Running Head: INTEGRATION OF TECHNOLOGY AND MEDIA RESOURCES

Integration of Technology and Media Resources

Leah Madsen
Regent University

INTEGRATION OF TECHNOLOGY AND MEDIA RESOURCES

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2015Introduction

Integrating technology and media resources is more vital in classrooms than ever before.
Children are growing up around smartphones, tablets, computers, and many other technological
devices; these children have functioned using technology from a young age. Teaching to the
interest and learning styles of students is my goal as an educator. Therefore, technology and
media resources must be used frequently and efficiently to engage learners and grow students to
their full potential.
Rationale for Selection of Artifacts
I selected two artifacts that highlight integration of technology and media resources
throughout math lessons. The first artifact is The National Library of Virtual Manipulatives; this
activity was student-centered and used during three lessons. Students had previously used base
manipulative blocks at their desks to model addition problems. Although these blocks accurately
depicted the problem and gave the students an accurate solution, they were time-consuming to
pass out and get out of the bags, as well as put away. Valuable learning time was wasted on
distributing these blocks, and many students completed the assignment quickly and then had to
wait for their peers to finish with the blocks; this led to students being off task and bored. The
National Library of Virtual Manipulatives has an online base blocks activity which allows the
students to depict their addition or subtraction problem digitally instead of using manipulatives at
their desks.
The students used these online manipulatives for subtracting whole numbers. The site
allows students to regroup and will not let them solve the problem without properly carrying
numbers over. Many students struggle with accurately regrouping numbers during subtraction;
this site was great for those learners to visualize regrouping. Students who grasped the concept

INTEGRATION OF TECHNOLOGY AND MEDIA RESOURCES

and no longer wanted/needed to use the manipulatives were able to put the laptops away, while
students who were still struggling or simply found the manipulatives useful continued to use the
site for independent practice.
The second artifact I chose was Learn Zillion. This site contains a variety of video
lessons that the teacher or student can simply watch, or interact with. I showed the students an
estimation real life example using this site. The students were able to hear someone else work the
problem step-by-step and explain multiple ways the solution could be found. Sometimes it helps
students to hear an explanation a different way or simply from a different person. Furthermore,
many students are apt to pay attention to a video as opposed to a teacher talking. The students
were also provided with a link to the video and had access to the information while completing
their independent work. Many students referred back to the lesson for examples on estimation
while other students did not need the help. The media/technology was useful for the class as a
whole; students who did not need to refer back to the video were able to use Fasttmath when
their independent practice was completed. Whether the students used Learn Zillion or
Fasttmath, each child benefitted from the use of laptops during the math lesson.
Reflection on Theory and Practice
Through my college courses, I have been taught the importance and benefits of
integrating technology and media resources throughout lessons. Having the technology is
useless without properly engaging the students; Elliott shares, You can have all the latest and
greatest tech toys in your classroom, but if you dont know how to connect with students and
present this information in a meaningful way that students want to grab hold of, the technology is
worthless. (Elliott, 2011, p. 5). I have learned that it is vital to use technology throughout

INTEGRATION OF TECHNOLOGY AND MEDIA RESOURCES

instruction, especially when students struggle with the content or seem disengaged. Bringing
technology into these lessons excites the students and grows their understanding of the concept.
Reaching each student becomes easier with the implementation of technological devices.
Elliott explains: Since todays kids have group up in an environment where technology is all
around them, our classrooms need to make the connection between students learning and their
own relevant experiences. (Elliott, 2011, p. 3). Students tend to connect more with content that
is presented using technology. I have discovered that many students complain when required to
use their textbooks to complete an assignment. However, the students are excited when they are
able to access an e-book to complete an assignment. Although it is the same material, presenting
the text using students' relevant experiences with technology changes their whole perception of
the assignment. It is crucial as educators to appeal to all students and excite them every day; this
is easily attainable with the integration of technology and media resources.
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INTEGRATION OF TECHNOLOGY AND MEDIA RESOURCES

References
Elliott, L. (2011). Teach like a techie: 20 tools for reaching the digital generation. Peterborough,
N.H.: Crystal Springs Books.