Running Head: INTEGRATION OF TECHNOLOGY AND MEDIA RESOURCES 1

Integration of Technology and Media Resources

Hannah Hopper

Regent University

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

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Introduction

Technology has and continues to completely transform the world by the way people live

their everyday lives. Instead of fighting this change in the classroom, teachers can use this new

avenue as an effective teaching strategy. According to Powell in Your Introduction to Education

Explorations in Teaching (2012) she refers to this generation of students as the Media

Generation (p.113). This reality should shake the thinking of educators and influence the

strategies that are used inside the classroom. When used correctly and at appropriate times,

technology can produce a deeper connection and enduring understanding for students because it

speaks their native language.

Rationale for Selection of Artifacts

The first artifact I chose to show my competency in technology integration was a small

group math lesson taught to third graders during my first placement of student teaching. At the

time the students were learning different strategies for multiplying a two-digit number by a one-

digit number. The students had learned several strategies; however, during this particular lesson I

introduced a new strategy that involved regrouping. I accessed the students prior knowledge first

on how they regroup using addition and built on that prior foundation. The students had

experience with a multiplication strategy using manipulative base ten blocks to multiply;

therefore, I chose to incorporate an online manipulative resource with base ten models. During

this lesson, I used the Promethean board to model how to regroup using an online manipulative

model. The students were able to participate in the lesson by partaking in building the equations

and then regrouping the blocks. The neat aspect of this online resource is it regrouped the blocks

once they were added. In order to teach this new concept, the students had to understand that it

took 10 ones to regroup it for a 1 ten block. The students could add up the small ones block and
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after ten, they would make a new ten block. This was a great introductory activity to get the

students acquainted to regrouping using a visual before practicing regrouping using the

traditional method of paper and pencil.

The second artifact I chose was a content lesson on ancient Rome. The objective for this

lesson was for the students to research ancient Romes contributions given through art and

architecture using the iPads. The students were given a worksheet with several QR codes for the

students to scan. Once the students scanned the code using a QR reader application, it led the

students to a kid-friendly site to read an article about a certain subject. The students had to read

the article with their partner, write down the main ideas, and then infer how it influenced our

modern world today. This was a great activity for the students to use technology that was age

appropriate and also aligned with the learning objectives. It allowed the students to be proactive

in their investigation of the art and architecture in ancient Rome in an engaging way, instead of

the teacher directly instructing the material in a lecture format.

Reflection on Theory and Practice

Technology can be a useful and powerful resource when educators are knowledgeable

about how and when to incorporate it into instruction. Although technology is a great resource, it

should always remain just a resource. It is a supplement to help teach but should never be the

primary source of teaching. This is why technology usage should be paired with extreme

discernment to serve the students best. When a teacher finds areas where technology could

engage or serve students best, the students are truly getting the most age-appropriate instruction.

Because this generation is advancing more into a digital world, engulfed in new technology,

students need to know how to use these resources and when to use them. In an article by

Edutopia (2007), it says, Our students are constantly immersed in technology, yet that does not
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mean that they know how to use it for learning (How to Integrate Technology, 2007).

Teachers must present the proper technology in the classroom and then explicitly state how to

use it for learning and educate students on appropriate behavior online.

Another great reason to incorporate technology in the classroom is because it caters to all

learning types. For example, a Promethean board activity serves all three types of learners. In the

book, Teach Like a Techie (2011), it states, Visual learners can see what youre trying to

explain; auditory learners can hear you as you explain it; and kinesthetic learners can interact

physically with the board (Elliott, p.51). I was able to see this firsthand during my math lesson

on regrouping. The students were eager to come to the board because they wanted to get up from

their seat and interact with the content. This is the type of learning that should be found in the

classrooms.

Technology serves many purposes but one of the most effective strategies is relating to

the students. Most of the students are familiar with some sort of technology, hence why they are

gizmo-intensive (Powell, 2012, p.113). Technology that enhances learning is imperative for

successful understanding. The content and curriculum should never be comprised in the midst of

using technology; yet, the strategy of using technology should awaken the content in a more

appealing way to the students. In order to teach like techies, we have to sharpen our teaching

skills first and then turn to the technology tools for a little help (Elliott, 2011, p.4).
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References

Elliott, L. (2011). Teach Like a Techie: 20 Tools for Reaching the Digital Generation.

Peterborough, NH: Crystal Springs Books.

How to Integrate Technology. (2007, November 05). Retrieved February 17, 2017, from

https://www.edutopia.org/technology-integration-guide-implementation

Powell, S. D. (2012). Your Introduction to Education: Explorations in Teaching. Boston:

Pearson.