EPortfolio Matrix

Colorado Academic
Standards

ISTE
Standards
for
Teachers

ISTE
Standards
for Students

Blooms
Taxonomy

Constructivism

Gamification

Flipped
Classroom

Mathematics
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)

1. Number Sense,
Properties, and
Operations

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

The teacher
creates an
ePortfolio that the
class can work on
together, doing inclass activities
that demonstrate
analysis,
statistics, and
probability. For
example, the
teacher could
relate statistics to
the students by

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
compare and contrast,
categorizing, and

Students use a
computer program
to practice the
numbers,
properties, and
operations they are
learning in class.
They provide a
reflection of how
they program
helped them
understand the
concepts more
clearly in their
ePortfolios.

The teacher prompts the

students to discuss what
they know about
statistics and probability
and why they are
important in different
aspects of life. The
students discuss the
different places they see
statistics and probability
being used and how
they are helpful.
Afterwards, the teacher
joins in the discussion

Before class,
students watch a
short, pre-recorded
video on properties
and operations and
take notes on what
they learn. In class,
they spend time
working on their
ePortfolios and
collaborating to
come up with the
best way of
organizing their
information.

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)

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

with the whole class

about what they
discussed and how they
can use their discussion
to make their class
ePortfolio more clear
and helpful.

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
an ePortfolio for
the students by

Apply and Create

(Identify Blooms
Level) The teacher
will model how to
design and construct

Before coming to
class, students
watch YouTube
videos of people
reading poems and

creating an
ePortfolio 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

an ePortfolio 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 that
contains all of their
writings and
compositions from
writers workshops
throughout the year
so they can see
their growth.

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
they have done and

slam poems to get

an idea of how to
write their own
poems. In class,
they spend time
working on their
ePortfolio by writing
poems, using
aspects from the
videos that were
appealing to them.

The students split into

small groups and
discuss their writings.
They talk about what
kinds of things worked
for their writing,
meaning what kinds of
techniques they liked
using, topics they

Students use
computer programs
and games to
practice their typing
skills and other
writing skills like
rhyming. These
games will assist
them in the writings

(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)

observe and compare

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

enjoyed, and if there

were any outside
sources that influenced
their writing by giving
them new ideas. The
students then join in a
large group discussion
about what worked for
them in their writing and
what kinds of things
they learned from
talking with their peers.
Students can then work
on their ePortfolios and
write down any new
ideas that were inspired
by the discussions.

they include in their

ePortfolios, and they
will be able to see
their growth in
those specific skills
throughout the
semester.

4. Research and
Reasoning
Social Studies
1. History

Students pick an
important historical
figure that relates to
the time frame
being studied and
create an ePortfolio
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
using a variety of
media and formats.

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 an
ePortfolio that will
assist them in
teaching their peers
about their figure,
resulting in
cooperative learning
and teamwork.
(Explanation)

For homework,
students watch a
video talking about
the life of their
historical figure. The
teacher provides a
video on the time
period, and students
are required to find
a video about their
figure. In class, they
work on adding
information to their
ePortfolio.

(Student Standard)

2. Geography

3. Economics
4. Civics

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)

Students pick a country

from the class ePortfolio
that they are interested
in and do more research
on that country.
Students then come to
class with a
representation of their
country (food, clothes,
pictures, dances, etc.)
and present it to the
class. Students then
have a discussion about
what surprised them in
their research and how
the project made them
look differently on the
country and how it felt
to try to dive deeper in
that countrys culture.

Students play
games that help
them practice their
knowledge of the
geography of states
and countries. The
fun of the games
will help them
remember the maps
better and will
encourage them to
keep practicing.
Their ePortfolios will
reflect how the
games helped them
in learning where
different places are.

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
ePortfolios 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
to make

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 ePortfolio 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
categorize the

Before class,
students watch the
Crash Course video
on cells and add the
information they
learned to their
ePortfolios. In class,
they participate in
discussions about
what they learned
from the video and
which parts of the
cell they learned
about or are
confused about.

Students do an
experiment on different
types of rocks. When
they get stuck and do
not know an answer, the
teacher prompts the
students to discuss what
they know and try to
think deeper about their
questions to see if they
can come up with the
answer themselves.
Afterwards, the teacher
brings all the students
into a discussion about

Students will
explore computer
programs with many
educational games
to find games that
help them practice
knowing the
different types of
rocks, which can be
through songs,
experiments,
memorization, and
many other kinds of
games. Students will
use the information

ePortfolios
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)

different rocks. Also,

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

the experiment and how

they were able to use
previous knowledge to
figure out the answers
to their questions. The
teacher then has the
students do some of the
activities and quizzes on
the class ePortfolio to
see if their knowledge
about the rocks
increased after the
experiment and in-depth
discussions.

they learned from

the games to make
suggestions of what
kind of facts and
information should
be included in the
class ePortfolio.

Students join in small

group discussions about
their ePortfolios as they
are working on them.
They talk about what
they are including in
their ePortfolios and
what problems they are
having. They use each
other to try to figure out
solutions to their
problems before coming
to the teacher for an
answer.

Students use games

on the computer
programs to
practice their skills
in every subject
area. They can use
their ePortfolio to
reflect on how the
games help them
learn or do not help
them learn or which
subjects were better
understood through
the games.

Differentiation
Learning Disabilities EEOs

Students use
ePortfolios 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
remember more

Understand and
Create (Identify
Blooms Level)
Students will use their
ePortfolio 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)

easily.)

Physical Disabilities
Gifted/ Talented

The teacher has

the students
create an
ePortfolio of their
work in any
subject area by
recording their
own summaries
on their ePortfolio.
For example, the
students can use
an ePortfolioto
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
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 ePortfolio to
further explore and
explain aspects of
grammar and express
their thoughts and
processes in doing so.
(Explanation)

Students watch a
pre-recorded lecture
on grammar and
sentence structure
before they come to
class. During class,
they work on their
ePortfolios,
including what they
learned in the
videos and then
reflecting on the
importance of
grammar in todays
society.

Other
Reflection: This matrix allowed me to think more in depth about how to further integrate technology in my classroom through the
use of ePortfolios. I was able to process how I could engage my students in any subject through the use of ePorfolios 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. Due to the continued integration of technology in classrooms, I was able to
use several of my own experiences with the use of ePortfolios to help me think of ways that I can use ePorfolios in my classroom
also. By completing this matrix, I was able to see how many ways ePortfolios can be used in the classroom, and how they can
inspire deeper thinking and more excitement in the learning process. Going through the process of completing the process, as
well as having the matrix when I begin teaching, makes me more confident in my preparedness for becoming a teacher, and I feel
it has strengthened my knowledge of how lesson plans are made and how I can incorporate more technology in my classroom so
the students can connect more to the material. 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.