Kelsea Plantt

Technology Integration MatrixDigital Stories

Colorado
Academi
c
Standar
ds

NETS T

1.
Number
Sense,
Properties
, and
Operation
s

Make a digital story

for students to view
about addition and
subtraction. Include
fun graphics or
pictures incorporated
into a short lesson on
how to add and
subtract one-digit
numbers. Play the
video in class and
also have it available
for students to look
at at home or
elsewhere via the
internet.
2. Number
relationships can be
used to solve
addition and
subtraction problems
(1st grade standard)
2. Develop and
design digital age
learning experiences
and assessments.
a. Design or
adapt relevant

NETS S

Bloom
s
Taxono
my

Constructi
vism

Mathematics

Stud
ent
Use

Direct
Instruc
tion

Flippe
d
Classr
oom

Instructio
nism

Behavio
rism

learning experiences
that incorporate
digital tools and
resources to promote
student learning and
creativity (NETS-T).
2.
Patterns,
Functions,
and
Algebraic
Structure
s
3.
Analysis,
Statistics,
and
Probabilit
y
4. Shape,
Dimensio
n, and
Geometri
c
Relations
hips
Reading, Writing, and Communicating
1. Oral
Expressio
n and
Listening
2.
Reading
for All
Purposes
3. Writing
and
Compositi
on

4.
Research
and
Reasonin
g

Create a short
digital story
about a topic
you have
researched.
Topics should
be something
you are
interested in.
This can be a
sport, a
historical
landmark, a
historical
figure, or any
other
approved
topic. At least
three sources
should be
used.
1. A
Variety
of
resource
s leads
to
locating
informat
ion and
answeri
ng
question
s of
interest
(1st
grade
standar
d).

2. Researc
h and
informat
ion
fluency.
b.
Locate,
organize
,
analyze,
evaluate
,
synthesi
ze, and
ethically
use
informat
ion from
a
variety
of
sources
and
media
Social Studies
1. History
2.
Geograph
y
3.
Economic
s

Create a video
to share in
class about
different job
titles people
can hold in
life. Cover two
different jobs
a person may
have. These

jobs may be
jobs your
parents or
other family
members
have, or jobs
the student
want when
they get older.
Describe what
a person
employed in
that position
would do and
any goods or
services they
provide or
produce.
Students can
talk about the
jobs in class
to a video
containing
pictures or
include text or
dialogue in
the video.
1. People
work at
different
types of
jobs and in
different
types of
organizati
ons in
order to
produce
goods and

services
and
receive an
income
(1st grade
standards)
.
6.
Technolog
y
operation
and
concepts.
a.
Understan
d and use
technolog
y systems
(NETS-S).
4. Civics
Science
1.
Physical
Science
2. Life
Science
3. Earth
Systems
Science

Create a digital story

about some of earths
materials, including
rocks, soils, water
and minerals. Briefly
discuss the properties
of each of the
categories and
highlight important
vocabulary.
1. Earths materials
can be compared
and classified

based on their
properties (1st
grade standard).
1. Facilitate and
inspire student
learning and
creativity.
a. Promote,
support, and
model
creative and
innovative
thinking and
creativeness(
NETS-T)
Differentiation
Learning
Disabilitie
s - EEOs

Students with
learning disabilities
may need help
designing and
creating their digital
stories. These
students may also be
unable to create
these things, so could
be allowed to create
a more detailed
storyboard to present
instead of a video to
play in front of the
class. Students can
be assigned to work
in pairs or groups to
help any student
struggling get peer
help before having to
come to the teacher
for help (if they are
more comfortable

Gifted/
Talented

Other

this way). Teachers

should also be
prepared to modify
the assignments so
that students can
demonstrate their
knowledge without
use of technology
should that be the
need of the child.
Gifted/Talented
students could be
expected to create
videos with more
aspects to them.
Generally, students
should only be
expected to put
pictures together and
maybe some music
to make a video.
Gifted/talented
students could be
expected to add
graphics, moving
text, voice clips, or
other more difficult
things to challenge
their use of
technology. The
students could also
be asked to cover
more resources or
make their videos or
presentations a bit
longer.

Reflection: Students will need to be walked through how to make a video before completing this assignment. I think a good way
to do this would be through a computer lab, if it is available to the teacher. Expectations for video length and topics covered
should be clear for every student to understand. The teacher may have to expect to put in extra hours helping students that are
struggling more with creating their videos. The teacher should teach students how to do every part of what is expected of them
and be there for assistance as students need it. For this reason, a loose deadline should be given to all students completing these
assignments, and plenty of examples should be used.