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E-Portfolio Matrix

1) Each unit students will create a word problem, solve it, and post it to their e-portfolio to demonstrate their understanding of concepts. 2) Students will give a lecture from the class e-portfolio about creating expressions from math lessons to help students understand expressions. 3) Students will construct an autobiography as the home page for their e-portfolio to showcase their writing and composition skills.

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38 views

E-Portfolio Matrix

1) Each unit students will create a word problem, solve it, and post it to their e-portfolio to demonstrate their understanding of concepts. 2) Students will give a lecture from the class e-portfolio about creating expressions from math lessons to help students understand expressions. 3) Students will construct an autobiography as the home page for their e-portfolio to showcase their writing and composition skills.

Uploaded by

api-284281844
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Technology Integration Matrix : E-portfolio

Colorado
Academic
Standards

NETS
T

NETS S

Blooms
Taxonomy

Constructi
vism

# 1, a

Apply- the

Each unit the


students will
be given a
topic that
they must
create a word
problem and
solve this
problem.
They will post
the word
problems with
pictures,
diagrams,
and their
work on their
e-portfolio.

students will
apply their
knowledge
from the
lessons given
in order to
make the word
problems and
solve them.

In order to
evaluate the
students
progress I will
look at their
word problems
on the portfolio
that they have
created. So in
this case the
students are
creating their
word problems
and are
grasping
understanding
of the concepts
in the unit by
actively
applying them.

Student
Use

Direct
Instructio
n

Flipped
Classroo
m

Instructio
nism

Mathematics
1. Number
Sense,
Properties,
and
Operations

2. Patterns,
Functions,
and
Algebraic
Structures

# 3, a
From our
class
portfolio I
will lecture
about
creating
expressions
from the
math
section.

Understand
- the students
will get
understanding
of expressions
from the
lecture.

3. Analysis,
Statistics,
and
Probability
4. Shape,
Dimension,
and
Geometric
Relationship
s
Reading, Writing, and Communicating

I am giving
instruction and
information
through lecture.
The students
receive all the
information.

Behavior
ism

1. Oral
Expression
and
Listening
2. Reading
for All
Purposes
3. Writing
and
Composition

# 1, c

Create- the

The students
will construct
an
autobiography
. This
autobiograph
y will be the
home page
for their
portfolios.

students will
create their
autobiographie
s using what
they know
about proper
writing
procedures and
the guidelines
of
autobiographie
s.

The students
will use the
computer to
type out their
autobiograph
y and put
together their
autobiograph
y home page.

4. Research
and
Reasoning
Social Studies
1. History
2.
Geography

# 3, c & d

Evaluate-

I will put the


pictures that
the students
bring in of
maps into a
link on my
class eportfolio. I
will use this
slideshow of
pictures in
my lecture
about the
history of
Geography
and how the
world used
to be
portrayed.
This lesson
could also
be used for
history.

the students
will evaluate
each of their
maps based on
background
knowledge of
maps and will
make
observations
on what the
maps
represent.

The students
will be
assigned to
search the
internet for
different
maps of the
world. Each
student will
be required
to bring in
one
representatio
n of a map of
the world
with a
description of
what or when
it represents
and a few
observations.

3.
Economics
4. Civics
Science
1. Physical
Science

2. Life
Science
3. Earth
Systems
Science

# 2, a

The students
are receiving
direct
instruction
from the video
of me. They
are getting all
the information
about mixtures
from what they
see in the
video.

I will play a
video that I
created that
is posted on
our class eportfolio
demonstrati
ng the
difference
between
mixtures
and
solutions.

#3,d
The students
will conduct
an
experiment to
outline the
process of the
water cycle.
They will then
place their lab
write-up on
their eportfolio to
show that
they properly
conducted
the
experiment
as well as
understood
the concepts
of the water
cycle.

Understand
- the students

Students can
have teacher
or a peers
help
conducting a
modified
experiment

Students can
write an
autobiography
and receive
help editing
and using
procedures of

will grasp
understanding
of the water
cycle from
their lab and
from their lab
report
conclusion. By
posting it in
one document
on the eportfolio they
will understand
how to
construct a lab
write-up and
can reflect
back on their
findings.

The students
are hands by
conducting
the
experiment in
order to
create
meaning. The
students also
use the
computer to
post on their
e-portfolio so
they have
hands on
experience
with the
portfolio and
computer.

Differentiation
Learning
Disabilities EEOs

Students can
receive video
notes.

Students can
record the
lecture or have
a copy of
lecture notes
ahead of time.

Gifted/
Talented

and lab writeup.


The students
can have
more
advanced
topics to
complete
their word
problems on.

writing.
Students can
post pictures
of their
experiment
and make a
page and
informational
resource for
the class.

Students can
bring in
inferences
based on
their maps.

Other
Reflection: The class e-portfolio that I refer to in this matrix would be a portfolio that I would create for the overall class year that
the students would have access to throughout the year. The use of e-portfolios is an effective way for the students to show how
they have progressed over a period of time. By having students create a portfolio from the beginning to the end of the year they
can use it to look back and review everything that they have learned. This tool can help improve my TPACK because it integrates
the technology with the content and pedagogy. I can use it as a tool to portray information and content while the students use it
to show me their level of learning and understanding. Overall the e-portfolio is a tool that can be useful to elementary teachers to
integrate into their classrooms.

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