Running Head: INTEGRATION 1

Integration of Technology and Media Resources

Jianna Doxey

Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2019

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Introduction

Integration of technology and media resources for instruction, classroom organization, and

student learning helps to foster student growth and understanding. This piece will examine evidence

of student-centered integration of technology and media resources. Instruction will include high

quality levels of the use of these elements.

Rationale for Selection of Artifacts

Artifact One is a small group lesson that I created for small groups following whole group

lessons on functional text. Students first explored functional text online in order to continue the

understanding that functional text is not just given to us but can be found in a variety of places.

Students used Google Forms to insert answers. Once student received grades, I pulled each aside

one by one to go over what they missed, if any, and to converse with them on their personal

understanding of functional text. Part 2 of this activity was students creating their own piece. For

this student were given three option. Students are still currently working on these and are doing a

fantastic job along with having fun and being creative. Students are using PowerPoint slides to

create their functional text. Once complete, I will again sit down with each student to ensure

understanding and to help edit, if necessary.

Artifact Two is a first grade lesson I created in my technology class at Regent. This lesson

provided a younger grade with the chance to explore a piece they may not usually explore.

Although, using Google Maps for this lesson could potentially be a challenge, with the teacher

present things should go over smoothly. Students are understanding technology much faster in the

current time, so will have a lot of fun doing this and seeing the figures of their homes and school

from a bird’s eye view.

Artifact Three is a chart filled with online tools for teaching that I also completed in my

technology class. This chart tells what each website is, what is does, and how teachers can use it for

instructional planning, during instruction, or just remediation for students. I personally have used
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most of these websites and find them very useful in creating lessons and teaching students. Students

also love a lot of them, being able to explore through them and learn.

Reflection on Theory and Practice

As far as my knowledge gained from classes at Regent, I have allowed myself to step out of

traditional teaching and embrace the different aspects of what technology can do in and out of the

classroom. Embracing the knowledge I have received throughout courses and practice, I am able to

go into the world of education even more prepared and flexible with my teaching styles. As

educator’s it is our duty to keep up to date with the technology, like taking classes or viewing

tutorials, in order to help children go about this improved world the right way. Among many of the

techniques taught, I am prepared to use blogging, teach with the different styles of visual, auditory,

kinesthetic, and tactile, engage with Microsoft Office products, and teach using computers,

SMARTBoards, and other forms of technology available (Allison & Rehm, 2016).

Within practice, I have seen a lot of creative, fun integration that the students love. Not only

can it be educational for them within the STEM fields, but it interests them and the understand

concepts easily because it’s something they want to know about. Throughout the academic journal

by Bosman, L. B., Chelberg, K. L., and Strimel, G. J., I was able to see more integration of the

STEM fields in education.

Being as though I have continuously been on a 50-50 basis with technology and traditional

teaching, current practice has lead me to depend a little bit more on technology; although, I do still

believe traditional teaching should not be completely done away with. Traditional education is what

got us here to develop new technologies, so it has to continue to be the basis in order to keep

growing as students and teachers. And creating a balance between the two will continue to help all

students succeed instead of only technology literate students comprehending.

Continuously, Lee and Figueroa discuss how there are so many virtual options now for K-12

students. These students have the ability to success by internal factors like “a student’s motivation
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or time management skills” and external factors like “parent involvement and expectations of the

instructor” (Lee & Figueroa, 2012). Offering a background on online learning leading to benefits

and the needs of students, the article goes into great detail on how to truly succeed in an online

setting. It is clear that an online education was not built for everyone, but with consistent upgrades

in technology and functional teaching styles online education is becoming more interactive for K-12

students. “Student achievement in virtual classes is dependent on the student being self-motivated,

exercising good time management, [parent involvement, access to technology, effective course

design], and other skills discussed here. The presence of these skills represents internal [and

external] indicators that lead to success in virtual learning” (Lee & Figueroa, 2012).
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References

Allison, B. N., & Rehm, M. L. (2016). Accommodating students' sensory learning modalities in

online formats. Journal of Family and Consumer Sciences, 108(2), 48-53. doi:http://0-

dx.doi.org.library.regent.edu/10.14307/JFCS108.2.48

Bosman, L. B., Chelberg, K. L., & Strimel, G. J. (2018). through culturally relevant literature and

design challenges: incorporating engineering and renewable technologies into the K-5

classroom. Children’s Technology & Engineering, 23(2), 26–29. Retrieved from

http://eres.regent.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&d

b=ehh&AN=133295929&site=ehost-live

Lee, M., & Figueroa, R. (2012). Internal and external indicators of virtual learning success: A guide

to success in K-12 virtual learning. Distance Learning, 9(1), 21-28. Retrieved from http://0-

search.proquest.com.library.regent.edu/docview/1014187293?accountid=13479