Lindsey Johnson

Technology Integration Matrix 2

Colorado Academic
Standards

ISTE
Standards
for
Teachers

ISTE
Standards
for Students

Blooms
Taxonomy

Mathematics
1. Number Sense,
Properties, and
Operations

2. Patterns, Functions,
and Algebraic
Structures
3. Analysis, Statistics,
and Probability

Students keep an
ePortfolio and
continue adding to
it as they learn
about properties
and operations in
math so they can
refer to it and can
use it as a resource
when they are
finished. (Student
Example) 3.
Research and
information fluency.
Students apply
digital tools to
gather, evaluate,
and use
information. c.
Evaluate and select
information sources
and digital tools
based on the
appropriateness to
specific tasks.
(Student Standard)

The teacher
creates a website
that the class can
work on together,
doing in-class
activities that
demonstrate
analysis,
statistics, and
probability. For
example, the
teacher could

Understand and
Create (Identify
Blooms Level)
Students demonstrate
their understanding of
the subject and
material by explaining
the information on a
website or ePortfolio
that they design and
create. (Explanation)

Understand, Analyze,
and Create (Identify
Blooms Level) By
having discussions in
class to teach the
material, the teacher
allows students to
learn by
demonstration of
examining and
analyzing statistical
information through

Constructivism

Student Use

Flipped
Classroom

relate statistics to
the students by
asking and
recording answers
to questions like
what their favorite
color is. (Teacher
Example) 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.
(Teacher
Standard)

compare and contrast,

categorizing, and
investigation. The
teacher demonstrates
how to construct a
useful resource, like a
website, and the
students will be able
to do the same in the
future. (Explanation)

4. Shape, Dimension,
and Geometric
Relationships
Reading, Writing, and Communicating
1. Oral Expression and
Listening
2. Reading for All
Purposes

The teacher
models how to
create and design

Apply and Create

(Identify Blooms
Level) The teacher

a website for the

students by
creating a website
that has links to
online sources
that students can
use, like poems,
short stories, or
helpful websites
for research.
(Teacher Example)
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.
(Teacher
Standard)

3. Writing and
Composition

will model how to

design and construct
a website so the
students can examine
the example and use
their knowledge on
how to create their
own website to create
their own.
(Explanation)

Students keep an
ePortfolio or make a
website that
contains all of their
writings and
compositions from
writers workshops
throughout the year

Remember, Analyze,
and Create (Identify
Blooms Level)
Students will create a
personal ePortfolio
that they can look at
to see the different
pieces of writing that

so they can see

their growth.
(Student Example)
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. (Student
Standard)

they have done and

observe and compare
their previous work to
their current work so
they can see how far
they have come as
writers. (Explanation)

4. Research and
Reasoning
Social Studies
1. History

Students pick an
important historical
figure that relates to
the time frame
being studied and
create a website
that they can show
to the class to
educate their peers
on their historical
figure. (Student
Example) 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

Understand, Analyze,
and Create (Identify
Blooms Level)
Students present their
understanding of a
historical figure by
examining and
explaining who their
historical figure was
and what their
significance in history
is. They create a
website that will assist
them in teaching their
peers about their
figure, resulting in
cooperative learning
and teamwork.
(Explanation)

using a variety of
media and formats.
(Student Standard)

2. Geography

3. Economics

As the teacher
goes through
lessons on
different
countries, the
teacher creates
an ePortfolio that
the class can work
on together that
shows their
journey through
the different
countries, using
pictures as well as
information that
they learned.
(Teacher Example)
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. d.
Model
collaborative
knowledge
construction by
engaging in
learning with
students,
colleagues, and
others in face-toface and virtual
environments.
(Teacher
Standard)

Remember,
Understand, Analyze,
and Create (Identify
Blooms Level)
Students, through
group discussion and
lessons on geography,
will be able to have a
clear picture in their
heads of the places
that the class has
studied. This
understanding will
allow the students to
make connections to
the countries and find
the countries in the
future, which will also
be due to the help of
the visual images
from the ePortfolio
that the teacher
creates. Students will
also have a helpful
resource that they can
use to help them
remember the
countries so they can
explain the countries
on their own.
(Explanation)

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

3. Earth Systems
Science

As students learn
about cells, they
add information and
pictures about the
part of the cell that
they learn about
each day to their
ePortfolio, including
information taught
in class as well as
information that
they find through
research, so that
when they finish the
unit, they will have
a resource that
explains each part
of the cell in their
own words. (Student
Example) 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. (Student
Standard)
The teacher
demonstrates
proper use and
creation of
websites by
creating a website
about the
different types of
rocks to share
with the students
as a resource and
study tool. The
teacher can
demonstrate how

Understand, Apply,
and Create (Identify
Blooms Level)
Students will take
their understanding of
cells and construct an
ePortfolio that they
can continue adding
to and illustrating the
different parts of cells
in a way that they can
personally
understand. This will
demonstrate their
knowledge of the
subject while also
furthering their
understanding of
cells. (Explanation)

Remember, Analyze,
and Create (Identify
Blooms Level) The
teacher will use
pictures of rocks from
their website that they
created to show the
students the
differences among the
different types of
rocks so they will be
able to describe,
name, compare and
contrast, explain, and

to make websites
engaging by
including
activities and
practice quizzes
for the students.
(Teacher Example)
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.
(Teacher
Standard)

categorize the
different rocks. Also,
the website will
provide students with
many resources to
help them better
remember the
material, like
information, pictures,
activities, and practice
quizzes. (Explanation)

Differentiation
Learning Disabilities EEOs

Students use
ePortfolios or
websites to create a
visual
representation of
the information that
they learn in class
which may help
them process the
information more
effectively. The
teacher can help
them get started by
demonstration.
(Example of how
websites and
ePortfolios can be
used to help
students process
the information in
ways that they can
understand more
clearly and

Understand and
Create (Identify
Blooms Level)
Students will use their
ePortfolio or website
to continue growing in
their knowledge of the
subject through a
more visual way of
learning, which may
be more effective for
some students with
learning disabilities.
(Explanation)

remember more
easily.)

Physical Disabilities
Gifted/ Talented

The teacher has

the students
create a portfolio
of their work in
any subject area
by recording their
own summaries
on their website
or portfolio. For
example, the
students can use
a website to
explain and
explore grammar
by creating their
own sentences
using different
rules of grammar
and then growing
in those skills by
using their
website as a place
to freely explain
their thoughts and
processes.
(Example of how a
teacher can use
websites or
ePortfolios to push
the gifted and
talented students
to think critically
and dive deeper
into a subject.)

Analyze and Create

(Identify Blooms
Level) The teacher
pushed the students
to continue adding to
their previous
knowledge of
grammar by using
their website or
portfolio to further
explore and explain
aspects of grammar
and express their
thoughts and
processes in doing so.
(Explanation)

Other
Reflection: This matrix allowed me to think more in depth about how to further integrate technology in my classroom through the
use of websites and ePortfolios. I was able to process how I could engage my students in any subject through the use of websites
I create, as well as inspire and demonstrate to my students how to create their own resource that they can use to study, further
explore a topic, or observe their growth throughout the year. When I began this matrix, I felt more comfortable with the format of
the matrix itself, and it was helpful that I already understood how to do the matrix. However, it took me a little while to get my
ideas flowing about integrating websites and ePortfolios into the classroom even though there are many ways of doing so. Due to
the continued integration of technology in classrooms, I was able to use several of my own experiences with the use of websites
to help me think of ways that I can use websites in my classroom also. From my own experience, as well as from the ideas that I

came up with myself in this matrix, I can see how using websites and ePortfolios is a helpful way of teaching any subject area,
especially for students who are more visual learners.