
synthesize, and
ethically use
information from a
cariety of sources
and media.

Assemble
Assemble a study
guide with formulas to
prepare students or
upcoming tests.

Students use Prezi

to show their indepth thinking of a
living organism.
4. Critical thinking,
problem solving,
and decision making
b. Plan and manage
activities to develop
a solution or
complete a project.

Create
Students will create a
presentation that
shows the amount
they have learned.

Provide
As the teacher, you
provide helpful hints
and tools for students
to study and succeed.
Clarify
Being able to clarify to
students what really
happens when
reactive elements are
mixed with a visual
aid.

Identify
Students will identify
the separate stages
throughout a cycle
and notice the

learning and
creativity
c. Promote
student reflection
using
collaborative tools
to reveal and
clarify students
conceptual
understanding
and thinking,
planning, and
creative
processes.

3. Earth Systems
Science

Creating a website
that explains the
cycle of life and
how each animal
or object in the
system hurts or
benefits the next.
1. Facilitate and
inspire student
learning and
creativity
c. promote
student reflection
using
collaborative tools
to reveal and
clarify students
conceptual
understanding
and thinking,
planning, and
creative
processes.

Students can use a

storyboard to
demonstrate the
cycle of plant
growth or
photosyntesis,
between each new
slide, explaining
what is happening
and watch the
process in full.
1. Creativity and
Innovation
c. use models and
simulations to
explore complex
systems and issues.
Students can create
a GoogleTrek of
areas that are
specific to certain
animals and include
information as to
why the animal can
only survive in this
area.
3. Research and
information fluency
b. Locate, organize,
analyze, evaluate,
synthesize, and
ethically use
information from a
variety of sources
and media.

differeneces through a
storyboard.

Design
Designing an efficient
website that relays
the right information
onto the students and
is easy to use for
them to correctly
understand
information.
List
Students will list all
the animals and the
places they call home
while putting it into a
map.

Differentiation
Learning Disabilities EEOs

Creating a website
that is easily
accessible for
students with
learning
disabilities that
help and inspire
learning.
1. Facilitate and
inspire student
learning and

Students with
learning disabilities
can make a
GoogleTrek of
places they have
been and places
they want to go to
show all that they
have done and what
they still would like
to do.

creativity
a. Promote,
support, and
model creative
and innovative
thinking and
inventiveness.
Creating a
VoiceThread that
a student with
learning
disabilities can
use while at home
for learning or
working on
homework.
1. Facilitate and
inspire student
learning and
creativity.
a. promote,
support, and
model creative
and innovative
thinking and
inventiveness.
Creating a
storyboard for a
student with
disbilities can
completely
breakdown a
problem and the
correct solution
for it, making it
easier for a
student with
learning
disabilities to
understand.
2. Design and
develop digital
age learning
experiences and
assessments
a. design or adapt
relevant learning
experiences that
incorporate digital
tools and
resources to

3. Research and
information fluency
a. plan strategies to
guide inguiry.

promote student
learning and
creativity.

Physical Disabilities

Gifted/ Talented

Explain to the
students the
importance of
primary sources
and have them
conduct an
experiement that
requires them to
create their own
primary source.
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
ceativity.

Students with
physical disabilities
can create a video
to do a
demonstration
video of something
they might not be
able to do precisely,
for instance, how to
do a hand stand.
2. Communication
and Collaboration
a. interact,
collaborate, and
publish with peersw,
experts, or others
employing a variety
of digital
environments and
media.
Students can create
own websites to
facilitate their
learning and solidify
the skills they
already know.
4. Crititcal thinking,
problem solving,
and decision making
b. plan and manage
activities to develop
a solution or
complete a project.
Students can create
a VoiceThread of
their opinions and
create a project on
some topic that
they fnd interesting,
while sharing
documents and
audio files.
2. Communication
and collaboration
a. Interact,
collaborate, and
publish with peers,
experts, or others
employing a variety

of digital
environments and
media.

Other
Reflection: Working with this matrix, it was very clear to me how important websites and ePortfolios can be in a classroom. With
the growing of technology in classrooms, having students create their own gives them the oppurtunity to research and place
together a whole website of their knowledge. An ePortfolio gives students the oppurtunity to reflect on what they have learned
and they can continue to use that information for future years. Understanding the many uses that websites and ePortfolios
provide for a student gives many oppurtunities for them to learn and reflect. On the other hand, using that technology in the
classroom for a teacher, provides the teacher with unlimited lessons that would grasp the attention of the students.
Reflection: Through powerpoints, Prezi, and VoiceThread, a teacher and their students hae many options for presentations and
learning. Each of these applications are easy to use and have instructions that lead you through the whole process of completing
a project. They can serve purpose for providing information or showing what students have learned. Either way, presentation
tools are an important part in the learning process. That is exactly what this matrix helped me see, ways that these presentations
can influence learning, when a teacher is knowledgable about technology.
Reflection: With the help of videos and digital storyboards, there are many different teaching opportunities available. Whether it
consists of students creating their own video of the work that they have researched or presenting what they know through a
digital storyboard, it can reflect to both other students and teachers what the child knows and is retaining. When a teacher
provides a video or a storyboard, it can be helpful to teach students in a way that will be most beneficial to them because the
teacher catered to their learning needs. There are so many things that one can accomplish through video and storyboard that the
activities and opportunities to learn are unlimited.
Reflection: After using primary sources and GoogleTrek, I can see how informational and helpful they could be in a classroom
regarding History or Geography but I found it very difficult for Math or Reading uses. Primary sources can be used in any subject
as long as the sources pertains to the subject. However, GoogleTrek is a bit harder to place in all subjects unless the creative
juices are really flowing. But the understanding that could possibly come from knowing where areas all around the world are or
how an idea became a fact through a source can be useful in increasing the knowledge of the children in my classroom. These
are both helpful tools when used properly to interest the students instead of boring them.