Technology Integration Matrix

Colorado
Academic
Standards

NETS
T

NETS S

Blooms
Taxonomy

Constructi
vism

Student
Use

Direct
Instructio
n

Flipped
Classroo
m

Instruct the
children on
how to use
number
properties
during
class.

Have the
students
pair up
and assign
different
number
properties.
Have the
students
explain
their
properties
and put
them on
an eportfolio.
The
students
are all in
charge of
learning
the other
properties
from the eportfolio
for
homework.

Instructio
nism

Mathematics
1. Number
Sense,
Properties,
and
Operations

2. Patterns,
Functions,
and
Algebraic
Structures

3. Analysis,

Students
make a
small eportfolio to
study all of
their
algebraic
equations.
Teacher

Teacher uses
an eportfolio to
organize
different
functions in
order to
teach the
class.

Behavior
ism

Statistics,
and
Probability

assigns
and
grades
probabilit
y
questions
on an eportfolio
done by
each
student.

4. Shape,
Dimension,
and
Geometric
Relationship
s

Students
put 1 math
solved
geometry
problem on
their eportfolio a
day and at
the end of
the unit,
they go
back and
make sure
they are all
correct as
a study
technique.

Reading, Writing, and Communicating

1. Oral
Expression
and
Listening

Teacher
uploads
videos of
her
reading a
chapter of
a book on
eportfolio.

Students
watch
video of
teacher
reading a
chapter on
e-portfolio
and get in
groups the
next day
to talk
about the
chapter
they

heard.

2. Reading
for All
Purposes

Students
chose a
reading of
their own
and use it
to write a
summary
on their eportfolio.

Students
read
articles
that are
assigned
to them on
an eportfolio.

3. Writing
and
Composition

Students
must
display the
different
steps of
creating a
sentence on
each page
of their eportfolio.
(Idea,
Grammar
etc.)

4. Research
and
Reasoning

Students
will show
that they
know how
to detect a
valid source
when doing
research
projects by
showing
three
different
sources on

Each student
is able to
write on a
past
experience
of their own
and then
they are able
to see each
others so
they are
assigned
another story
to read. The
pair is paired
in class to
talk about
their
experiences
further.

their eportfolio
and telling
if they are
valid or not
and why.

Social Studies
1. History

Students
read a
series of
articles
about WWI
on an eportfolio.

2.
Geography

3.
Economics

Students
use their eportfolio in
order to
keep track
of one
state and
all of its
facts.
Students
use Blooms
Taxonomy
to show the
different
parts of
economics
of the
pages of
their eportfolio.

4. Civics
Science
1. Physical
Science

Teacher
uses eportfolio in
place of
powerpoint
to present
notes on

different
units in
physical
science.
(Matter,
gravity etc.)

2. Life
Science

Students
learn life
science
outside of
the
classroom
during class
time and go
home and
write about
their
experience
on their eportfolio.

3. Earth
Systems
Science
Differentiation
Learning
Disabilities EEOs

Gifted/
Talented

Students
all use
their eportfolio in
order to
keep track
of their
notes so
they can
reflect
back on
them at
any point
they need
to.
Teachers
keep
track of
their

students
on an eportfolio
in order
to track
how
different
students
are
keeping
up in
class. This
can be
used in
order to
help
change
lesson
plans to
the
advantag
e of all
students.

Other
Reflection:

Using an e-portfolio is so beneficial. I like how we are using it in this class so that we can keep track of all of our work. I
like that it can be used in different ways. In a lot of subjects, it can be used to keep track of assignments or notes for
studying. I like that teachers can use it to communicate with students in notes or in ways for the teacher to assign
homework or videos for students to watch. It can also be used for students to keep in communication with other
classmates too.