Technology Integration Matrix-digital stories or video creation

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
4. Shape, Dimension,
and Geometric
Relationships

Teachers will
create a digital
story explaining
different foods at
a food market,
and how they
represent
fractions when
people eat pieces
of them, and how
those fractions
relate to one
another.
2. Different
models and
representations
can be used to
compare
fractional parts
a. Use ideas of
fraction
equivalence and
ordering to:
(CCSS: 4.NF) i.
Explain
equivalence of
fractions using
drawings and
models. 4

Students will analyze

the different fractions
that are given and
compare and contrast
which fractions are
bigger and which ones
are smaller.

Students will create

a video showing
different
measurement tools
that they can use in
their real lives. They
will give real life
examples to the

The students will

apply the information
that came from the
video, and solve the
real world problems
that they are given at
the end.

Constructivism

Student Use

Flipped
Classroom

class, and give

them examples to
solve that involve
real world
mathematical
problems.
1. Appropriate
measurement tools,
units, and systems
are used to measure
different attributes
of objects and time
iv. Solve addition
and subtraction
problems to find
unknown angles on
a diagram in real
world and
mathematical
problems.5

Reading, Writing, and Communicating

1. Oral Expression and
Listening

Students will pick a

research topic out of
a provided list, and
research it
thoroughly
answering all the
questions provided
to them. They will
them create a video
explaining the
information that
they learned
throughout the
process, and then
present it to the
class. 1. A clear
communication plan
is necessary to
effectively deliver
and receive
information
d. Report on a topic
or text, tell a story,
or recount an
experience in an
organized manner,
using appropriate
facts and relevant,
descriptive details
to support main
ideas or themes;
speak clearly at an

Students will create a

video based on the
information that they
researched
throughout their
project, and plan to
present to the class.

understandable
pace.

2. Reading for All

Purposes
3. Writing and
Composition

Teachers will write

an example
narrative and tell
the story through
a digital
storytelling
model. They will
present it to the
class as an
example for the
digital story they
have to write and
present to the
class.
b. Write narratives
to develop real or
imagined
experiences or
events using
effective
technique,
descriptive
details, and clear
event sequences.
1. The recursive
writing process is
used to create a
variety of literary
genres for an
intended audience

The students will

create a digital story
and present it to the
class similar to what
the teacher shown at
the beginning of the
lesson. Students will
have to produce their
own narrative for the
assignment.

4. Research and
Reasoning
Social Studies
1. History

Students will create

a video using
images of different
historical events,
and their voice
recording during the
video. And explain
how American
history relates to
Colorado history.
1. Organize and
sequence events to
understand the
concepts of

Students will apply

new information they
learned about
Colorado history to
U.S. history in general.
It will allow them to
better understand
different aspects of
American history.

chronology and
cause and effect in
the history of
Colorado a.
Construct a timeline
of events showing
the relationship of
events in Colorado
history with events
in United States and
world history

2. Geography
3. Economics

Teachers will
create a video
with different
aspects of
incentives to
describe to
students the
differences
between positive
and negative
incentives.
Teachers will start
out with
incentives in
students lives
and move to
incentives used in
the real world,
and the job
market. 1. People
respond to
positive and
negative
incentives a.
Define positive
and negative
economic
incentives

Because of the
teachers incentive
examples, students
will be able to apply
and understand
incentives in the real
world and business
markets.

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

Teachers will show

a video of
Darwins finches,
and use images of
them to explain
how each of them
adapted to their
environment in

Students will analyze

and examine how
animals adapt to their
habitats based on the
information on the
finches in the video.

order to survive.
Teachers will have
students predict
how other animals
have adapted to
their enviroments.
3. There is
interaction and
interdependence
between and
among living and
nonliving
components of
ecosystems a. Use
evidence to
develop a
scientific
explanation on
how organisms
adapt to their
habitat
Students will each
be assigned a
particular part of
the solar system.
They will each have
to research the
given topic, and
create a video
explaining what
they learned and
present it to the
class.
1. Earth is part of
the solar system,
which includes the
Sun, Moon, and
other bodies that
orbit the Sun in
predictable patterns
that lead to
observable paths of
objects in the sky as
seen from Eartha.
Gather, analyze,
and interpret data
about components
of the solar system

3. Earth Systems
Science

Students will create,

plan and produce a
video on the topic
they researched
regarding the solar
system.

Differentiation
Learning Disabilities EEOs

Teachers will
create groups of
students and give
them a list of

research topics to
choose from.
Each group will be
responsible for
researching about
their topic and
creating either a
digital story, or
video about it.
Working in groups
will allow them to
split up the work,
so its not as
overwhelming.

Physical Disabilities
Gifted/ Talented

Students will create

a video based on
the research topic
they were given at
the beginning of the
unit. Each video will
be required to be at
least be 2 minutes
long, and include at
least 20 facts that
they found on the
topic.

Other
Reflection:
This matrix made me understand how effective videos can be in teaching, and in learning. Now we live in such a digital age, and
many children are very interested in the ideas of technology. By teaching through videos I feel as though it could be very
effective in getting and keeping students attention. I also feel as though using this way of teaching could help the students retain
the information because of the images that go along with the words. I also think that students would enjoy making these videos
because of how much creativity they get to use while still learning a lot. It intrigued me how many topics could be integrated
using videos and digital storytelling.