Technology Integration Matrix Storybird

Colorado Academic
Standards

ISTE
Standards
for
Teachers

ISTE
Standards
for Students

Blooms
Taxonomy

Constructivism

Gamification

Flipped
Classroom

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
storybird 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 storybird to
share with the rest of
the class.
(Explanation)

Students get in groups

to have discussions
about the questions and
the results. Before
presenting the questions
and results to the
teacher, the students
work together to figure
out if there are any
problems with the
statistics or any followup questions to go along
with their questions.
After the students have
thoroughly investigated
their questions and
statistics, they create
their storybird to show
to the class.

Before coming to
class, the students
watch a video that
demonstrates how
to conduct a short
poll and put the
information together
to show the
statistics. Then, the
students watch a
brief video on how
to create a
storybird. After
watching these
videos, the students
will be able to go to
class and work on
their storybirds
without having to
ask the teacher
many questions.

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

4. Shape, Dimension,
and Geometric
Relationships

Teacher will create

a storybird 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 storybird
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

Students use
computer programs
and games to
practice their
shapes so they can
be more familiar
with all of the
different shapes.
With the storybird
and the games,
students will have
multiple different
ways of learning the
shapes and will
have a better grasp
of the information.

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
storybird. The
student will bring
their story to life by
using storybird 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
storybird 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
inspire student
learning 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 a storybird.
(Explanation)

Apply and Create

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

The students split into

small groups and
discuss their storybirds
they created. They talk
about what kinds of
things worked for their
writing and storybirds,
meaning what kinds of
techniques they liked
using, topics they
enjoyed, and if there
were any outside
sources that influenced
their writing by giving
them new ideas (like the
art on storybird). The
students then join in a
large group discussion
about what worked for
them in their stories and
what kinds of things
they learned from
talking with their peers.
Students can then work
on their storybirds and
make any changes that
were inspired by the
discussions.

The students use a

typing program that
helps them practice
their typing
accuracy and speed.
The students can
use these skills for
any writing they do
on the computer,
including their
storybird they share
with their class
about their own
short story they
wrote.

Before class, the

students watch a
short video
demonstrating how
to hold an interview
and look at the
teachers storybird.
The students will be
able to get question
ideas from this
video and can see
how they might
build off of previous
questions to get
more specific and
more interesting
answers. They will
be able to use these
resources when they
conduct their own

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)

interviews and
come to class and
work on their
project.

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 storybird
that explains the
person; their stories
can be a more
informational and
straightforward
approach or
anything that they
feel would be
effective. (Student

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
storybird they create
to share with the
class. (Explanation)

Students are told to

find a video that
talks about the lives
of their historical
figures before they
come to class. When
they get to class,
they will be able to
have more
information to use
on their storybirds
and can spend the
class time
discussing their
figures with each
other and with the
teacher.

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 storybird,
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
assessments
incorporating
contemporary
tools 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 storybird that the
teacher creates.
Students will examine
the countries and
their differences and
be able to compare
them. (Explanation)

Students pick a country

from the class storybird
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.

The students use a

computer program
that tests them on
their geography
skills. The game can
be specifically about
countries in Asia,
giving them a better
grasp of where is
country is in Asia
and how they relate
to each other. After
looking at the
storybird and using
the computer game,
students will be able
to have better
discussions about
the countries in Asia
and will be able to
see how all of the
other countries
relate to the one
they chose to focus
on.

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 storybird 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
facilitate
experiences that
advance student
learning,

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)

After looking at the

storybird, with small
groups, students use
strips of paper that are
pink for female
chromatids and blue for
male chromatids and
demonstrate the
process of mitosis
versus the process of
meiosis. This
experiment will help
students understand the
concepts with hands-on
learning. The students
can then look at the
storybird again, discuss
any mistakes they may
have made, and then
show the teacher how
the processes look.

Before coming to
class, the teacher
has the students
watch the Crash
Course video of
mitosis and meiosis
so the students
have a basic
understanding of
the lesson before
the teacher shows
the storybird and
further explains the
information. This
should minimize
confusion about the
difficult subject of
meiosis and mitosis,
since it might take
students a while to
completely
understand.

creativity, and
innovation in both
face-to-face and
virtual
environments. a.
Promote, support,
and model
creative and
innovative
thinking and
inventiveness.
(Teacher
Standard)
Students will create
storybirds 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)

3. Earth Systems
Science

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 storybird
they create.
(Explanation)

After creating their

own storybird about
the water cycle and
looking at their
peers storybirds,
the students will go
on a computer
program that tests
their knowledge of
the water cycle
through different
games and
activities.

Differentiation
Learning Disabilities EEOs

Through storybird,
teachers can give
students with
learning
disabilities a

Understand and
Analyze (Identify
Blooms Level)
Students will be able
to better understand

Students join in small

group discussions about
their storybirds as they
are working on them.
They talk about what

To appeal to visual
learners, which is
the case for most
students, the
students will use

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 storybird to
help students who
may need more of
a visual way of
learning the
material.)

Physical Disabilities
Gifted/ Talented

material through the

use of visual
explanation. They will
be able to discuss and
examine the storybird
with the teacher or
their peers, leading to
more understanding
of the material.
(Explanation)

Students will create

a storybird in which
they dive deeper
into a research
project, gathering
more information to
support their
research, putting
the information
together in an
organized storybird
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
storybird 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 storybird
that presents their
knowledge in an
organized way.
(Explanation)

they are including in

their stories and what
problems they are
having, either with their
stories or the pictures.
They use each other to
try to figure out
solutions to their
problems before coming
to the teacher for an
answer.

any game on a
computer program
that corresponds
with the lesson
taught in the
storybird. This will
help them review
the lesson and see
which concepts they
need to focus on.

Students watch a
pre-recorded lecture
on how to gather
research for their
project and their
storybird so the
time in class can be
spent working on
the storybird
instead of figuring
out how to gather
information or what
questions to ask.

Other
Reflection: This matrix allowed me to think more in depth about how to further integrate technology in my classroom through the
use of storybird. I was able to process how I could engage my students in any subject through the use of storybirds 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 digital stories and videos and the way those are made to help me think of
ways that I can use the storybird in my classroom because the concept is similar. By completing this matrix, I was able to see how
many ways storybird can be used in the classroom, and how it can inspire deeper thinking and more excitement in the learning
process. Going through the process of making my own storybird and reflecting on it, as well as having this 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. Whether the storybird is used to teach a lesson on seasons of the year, shapes, geography, or even lessons about how
to treat the other students in the class, it is a useful and fun resource that I plan on using in my own classroom when I become a
teacher. It is easy enough for students to use as well, so I will create my own storybirds to help teach lessons and I will have
students create their own storybirds for projects and to demonstrate their writing in a fun way. From my own experience, as well
as from the ideas that I came up with myself in this matrix, I can see how using storybird is a helpful way of teaching any subject
area, especially for students who are more visual learners.