STORYBIRD Technology Integration Matrix

Colorado Academic
Standards

ISTE
Standards
for
Teachers

ISTE
Standards
for Students

Blooms
Taxonomy

Constructivism

Gamification

Flipped
Classroom

Mathematics
1. Number Sense,
Properties, and
Operations
2. Patterns, Functions,
and Algebraic
Structures
3. Analysis, Statistics,
and Probability
4. Shape, Dimension,
and Geometric
Relationships

Students will create

a Storybird about
geometric shapes.
They should include
at least 3 different
shapes and provide
information about
them after learning
about geometric
shapes in class.
#1

Through designing a
Geometric Shape
Storybook, students
will make
comparisons/contrasts
naturally through their
creation. They will be
able to accurately
identify what makes a
certain shape what it
is.
Analyzing Differentiating

Students will view

one anothers
projects in class.
Students will be
divided into groups
of 4-6 students
(depending on
size/structure of
class) and they will
pick one story book
to make an
interactive game
out of. This could be
represented in a
board game, cutting
out the shapes for
an activity, or even
creating a skit out of
the Storybird they
have selected.

Reading, Writing, and Communicating

1. Oral Expression and
Listening
2. Reading for All
Purposes

The teacher will

provide several
example of text
sets ranging from
a variety of
authors, to
themes, to styles.
The teacher will
allow time for

Prior to building their

Storybirds students will
investigate text sets and
find out what makes an
educational text set.
After considering the
components involved,
they will break off to
create a Storybird

Students will
evaluate text sets at
home and continue
to explore the
Storybird tool at
home. Once in class
students will take
the time to
construct their

inquiry and then

model using
Storybird how to
incorporate their
findings of text
sets into a
Storybird
presentation.
#2

relating to the aspects

that make up a text set
could be theme, style,
etc.

Storybirds and be
able to ask their
teacher and
classmates
questions as they
work.

Students will be
challenged to consider
where they would like to
travel. What sort of
culture do they have?
What foods do they eat?
What activities are there
to do there? Students
will then take their
findings and be able to
incorporate factual
information into their
Storybird presentation
about where they would
like to travel in the
world.

At home, students
will determine the
theme they will
portray throughout
their Storybird.
Which aspects of
the
country/countries do
they feel are most
important? At home
students will then
create their
Storybird so that
during the class
period students can
view one anothers
work and see what
information others
thought most
important.

3. Writing and
Composition
4. Research and
Reasoning
Social Studies
1. History
2. Geography

The teacher will

model how to
utilize google
maps and find
places that one
might like to visit.
Step-by-step
directions will be
provided. The
teacher will
provide help in
how to search on
Storybird for
travel/land images
to use in making a
Storybird
presentation.
#2

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

The teacher will

provide a
background on
animal basics
groups of animals,
animal
characteristics,
habitats, etc. so
the students have

Students will take the

information they
gather about different
animal species/groups
and incorporate their
findings into their
Storybird. Whether
they are serious facts
or fun facts, they will

Students will view their

peers final products.
Individually, students
will ask themselves this
question, How many
different ways can
animals be classified?
They will formulate their
own responses, and

a foundation as to
the variety of
concepts they
could incorporate
into their
Storybirds.

be able to evaluate
their own
understanding by how
much information
they are able to
incorporate into their
project.
Apply Implementing

The teacher will

allow 10-15
minutes of class
time for students
to explore other
Storybirds to gain
an understanding
of how different
they can look
from one another.
#2

then move into small

groups. After small
group discussion, the
teacher will facilitate a
large group discussion
of the students findings.

3. Earth Systems
Science
Differentiation
Learning Disabilities EEOs

Students who may

struggle with typing
up their thoughts to
accompany their
Storybird will have
the options to
collaborate verbally
with their peers and
pass ideas around.
They could use the
Say Something
idea of each
students saying a
sentence about
something/anything
and that might
stimulate some
ideas for the
students(s).
#2

The student will

create a Storybird
following the focus
area, but written
words will not be
required. If the
student feels
comfortable enough
to include some
writing they should do
so, but for those who
struggle will be able
to share their
Storybird and voice
over the presentation,
explaining their story
verbally versus
written.
Understand Interpreting

Students will break

off into groups and
play games (as a
whole class) to learn
more about the
content area,
whether it be math,
science, social
studies, or
language.

Physical Disabilities
Gifted/ Talented
Other
Reflection: I found this matrix much easier to complete after having done other one now. This program, Storybird, is also easier to
incorporate into many aspects of education, although certain sections such as Gamification are more challenging. I could easily
find many ways to engage students by utilizing this online program. It is highly engaging and offers a variety of directions to

branch off of. I also appreciate this program because it allows students who dont enjoy sketching their own artwork out to utilize
others work in an appropriate form.