Technology Integration Matrix Videos and Digital Stories

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

In groups, students
think of a few
questions that can
be answered in a
way that they can
find the statistics
and probability, like
asking people if
they prefer cats or
dogs. Then the
students create a
video to share with
the class that shows
their process of
asking their
questions and
finding the
statistics, which
they will analyze to
find the probability
of a certain answer.
(Student Example)
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

Understand, Apply,
Analyze, and Create
(Identify Blooms
Level) students will
be able to discuss
statistics and
probability by
examining the
answers to their
questions that they
received from their
sample group of
people. They will
investigate and
compare the answers
to be able to predict
the likelihood of future
answers, and they will
use this information to
create a video to
share with the rest of
the class.
(Explanation)

Constructivism

Student Use

Flipped
Classroom

analyze data to
identify solutions
and/or make
informed decisions.
(Student Standard)

4. Shape, Dimension,
and Geometric
Relationships

Teacher will create

a digital story that
presents different
shapes in a fun,
yet informational
fashion. The
visuals and
animations of the
shapes will help
students
understand the
different shapes
and the
differences among
shapes. (Teacher
Example) 1.
Facilitate and
inspire students
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.
(Teacher
Standard)

Understand, Analyze,
and Create (Identify
Blooms Level)
through the digital
story that the teacher
creates, students will
be able to discuss the
different shapes and
compare them to one
another. They will be
able to identify the
shapes and know how
to explain the shapes
themselves.
(Explanation)

Reading, Writing, and Communicating

1. Oral Expression and
Listening

2. Reading for All

Purposes
3. Writing and
Composition

4. Research and
Reasoning

Students will write a

short story to share
with the class via
digital story or
video. The student
will bring their story
to life by using
either a digital story
or video to illustrate
their story. This will
help them grow in
their writing by
inspiring them to
continue writing as
they make their
writing come to life.
(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)
Teacher will use a
digital story to
demonstrate how
to conduct
research by
interviewing
someone. The
students will use
the teachers
example to
conduct their own
interviews, which
they will use as a
source for a
specified research
project. (Teacher
Example) 1.
Facilitate and

Apply and Create

(Identify Blooms
Level) Students will
compose a piece of
writing that they can
turn into a visual story
by applying their
knowledge of how to
create videos and
digital stories.
(Explanation)

Apply and Create

(Identify Blooms
Level) Students will
be able to use the
teachers digital story
as a reference to
make a plan and
conduct their own
interviews for
research.
(Explanation)

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)

Social Studies
1. History

Students will get in

groups, pick a
historical figure to
learn about and
become experts on
so they can explain
the life and
significance of their
historical figure to
the rest of the class.
They will teach the
class about their
historical figure by
creating a video
that explains the
person; this can be
a video of a skit that
shows the persons
life, a more
informational and
straightforward

Understand and
Create (Identify
Blooms Level)
Students will research
their historical figure
so they will be able to
understand and
explain the life and
significance of the
person through the
video they create to
share with the class.
(Explanation)

approach, or
anything that they
feel would be
effective. (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.
(Student Standard)

2. Geography

Teacher will create

a digital story,
showing a journey
through Asia that
corresponds to
lessons on
different countries
in Asia and their
cultures. The
students will see
the flight path to
the different
countries and
pictures that show
the cultures of the
countries.
(Teacher Example)
2. Design and
develop digital
age learning
experiences and
assessments.
Teachers design,
develop, and
evaluate
authentic learning
experiences and

Remember and
Analyze (Identify
Blooms Level)
Students will be able
to remember where
the countries in Asia
are and what their
culture looks like
through the pictures
and digital story that
the teacher creates.
Students will examine
the countries and
their differences and
be able to compare
them. (Explanation)

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

Teacher will create

a digital story that
animates the
processes of
mitosis and
meiosis so the
students will have
a visual
explanation to
help them learn
the material more
efficiently.
(Teacher Example)
1. Facilitate and
inspire student
learning and
creativity.
Teachers use their
knowledge of
subject matter,
teaching and
learning, and
technology to

Understand (Identify
Blooms Level)
Through the story that
the teacher creates,
students will be able
to understand the
processes of mitosis
and meiosis and will
be able to draw
connections between
the verbal
explanations and what
the processes actually
look like.
(Explanation)

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.
(Teacher
Standard)

3. Earth Systems
Science

Students will create

videos or digital
stories that
demonstrate their
understanding of
the water cycle.
They can
demonstrate their
knowledge in any
way they want as
long as they show
each of the steps in
the water cycle.
(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.
(Student Standard)

Understand, Apply,
and Create (Identify
Blooms Level)
Students will research
the water cycle and
use knowledge
gathered in class to
illustrate their
understanding of the
cycle in a video or
digital story they
create. (Explanation)

Differentiation

Learning Disabilities EEOs

Physical Disabilities
Gifted/ Talented

Other

Through digital
stories, teachers
can give students
with learning
disabilities a
visual illustration
of the lesson. The
variety in
teaching methods
will help the
students better
understand the
material, like
when teaching
about shapes.
(Example of how
the teacher can
use digital stories
to help students
who may need
more of a visual
way of learning
the material.)

Understand and
Analyze (Identify
Blooms Level)
Students will be able
to better understand
material through the
use of visual
explanation. They will
be able to discuss and
examine the digital
story with the teacher
or their peers, leading
to more
understanding of the
material.
(Explanation)

Students will create

a video or digital
story in which they
dive deeper into a
research project,
gathering more
information to
support their
research, putting
the information
together in an
organized video or
digital story to share
with their peers to
help them
understand the
research also.
(Example of how
gifted and talented
students can be
further challenged
with the
development of
research and
video/digital story
creation skills.)

Apply, Analyze, and

Create (Identify
Blooms Level)
Students will be able
to use their previous
knowledge of research
and video creation to
further investigate
into the research and
compose a video that
presents their
knowledge in an
organized way.
(Explanation)

Reflection: This matrix, like the previous ones that we have done, further increased my knowledge of how I can integrate
technology into my classroom in a way that will engage students and allow them to learn more effectively and creatively. This
matrix was easier to complete because it was fairly easy for me to think of different ways that videos and digital stories can be
used in the different subject areas to facilitate learning and creativity. I found that the examples were more difficult to connect to
standards that correspond with them, but by thinking more deeply about the examples, I was able to find corresponding
standards for all of them. Overall, this matrix allowed me to think of many ways of how to incorporate videos and digital stories
into my classroom to create a creative and collaborative learning environment for my students. Through examples that I will
create and show to my students, they will be able to see how using videos and digital stories can lead to further understanding of
a topic.