Technology Integration Matrix

Valerie Gibson
Colorado Academic
Standards

ISTE
ISTE
Standards Standards for
for Teachers
Students

Blooms
Taxonomy

Constructivism

Gamification

Flipped
Classroom

Mathematics
1. Number Sense,
Properties, and
Operations

Teachers will
create and share
a powerpoint of
the order of
operations and
upload it to the
Mathematics
folder of the
class e-portfolio.
2. Design and
develop digital age
learning
experiences and
assessments.
Teachers design,
develop, and
evaluate authentic
learning
experiences and
assessments
incorporating
contemporary
tools and
resources to
maximize content
learning in context
and to develop the
knowledge, skills,
and attitudes
identified in the
Standards.
D- Provide
students with
multiple and varies
formative and
summative
assessments
aligned with
content and
technology
standards, and use

Students will
create and record
their own song to
remember the
order of
operations and
upload it to the
mathematics
songs folder of the
class e-portfolio.
3. Research and
information fluency.
Students apply
digital tools to
gather, evaluate,
and use information.
B-Locate, organize,
analyze, evaluate,
synthesize, and
ethically use
information from a
variety of sources
and media.

UnderstandTeachers will be able

to explain how
upload documents
to an e-portfolio.
Apply- Students will
be able to apply
knowledge to
creating and
uploading their work
to an e-portfolio.

Using Audio to create

and record songs to
publish on e-portfolio.

Students will be
given a sign with
an operation they
must then find
other students
who have the rest
of the operations
and line up in the
correct order of
operations.

Students will
review the power
point on order of
operations and
then come to class
ready to practice
their songs, record
them and publish
them to an eportfolio.

resulting data to
inform learning
and teaching.

2. Patterns, Functions,
and Algebraic
Structures

Teachers will
create a video
showing how to
solve algebraic
structures using
2 different
methods and
upload it to the
e-portfolio under
the correct
folder.
3. Model digital
age work and
learning
Teachers exhibit
knowledge, skills,
and work
processes
representative of
an innovative
professional in a
global and digital
society.
A- Demonstrate
fluency in
technology
systems and the
transfer of current
knowledge to new
technologies and
situations.

Students will
create their own
algebraic
problems and
switch with
classmates to
solve theirs then
upload them to
their e-portfolios
to show
improvements on
algebraic
structures.
1. Creativity and
Innovation.
Students
demonstrate
creative thinking,
construct
knowledge, and
develop innovative
products and
processes using
technology.
A- Apply existing
knowledge to
generate new ideas
products, or
processes

Create- Teachers will

produce a video that
clearly shows how
to solve algebraic
structures that
students can find on
the e-portfolio.
Analyze- Students
will evaluate their
knowledge of
solving algebraic
structures and how
to upload homework
or classwork to their
e-portfolios.

Applying real world

problem solving

Students will see

how many
problems they got
right compared to
how many of their
problems stumped
other kids.

Students will
access the video
and watch it, come
to class prepared
with any
questions. In class
they will upload
their homework to
an e-portfolio.

3. Analysis, Statistics,
and Probability

Teachers will
create a video
that
demonstrates
how we can
show probability
of something on
an e-portfolio.
1. Facilitate and
Inspire student
learning and
creativity.
Teachers use their
knowledge of
subject matter,
teaching and
learning, and
technology to
facilitate
experiences that
advance student
learning, creativity,
and innovation in
both face-to-face
and virtual
environments.
A- Promote,
support, and
model creative and
innovative thinking
and inventiveness.

Students will
create a video that
shows the
probability of
something that
interests them
(the winning of a
sports game, what
marble will be
picked, etc). and
publish it to their
e-portfolio.
1. Creativity and
Innovation.
Students
demonstrate
creative thinking,
construct
knowledge, and
develop innovative
products and
processes using
technology.
B- Create original
works as a means of
personal or group
expression.

UnderstandTeachers can explain

how probability can
be shown multiple
ways in e-portfolios.
Apply- Students can
construct a method
of showing
probability and
publish it to an eportfolio.

Applying probability
knowledge to solve
real world problems.

Once probability
chances are made,
students will see
whose was right.

Students will
watch the
teachers video on
incorporating
probability to eportfolios. In class
students will be
able to create
their own and
publish to an eportfolio.

4. Shape, Dimension,
and Geometric
Relationships

Teachers will
create a
powerpoint
showing
students how to
use dimensional
shapes and
photos in an eportfolio.
2. Design and
develop digital age
learning
experiences and
assessments.
Teachers design,
develop, and
evaluate authentic
learning
experiences and
assessments
incorporating
contemporary
tools and
resources to
maximize content
learning in context
and to develop the
knowledge, skills,
and attitudes
identified in the
Standards.
A- Design or adapt
relevant learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity.

Students will find

three dimensional
shapes to display
in their eportfolios.
1. Creativity and
Innovation.
Students
demonstrate
creative thinking,
construct
knowledge, and
develop
innovative
products and
processes using
technology.
C. Use models and
simulations to
explore complex
systems and issues.

UnderstandTeachers will be able

to describe how
shapes can be used
in the display of eportfolios.

Using shapes and

dimension to create
visualizations

Apply- Students will

be construct eportfolios using
shapes and
dimensions.

Reading, Writing, and Communicating

Students will try

drawing their own
dimensional
shapes to upload
to their eportfolios.

At home students
will review the
powerpoint given
by the teacher. In
class students will
apply their
knowledge on
using dimensional
shapes in eportfolios.

1. Oral Expression and

Listening

Teachers will
create a podcast
and show how to
upload it to a
portfolio for
when students
get stuck.
5. Engage in
professional
growth and
leadership.
Teachers
continuously
improve their
professional
practice, model
lifelong learning,
and exhibit
leadership in their
school and
professional
community by
promoting and
demonstrating the
effective use of
digital tools and
resources.
D- Contribute to
the effectiveness,
vitality, and selfrenewal of the
teaching
profession and of
their school and
community.

Students will
create their own
podcast over
something they
observed and
upload it to their
e-portfolio.
5. Digital Citizenship
Students understand
human, cultural, and
societal issues
related to technology
and practice legal
and ethical behavior.
C- Demonstrate
personal
responsibility for
lifelong learning.

UnderstandTeachers will be able

to show how to
upload a podcast on
to an e-portfolio.
Create- Students
will be able to
construct and
upload their own
podcast to their own
e-portfolio sites.

Using audio to create

podcasts

Students will have

a competition on
who can get the
most e-portfolio
podcast views. The
winner will get a
prize.

Students will
listen to the
podcast and write
down the step by
step instructions
on how to upload
the podcast to a
portfolio. They will
then come to class
and create/uplaod
their own to their
podcast with the
teachers
assistance if
needed.

2. Reading for All

Purposes

Teachers will
show the
importance of
reading through
an e-portfolio to
show the growth
of someone.
2. Design and
develop digital age
learning
experiences and
assessments.
Teachers design,
develop, and
evaluate authentic
learning
experiences and
assessments
incorporating
contemporary
tools and
resources to
maximize content
learning in context
and to develop the
knowledge, skills,
and attitudes
identified in the
Standards.
D- Provide
students with
multiple and varies
formative and
summative
assessments
aligned with
content and
technology
standards, and use
resulting data to
inform learning
and teaching.

Students will find

3 different eportfolios that
have blogs, read
them, summarize
them, then
compare/contract
them.
2. Communication
and collaboration.
Students use digital
media and
environments to
communicate and
work collaboratively,
including at a
distance, to support
individual learning
and contribute to the
learning of others.
B-Communicate
information and
ideas effectively to
multiple audiences
using a variety of
media and formats.

KnowledgeTeachers will
describe why all the
information in an eportfolio is
important, even
though it has
changed over time.
Apply- Students will
be able to
demonstrate how to
find blogs on eportfolios and how
to read different
posts within each
blog.

Using writing skills to

evaluate and analyze
information

Students will
share what their
blogs were about
and vote on the
most interesting
blog.

Teachers will
create a blog on
their e-portfolio
and ask students
to read through all
the posts. When
the students
return to class the
teacher will quiz
them on what was
written in all the
posts. Students
will then find
different eportfolios with
blogs to analyze.

3. Writing and
Composition

Teachers will
create an eportfolio about
themselves as a
tool for students
to refer back to .
4. Promote and
model digital
citizenship and
responsibility.
Teachers
understand local
and global societal
issues and
responsibilities in
an evolving digital
culture and exhibit
legal and ethical
behavior in their
professional
practices.
A-Advocate, model,
and teach safe,
legal, and ethical
use of digital
information and
technology,
including respect
for copyright,
intellectual
property, and the
appropriate digital
tools and
resources.

Students will write

their own about
me describing who
they are, what
they want to do
when they grow
up, and other
important
information about
themselves to
upload on their eportfolio.
2. Communication
and collaboration.
Students use digital
media and
environments to
communicate and
work collaboratively,
including at a
distance, to support
individual learning
and contribute to the
learning of others.
D. Contribute to
project teams to
produce original
works or solve
problems.

Create- Teachers will

write an about me
page for students to
reference.
Apply- Students will
create their own
about me page for
their e-portfolio.

Using writing skills to

describe something or
someone

Students will read

each others and
decide whose eportfolio is the
most creative and
pleasing to the
eye.

Students will read

the teachers eportfolio and pick
out three
interesting facts
about their
teachers life.
Students will then
come to class and
compose their own
about me page on
their e-portfolio.

4. Research and
Reasoning

Teachers will
define what an
e-portfolio is
and should be or
can be included
in making an eportfolio.
2. Design and
develop digital age
learning
experiences and
assessments.
Teachers design,
develop, and
evaluate authentic
learning
experiences and
assessments
incorporating
contemporary
tools and
resources to
maximize content
learning in context
and to develop the
knowledge, skills,
and attitudes
identified in the
Standards.
D- Provide
students with
multiple and varies
formative and
summative
assessments
aligned with
content and
technology
standards, and use
resulting data to
inform learning
and teaching.

Students will
research why eportfolios are
useful in the
classroom.
5. Digital Citizenship
Students understand
human, cultural, and
societal issues
related to technology
and practice legal
and ethical behavior.
C- Demonstrate
personal
responsibility for
lifelong learning.

UnderstandTeachers will discuss

what an e-portfolio
is.
Analyze- Students
will evaluate why eportfolios are useful
in the classroom.

Social Studies

Using research skills

to evaluate
information

Students will play

jeopardy in teams
on what an eportfolio is
constructed of.

Students will
watch the
teachers video
that defines an eportfolio then
come to class
ready to apply
that knowledge to
how e-portfolios
can be used in the
classroom.

1. History

Teachers will use

an e-portfolio to
show how to
demonstrate a
change in
information.
2. Design and
develop digital age
learning
experiences and
assessments.
Teachers design,
develop, and
evaluate authentic
learning
experiences and
assessments
incorporating
contemporary
tools and
resources to
maximize content
learning in context
and to develop the
knowledge, skills,
and attitudes
identified in the
Standards.
A- Design or adapt
relevant learning
experiences that
incorporate digital
tools and
resources to
promote student
learning and
creativity.

Students will
research a
historical event,
create a
powerpoint over
the information
they find and
publish it to a
class e-portfolio.
1. Creativity and
innovation
Students
demonstrate
creative thinking,
construct
knowledge, and
develop innovative
products and
processes using
technology.
C. Use models and
simulations to
explore complex
systems and issues.

Analyze- Teachers
will compare how
information on an eportfolio can
exemplify a change
in time.
Create- Students
will produce their
own powerpoint to
publish on an eportfolio.

Using research skills

to evaluate
information

In each students
powerpoint will be
a trivia question
about the
historical event,
students will
guess the answers
to each question.

Students will view

the teachers eportfolio
demonstration and
then in class
create their own
powerpoint to
publish on an eportfolio.

2. Geography

Teachers will
create a video
that shows how
to make a google
trek and
incorporate it to
an e-portfolio.
4. Promote and
model digital
citizenship and
responsibility.
Teachers
understand local
and global societal
issues and
responsibilities in
an evolving digital
culture and exhibit
legal and ethical
behavior in their
professional
practices.
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.

Students will
create their own
google trek to
publish on their eportfolio.
3. Research and
information fluency.
Students apply
digital tools to
gather, evaluate,
and use information.
B-Locate, organize,
analyze, evaluate,
synthesize, and
ethically use
information from a
variety of sources
and media.

UnderstandTeachers will be able

to explain how to
publish a google
trek correctly to an
e-portfolio.
Apply- Students will
be able to publish
their own google
trek to an eportfolio.

Using mapping skills

to create a google
trek

Students will
compete to see
whose google trek
is the most
creatively
published on their
e-portfolios.

Students will
watch the video
and take notes at
home. Students
will then create
their own google
treks and publish
them in class.

3. Economics

Teachers will
create a podcast
on the economy
status of the
country.
3. Model digital
age work and
learning
Teachers exhibit
knowledge, skills,
and work
processes
representative of
an innovative
professional in a
global and digital
society.
A- Demonstrate
fluency in
technology
systems and the
transfer of current
knowledge to new
technologies and
situations.

Students will
review and
summarize the
podcast then write
a paper on the
analysis of our
economy an
publish it to their
e-portfolio social
studies tab.
1. Creativity and
innovation
Students
demonstrate
creative thinking,
construct
knowledge, and
develop innovative
products and
processes using
technology.
C. Use models and
simulations to
explore complex
systems and issues.

KnowledgeTeachers will record

and publish a
podcast to an eportfolio where
students can access
it.
UnderstandStudents will be
able to report on
information and
correctly publish it
to an e-portfolio
under the correct
tab.

Using audio to create

podcasts and using
writing skills to
evaluate and analyze
information.

Students will play

bingo to review
the economic
terms.

Students will
listen to the
podcast at home.
In class students
will write a paper
on it and publish it
to their eportfolio.

4. Civics

Teachers will
publish a video
demonstrating
how to create a
video for an eportfolio.
4. Promote and
model digital
citizenship and
responsibility.
Teachers
understand local
and global societal
issues and
responsibilities in
an evolving digital
culture and exhibit
legal and ethical
behavior in their
professional
practices.
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.

Students will
create their own
videos of the
community of the
school and publish
it to the class eportfolio.
3. Research and
information fluency.
Students apply
digital tools to
gather, evaluate,
and use information.
B-Locate, organize,
analyze, evaluate,
synthesize, and
ethically use
information from a
variety of sources
and media.

KnowledgeTeachers will record

a video that shows
the steps to create
and publish videos
to e-portfolios.
Create- Students
will create a video
that they can
correctly publish to
an e-portfolio that
shows importance to
their topic.

Science

Using audio and video

to create videos

Students will vote

on which teams
video was the
best.

Students will
watch the
teachers
demonstration
video for
homework.
Students will then
come to class and
make their own
video and publish
it to the class eportfolio.

1. Physical Science

Teachers will
show students
how to use Excel
to graph
information for
an e-portfolio.
5. Engage in
professional
growth and
leadership.
Teachers
continuously
improve their
professional
practice, model
lifelong learning,
and exhibit
leadership in their
school and
professional
community by
promoting and
demonstrating the
effective use of
digital tools and
resources.
A- Participate in
local and global
learning
communities to
explore creative
applications of
technology to
improve student
learning.

Students will
graph the heights
at which different
balls bounce then
publish the graph
and analysis to
their e-portfolio.
4. Critical thinking,
problem solving, and
decision making.
Students use critical
thinking skills to plan
and conduct
research, manage,
projects, solve
problems, and make
informed decisions
using appropriate
digital tools and
resources.
C- Collect and
analyze date to
identify solutions
and/or make
informed decisions.

Create- Teachers will

construct a graph to
show students for
use of an eportfolio.
Apply- Students will
chart information
and publish it
successfully to their
e-portfolio.

using Excel to graph

Students will
guess the height
each ball will
bounce and give
their answer in a
poll on the class eportfolio.

For homework,
students will take
notes on how to
use excel for eportfolios. In class
students will
create and publish
graphs to eportfolios.

2. Life Science

Teachers will
create a step-bystep instruction
list for students
to track heart
rate and analyze
it in a summary
on the class eportfolio.
3. Model digital
age work and
learning
Teachers exhibit
knowledge, skills,
and work
processes
representative of
an innovative
professional in a
global and digital
society.
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.

Students will write

a paper on how
they track heart
rate and how it
can
increase/decrease
then publish it to
their e-portfolio. 4.
Critical thinking,
problem solving, and
decision making.
Students use critical
thinking skills to plan
and conduct
research, manage,
projects, solve
problems, and make
informed decisions
using appropriate
digital tools and
resources.
B- Plan and manage
activities to develop
a solution or
complete a project.

KnowledgeTeachers will list

instructions on
activities in an eportfolio.
Analyze- Students
will be able to
analyze information
and publish their
understanding to an
e-portfolio.

Using writing skills to

evaluate and analyze
information

Students will race

each other then
compare their
heart rates to
share on their eportfolio
summaries.

Students will read

instructions on the
class e-portfolio
then come ready
to track their
heart rate and
publish a summary
to their e-portfolio
on what they
learned.

3. Earth Systems
Science

Teachers will
publish a video
that time lapses
a plants growth
to show students
how to include
videos to their eportfolios.
3. Model digital
age work and
learning
Teachers exhibit
knowledge, skills,
and work
processes
representative of
an innovative
professional in a
global and digital
society.
A- Demonstrate
fluency in
technology
systems and the
transfer of current
knowledge to new
technologies and
situations.

Students will
create a video
about the weather
throughout the
day and publish it
to their eportfolio.
1. Creativity and
innovation.
Students
demonstrate
creative thinking,
construct
knowledge, and
develop innovative
products and
processes using
technology.
D- Identify trends
and forecast
possibilities.

Apply- Teachers will

demonstrate their
knowledge of using
videos in eportfolios.
Create- Students
will integrate videos
to their e-portfolios.

Differentiation

Using audio and video

to create videos

Students will
interview each
movie director and
write a video
review to post on
their e-portfolios.

For homework,
students will
watch the
teachers video and
pick out three key
components of
using videos in eportfolios.
Students will then
make their own
videos and publish
them to their
science tabs in the
e-portfolio.

Learning Disabilities EEOs

Teachers will
create videos
and audio clips
for how to create
an e-portfolio.
3. Model digital
age work and
learning
Teachers exhibit
knowledge, skills,
and work
processes
representative of
an innovative
professional in a
global and digital
society.
B- Collaborate with
students, peers,
parents, and
community
members using
digital tools and
resources to
support student
success and
innovation.

Students will
practice. how to
create an eportfolio.

Create- Teachers will

be able to modify eportfolios.
Analyze- Students
will experiment how
to create eportfolios.

Applying information
to practice a skill

Students will play

a picture matching
game to match
different eportfolios.

Students watch
videos at home for
a better
understanding of
how to create eportfolios.

Physical Disabilities

Teachers will
create a video
showing how to
create an eportfolio.
2. Design and
develop digital age
learning
experiences and
assessments.
Teachers design,
develop, and
evaluate authentic
learning
experiences and
assessments
incorporating
contemporary
tools and
resources to
maximize content
learning in context
and to develop the
knowledge, skills,
and attitudes
identified in the
Standards.
C- Customize and
personalize
learning activities
to address
students diverse
learning styles,
working strategies,
and abilities using
digital tools and
resources.

Students will be
able to retell how
to create an eportfolio.

KnowledgeTeachers will be able

to tell how to make
an e-portfolio.
KnowledgeStudents will be
able to recite how to
make an e-portfolio.

Using vocabulary to
retell information.

Students will play

a picture matching
game to match
different eportfolios.

Students will
record themselves
telling how to
make an eportfolio.

Gifted/ Talented

Other

Teachers will
create an eportfolio of their
own for students
to refer to when
stuck.
2. Design and
develop digital age
learning
experiences and
assessments.
Teachers design,
develop, and
evaluate authentic
learning
experiences and
assessments
incorporating
contemporary
tools and
resources to
maximize content
learning in context
and to develop the
knowledge, skills,
and attitudes
identified in the
Standards.
B-Develop
technologyenriched learning
environments that
enable all students
to pursue their
individual
curiosities and
become active
participants in
setting their own
learning, and
assessing their
own progress.

Students will be
able to create
their own eportfolio.

UnderstandTeachers will be able

to give examples of
how to make an eportfolio.
Create- Students
will be able to
produce an eportfolio on their
own.

Using technology
information to create
own e-portfolio

Students will play

a game analyzing
and finding what is
missing in
different eportfolios.

At home students
will compare and
contrast two
different eportfolios.

Reflection: After our small group discussions on what a matrix consists of, I felt very comfortable doing this one. Having to think
about the teacher and students standards makes me feel the importance of what needs to be planned in a lesson for it to be
beneficial to a student. Thinking of different games was really fun for me, and helped me invasion what learning in the classroom
can be like, which makes me excited for the future. One thing I really struggled with was the constructivism section on the matrix.
I spent lots of time reviewing what it was, and asking others for help but when it came time to write it and apply it, it was very
difficult at understanding. I am hopeful that as the semester goes on, I will have a better understanding of it.