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Running head: INTEGRATION OF TECHNOLOGY 1

Integration of Technology and Media Resources


Kelly Smalley
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2017


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Introduction

We live in a technology-driven world, and the best way to help our students succeed is by

using that technology as a reinforcement for instruction, organization, and learning. With so

many tools available, teachers can readily find creative ways to facilitate learning in their

classrooms, even if there are a limited number of devices in the classroom. The possibilities are

limitless; students can watch videos, play interactive learning games, and collaborate with one

another in a google classroom environment. Teachers can reach students in a way that they

understand through various learning sites, track progress, and administer assessments. Making

the best use of technology in the classroom can create an exciting and effective learning

environment for both student and teacher.

Rationale for Selection of Artifacts

My first artifact is a set of pictures of students using two web-based platforms that I

incorporated into lessons on science and math. For the science lesson, I used GoNoodle, a free

video-based platform that uses short, interactive activities to get students up and moving. The

video that I used, Think Like a Scientist, was the perfect anticipatory set for my lesson on the

scientific method; not only did it prepare the students for what they were going to be learning,

but they were also engaged because of the hip-hop music and dance associated with it. For the

math lesson, I used Kahoot, a free game-based learning platform that students and teachers can

use to find or create multiple choice quizzes, take surveys, and initiate discussions. I created a

Kahoot game consisting of ten questions about the different forms of numbersstandard,

written, expanded, and base-10. Every student was engaged while playing the game, and students

even cheered each other on every time the leader board came up in between questions.
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This artifact demonstrates effective integration of technology into two different lessons.

Although the technology was just a small portion of the overall lessons, the students were excited

about and invested more in learning the topics. They were more confident during their science

lesson because they had learned some of the information in a fun and memorable way, and they

were eager to learn the math concept that they were working on because there was the promise of

a Kahoot at the end of the lesson. Both lessons met the needs of a student-centered environment

in which learning was meaningful and fun.

The second artifact is a set of pictures of students working on math and reading programs

during math and literacy centers. During math, the students used Ten Marks, a program that

prepares them for the Standards of Learning (SOL) tests that they will be taking in the spring.

With this program, I was able to assign the students practice that was specific to what they were

learning, and after they had completed the assignments, I was able to look at data to see how they

had done and where they still needed work. During literacy centers, the students used Achieve

3000, a leveled reading program that provides every student with the same articles at his or her

own reading level. The students used a checklist to ensure that they completed all of the steps

from the pre-reading poll to the comprehension questions at the end, and I was able to use

program-generated data to see how they had scored on the comprehension questions.

This artifact shows the effective integration of technology into instructional time as well

as its use in obtaining and recording data. Achieve 3000, which has students take a base-line test,

also provides differentiation for students by automatically leveling the articles that they are

assigned to read. By using these programs during centers, the students were able to work

independently at their desks while I worked with small groups or one-on-one with other students,

and they were still held accountable for their work because I was able to log on to the teacher
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account to see how much or how little they had completed as well as the scores that they had

received for their assignments. The use of these programs not only kept students engaged while I

worked with other students, but it also provided me with valuable information to use in planning.

Reflection on Theory in Practice

If I am to truly meet my students academic needs, I must learn to speak to these digital

natives in their own languagethe language of technology (Elliot, 2011). Todays students

have grown up with technology all around them, and they are adept at using it. It can be a useful

tool for engaging students in meaningful ways to further their understanding, but regardless of

which technology is used, teachers are still the most important determinants of the quality of

childrens experiences and their learning (Bredekamp, 2011). In other words, technology itself

does not teach; teachers must first have a strong understanding of best instructional practices

and classroom management (Elliot, 2011). To that end, they must find ways to incorporate

technology to create high-quality, meaningful lessons that cause students to grow in their

understanding.

With so many resources available, choosing which ones to use in the classroom and for

what purposes can be overwhelming. Not being a digital native myself, there is a learning curve

for me when it comes to using technology in the classroom; however, I am learning quickly what

works and what does not, and most of the time I find out through student input. The students I

have been working with are familiar with many different learning platforms, and they ask for

them. By listening to my students, I can effectively create a student-centered environment in

which my students play an important role in deciding how instruction happens. The benefit to me

is that my students are engaged through the use of technology, and the benefit to them is that the

achieve at higher levels in academics because based on multiple studies, student engagement has
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a direct correlation to student achievement (Dyer, 2015). I look forward to finding new and

varied ways to continue to engage my students and help them accel in academics through the use

of technology and media resources.


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References

Bredekamp, S. (2011, October 13). Q & A with the editors of developmentally appropriate

practice. Retrieved from https://naeyc.org/event/developmentally-appropriate-practice

Dyer, K. (2015, September 17). Research proof points: Better student engagement improves

student learning. Northwest evaluation association. Retrieved from

https://www.nwea.org/blog/2015/research-proof-points-better-student-engagement-

improves-student-learning/

Elliot, L. (2011). Teach like a techie: 20 tools for reaching the digital generation. Peterborough,

NH: Crystal Springs Books.


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Artifact 1: GoNoodle and Kahoot for science and math instruction

Students dance and sing to the GoNoodle Students test their knowledge of number
video Think Like a Scientist to learn forms by playing a game of Kahoot
about the scientific method. (kellsma, Place Value Review: Forms of
Numbers, 2017).
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Artifact 2: Ten Marks and Achieve 3000 in math and literacy centers

Students work on the Ten Marks program


during math centers.

Students work on Achieve 3000


during literacy centers.

A screen that can be seen on the teacher account for Ten Marks showing
overall class performance that can be used for planning purposes; individual
student work can be viewed as well.