Technology Integration Matrix

Colorado
Academic
Standards

NETS
T

NETS S

Blooms
Taxonomy

Constructi
vism

Student
Use

Direct
Instructio
n

Flipped
Classroo
m

Instructio
nism

Behavior
ism

Mathematics
1. Number
Sense,
Properties,
and
Operations
2. Patterns,
Functions,
and
Algebraic
Structures
3. Analysis,
Statistics,
and
Probability
4. Shape,
Dimension,
and
Geometric
Relationship
s
Reading, Writing, and Communicating
1. Oral
Expression
and
Listening
2. Reading
for All
Purposes
3. Writing
and

Students listen
to a teacher
read the
Storybird
(Comprehensio
n)
Students read
the Storybird
online
(Application)

Students read
their favorite
storybirds
online via
their smart
devices
Students
construct their
own Storybird,

Students
follow a
rubric to

Composition

which is another
interpretation of
reality.

4. Research
and
Reasoning

Students
conduct
research, then
make a report
through
Storybird, using
creativity to
present.

create an
About Me
writing and
type it using
Word

Social Studies
1. History

Students use
the Storybird
as a basis for
understanding
how Copyright
came to be,
historically.
(Synthesis)

2.
Geography
3.
Economics
4. Civics

The teacher
uses the
Storybird to
directly instruct
the students
about Fair Use
and Copyright
laws

Science
1. Physical
Science
2. Life
Science
3. Earth
Systems
Science
Differentiation
Learning
Disabilities EEOs

Storybird can
be scaffolded
to support
hearing or
vision

Teacher uses
Storybird online
to discuss
Copyright and
Fair Use and
what that
means for our
citizens.

impairment.

Gifted/
Talented

Students use
the Storybird
to teach the
class or the
teacher
about what
Fair Use and
Copyright
means to a
student

Other
Reflection:
Storybird supports several 21st century skills, including the use of technology. One of the most interesting aspects of using
Storybird with students is that it supports collaboration. Although we did this project as individual students, I can see using this
in the classroom and allowing students to create their own Storybirds in small groups, such as with the jigsaw approach, to report
and teach classmates topics that were assigned, such as habitats, or history. Additionally, it can provide well for differentiation in
the classroom because many students can exhibit their particular talents through the Storybird format.
Literacy is supported throughout the grades, in that students can both read and write on Storybird. Again, it is a media which
would provide for fantastic differentiation, and produce a beautiful product that students would feel proud of. Students can print
and their Storybirds can be brought home to show to families, as a way to establish a stronger home to school connection.
Storybird is also good for teachers to use, as we did for this assignment, because it provides a fun and playful way to present new
material to students. This allows us to model Storybird as well, so that we can scaffold our students use of it.
The two learning theories that I think are most supported by the use of Storybird are constructivism and Blooms Taxonomy, but it
also incorporates the NETS-S and T, of course. I cannot find a way to use Storybird with Direct Instruction, but I think it would be
possible to use it for the other learning areas as well, especially the flipped classroom and possibly instructionism as well. For
behaviorism, it might be a stretch, but a teacher can certainly use it to demonstrate in a story style what behaviors are
appropriate and which are not, and possibly the creation of the Storybird could be used as a reward for a student staying on
track.