Running Head: INTEGRATION OF TECHNOLOGY AND MEDIA RESOURCES 1

Integration of Technology and Media Resources

Jasmine Erickson

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2018

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Introduction

We live in a society that is immersed in technology. From cell phones to ipads, students

in classrooms today expect to interact with technology everywhere they go. In order to stay

relevant, it is essential that teachers integrate technology and media into their daily classroom

environment. When high quality media resources are used in an effective manner, teachers are

able to maximize their students’ potential to learn. Technology can also help teachers

differentiate their instruction, and offers new ways to support students that are struggling to

grasp concepts.

Rationale for Selection of Artifacts

The first artifact is a lesson plan that I made demonstrating a few easy options that can

incorporate technology into the classroom. In this plan, technology is used in two different ways

that both enrich the learning experience and allow students to become more engaged in the

lesson. First, students are read to from a flip chart that is shown on the promethean board. There

are several benefits gained by using a flip chart versus simply reading from a book. For

example, when reading from a traditional book students often complain about not being able to

see the pictures due to where they are sitting or an undiagnosed need for glasses. Having the

book on a flip chart allows students to look at an enlarged version of the book that all students

can see without issue. Another benefit of the flip chart is that the words on the pages are big

enough for students to read along with the teacher. The teacher can easily point out text features

that are interesting or words that students may be unfamiliar with. Having the text enlarged

allows students to be more engaged in reading the text, and also reinforces concept of word.

Lastly, flip charts allow teachers to write questions and comments directly on the chart which
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will assist with making sure that all learning objectives are met for the lesson. This can also be

helpful for teachers in subsequent years as it will save time during lesson planning.

The second artifact shows a screen shot from an interactive website that is available for

use exclusively by teachers called Core Clicks. This is also the second technology component

mentioned in the lesson plan shown in artifact one. Core Clicks is a website that was created by

Scholastic to be a high quality nonfiction resource that teachers can use to help students explore

topics more in depth (Scholastic, 2018, para. 1). For example, in the lesson plan above, students

first read The Very Hungry Caterpillar by Eric Carle on a flip chart. In this correlating Core

Click lesson titled “At Work With Eric Carle” students are given the opportunity to see the

author at work making the book they just read. In the “read it” section they are shown step-by-

step how he crafted the pictures in the book using paint, tissue paper, and outlines. In the

“analyze it” section students are given the opportunity to be quizzed on the information they just

learned in the reading. This is a great resource because it adds additional layers to what students

are learning and allows them a chance to interact with a digital tool that helps ensure they

comprehend what they have read.

Reflection on Theory and Practice

Historically, there was a debate on whether or not integrating technology into the

classroom would do more harm than good as it was seen as dehumanizing instruction. However,

as Stephen Pham so poignantly states, “we need to collectively shift from either/or thinking to

both/and thinking” (Pham, 2018, para. 2). It is important to put the needs of students first, and

that leads to the realization that there is a need for both teachers and technology in the classroom.

Technology can help teachers streamline their workflow and can serve as a platform to “capture
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evidence of student learning and sharing with families…[as well as] assigning individualized

practice” (Pham, 2018, para. 5). Teachers commonly use programs such as Seesaw to help

students stay connected to their parents and demonstrate what they are learning in the classroom.

Sharing this information also encourages parents to stay engaged in their children’s learning and

may prompt discussions that will reinforce what is being learned in the classroom.

The best part about integrating technology within the classroom is that “learning can now

happen anywhere, at any time, and from anyone” (Holland, 2018, para. 4). Students can be

assigned digital homework, can use the internet to research subjects more in depth, or it can be

used within the classroom to enhance learning. Beth Holland points out that technology can also

help “promote inquiry, differentiate, increase accessibility, and spark creativity” (Holland, 2018,

para. 2). While these were all essential parts of the classroom prior to the introduction of

technology, it is now much easier for teachers to incorporate them into the classroom using more

efficent and engaging platforms.

The benefits of technology and media use in the classroom can very noticeably be seen

by looking at the effects it has had on students with disabilities. A recent study compared the

results of teaching science to students with disabilities using interactive technology versus

traditional methods and there was a dramatic difference in the results. Those using “traditional

methods…showed only 5 point gains….[whereas those using technology] improved 18

percentage points” (Taylor & Francis Group, 2018, para. 4). This shows how vital it is for

teachers and educators to utilize technology to enhance learning for their students.

In conclusion, technology and media integration is a key component of a successful

classroom. Technology can help students stay connected with their family, assist students with
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research and homework, aid in streamlining common tasks for teachers, and overall create a

richer learning environment. It also notibly helps students with learning disabilities achieve

higher test results and can aid in attempts to differentiate learning for students of varying

abilities. Use of technology is a win-win for both students and teachers.

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References

Holland, B. (2018, February 8). Is Technology the "Elephant in the Room"? Retrieved from Education
Week:
http://blogs.edweek.org/edweek/edtechresearcher/2018/02/is_technology_the_elephant_in_t
he_room.html

Pham, S. (2018, February 4). Teachers and Technology Must Not Be an Either/Or Dichotomy. Retrieved
from EdSurge: https://www.edsurge.com/news/2018-02-04-teachers-and-technology-must-not-
be-an-either-or-dichotomy#

Scholastic. (2018, February 18). What is Core Clicks? Retrieved from Scholastic:
http://www.scholastic.com/coreclicks/common-core/about/what-is-core-clicks/

Taylor & Francis Group. (2018, February 12). Web-based teaching can improve science understanding for
struggling pupils. Retrieved from Phys Org: https://phys.org/news/2018-02-web-based-science-
struggling-pupils.html