Running head: INTEGRATION OF TECHNOLOGY 1

Integration of Technology and Media Resources

Hannah Wissmann

Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2017

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Introduction

Over the past 50 years, technology has made leaps and bounds. The first computer, by

todays definition, was theorized in the 1940s by John von Neumann. Neumann wrote a paper

on a computer stored-program system that would replace the plug-board model. Fast forward 50

years later to Apples debut of their first laptop, which did not meet with great success (Timeline

of Computer History, n.d.). Today, most schools are striving to be a one-to-one school,

providing a laptop or tablet for every student. Technology has come a long way over the past 70

years, opening up new jobs for engineers, programmers, computer technicians, and web

developers. Students are preparing to enter jobs that did not exist 70 or even 50 years ago. The

more they can interact with technology, understand how it works for them, the more marketable

they will be to colleges and jobs after high school. It is imperative to teach students internet

safety, internet search techniques, online study/practice tools, word processor skills, and more. I

have included evidence of online study/practice tools and internet safety as artifacts of this

competency.

Rationale for Selection of Artifacts

The first artifact is a copy of the questions from a Quizizz activity the students completed

as a review of simple interest (Quizizz, 2017). Quizizz is an online quizzing platform that allows

students to compete against each other for the highest score while reviewing material. The

students receive immediate feedback on what they know and what they do not. Teachers also can

download excel sheets with each questions breakdown and students scores to assess their level

of understanding. The students were reviewing for a unit test with several centers. One of these

centers was for iPads, where students were instructed to complete the quiz. Quizizz provided the

student with real time feedback of right or wrong, score, rank, while providing the teacher with
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immediate feedback as to which questions they got wrong. It provides a competitive way for

students to study; my students are always comparing scores. Quizizz are also very easy to make

and no hand grading (time savers). Students are allowed to repeat a Quizizz for a better score and

is providing them additional practice.

The second artifact is a power point on Digital Footprints, a 30-minute presentation

mandated by the school. Students were not engaged in technology, rather were made to think

about their own use of it. I could prove I know how to set up a lesson involving an excel

spreadsheet modeling balancing a check book. However, of equal importance is teaching

students to be responsible with technology, monitoring their digital footprint. Technology

integration is not limited to students using iPads or computers in the classroom, but how to use

them correctly. Students use technology in the school and at home. This artifact does not show

the students using technology in a lesson. Instead, assuming students are using technology, this

artifacts demonstrates the teachers role in educating students on using technology correctly.

Reflection on Theory and Practice

In todays culture, technology is a time waster, a source of entertainment. Instead, in

education, technology should act as a time saver, not as a time-waster, an enhancement

(Silberman, 2006). In middle school, this is easier said than done. After advising students to

work on IXL (a math website with SOL based practice questions), I find some on the camera,

changing settings, or playing games. It is not possible to monitor students all the time, nor block

all the apps they should not be using. Students should be taught the proper etiquette and teachers

should give authentic technology applications to lessons.

There are numerous applications of math in technology. The entire technological world is

based in mathematics. I do not mean calculators. Nor do I mean teachers to have more
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smartboard activities or Google Classroom entries. The basic building blocks of reason, and

other cognitive functions, need to be established through arithmetic before calculators can be

introduced. I see too often students trusting the calculators wrong answer over considering the

reason behind the answer. The hardest part is balancing technology as a tool and technology as

the answer. It is not so much as when we introduce students to technology but how.

Middle school is a great age to begin talking about netiquette. Although some students do

not social media, some play online games, use email, or search YouTube. It is important for them

to understand everything they search on the internet or post on social media will be there forever.

The internet is a wealth of knowledge, a tool. So how can teachers harness this amazing tool and

create student-driven lessons?

For math and science, the flipped classroom has become an innovative way to teach.

However, there are students who do not have access to the internet, even to public libraries. Even

if the teacher uses google classroom, students may not have access to it. Teachers cannot assign

online homework because students may not have access to the appropriate resources. For this

reason, classes will never completely paperless until school become one-to-one.

Technology is integral to the 21st centurys way of life. Therefore, students need to be

familiar with this new tool, the different ways it assists everyday life and how to use it correctly.

It should never replace foundational understandings, but aid them. Teachers need to recognize

the significance technology will play in their students lives and strive to make every integration

meaningful.
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References
(2017, February 26). Retrieved from Quizizz.
Silberman, M. (2006). Teaching Actively. New York: Pearson.
Timeline of Computer History. (n.d.). Retrieved February 26, 2017, from Computer History
Meusem: http://www.computerhistory.org/timeline/computers/