Running head: TECHNOLOGY AND MEDIA

Integration of Technology and Media Resources

Regent University

Tiffany Crisp

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

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Introduction

Technology is all around us in today’s world. It has become an integral part of our daily

lives and students need to learn how to use it appropriately. Mehmet Arif Ozerbas and Bilge Has

Erdogan, authors of The Effect of the Digital Classroom on Academic Success and Online

Technologies Self-Efficacy, point out “the main purpose of integrating many digital technologies

into the learning environment is increasing the quality and success of education” (Ozerbas &

Erdogan, 2016). In the classroom, I love to incorporate technology and media every day in my

curricular-based lessons to try and benefit the student’s learning. I try to use technology while I

am teaching while also giving the students an opportunity to utilize the technology too. Two of

the ways I’ve incorporated technology/media resources in the second-grade classroom was when

I taught a lesson on calendars and when the students use Imagine Learning during their reading

stations.

Rational for Selection of Artifacts

Calendar PowerPoint-

In my calendar lesson, I used PowerPoint to help facilitate instruction. My first

informational slide had two calendars shown on it to represent an incorrect way of writing in the

numbered days of the month. Often times, students have the misconception that each month

starts on a Sunday, when in reality, each month starts after the day that the previous month ended

on. In the lesson, I pointed out the incorrect calendar on the first slide, and on the following slide

I had the example of the correct calendar. On the final slide, I displayed the month of February

for the students to copy down on their calendar template. I used the February slide to talk about

the difference between a date and a day.

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Imagine Learning-

Every day, during reading centers, students use the program Imagine Learning to get

more practice with the language arts curriculum. Imagine learning is an online, content and

standard-based curriculum program. Imagine Learning “builds core reading and academic

language skills” (Imagine Learning, 2018). The teachers assign the Imagine Learning program to

the students for them to complete. Teachers can monitor student progress by analyzing how the

students are doing academically on the program. Using these results, teachers can modify

instruction and remediate the class on what they are struggling with or have confusion over.

Imagine Learning can work well as an ungraded check for understanding.

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Reflection

As aforementioned, technology is everywhere. Teachers need to do their best to evolve

with today’s culture and modify their instruction to better their students. Ozerbas and Erdogan

comment on the new age of technology: “The rapid development of information and

communications technologies inevitably affects education” (Ozerbas & Erdogan, 2016). Ozerbas

and Erdogan also point out that today’s classrooms look vastly different than the classrooms

from just 50 years ago. They say, “Learning environments enriched with technology have shifted

from simple computer labs to highly technological environments equipped with computers,
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projection machines, internet connection and communications technology” (Ozerbas & Erdogan,

2016).

Although classrooms look very different in the amount of technology available to

students, it doesn’t mean that technology a drawback to the students. Some people oppose using

technology in the classroom, but I think technology can be a good tool if used correctly. Part of

the role of a teacher is to teach students how to work technology/media and how to use it

appropriately. Computer programs made for students can increase learning and provide more

practice opportunities for children to increase their content repetition. I believe that abuse of

technology happens in the classroom when teachers use it to teach the children. In my future

classroom, I want technology to supplement my teaching. Author of the journal article,

Development of a design-based learning curriculum through design-based research for a

technology-enabled science classroom, states, “Technology works as a scaffolding tool” in the

classroom (Kim, Suh, & Song, 2015).

Technology also benefits the students by giving them opportunities to learn a lot about

many different subjects. Carlo Perrotta, author of Do school-level factors influence the

educational benefits of digital technology? A critical analysis of teachers’ perceptions, reported

on a study she conducted stating that “the most prevalent benefit identified by teachers related to

digital technology giving access to a wider range of learning content and resources” (Perrotta,

2013). I believe this is a great advantage to using technology in the classroom. My cooperating

teacher assigned a research project to each student and they did their own individual research and

were able to learn a lot about their subject matter assigned to them.

Conclusion
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In conclusion, technology is common in today’s society and classroom teachers have to

learn how to incorporate it into their teaching. Technology can be used to make facilitating

lessons easier, but it can also be given to students to use to increase their learning. Overall,

technology in the classroom is highly beneficial to the teacher and the students.
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References

Imagine Learning. (2018). Imagine Learning & Literacy. Retrieved from Imagine Learning:

http://www.imaginelearning.com

Kim, P., Suh, E., & Song, D. (2015). Development of a design-based learning curriculum

through design-based research for a technology-enabled science classroom . Educational

Technology Research & Development.

Ozerbas, M. A., & Erdogan, B. H. (2016). The Effect of the Digital Classroom on Academic

Success and Online Technologies Self-Efficacy. Journal of Educational Technology &

Society.

Perrotta, C. (2013). Do school-level factors influence the educational benefits of digital

technology? A critical analysis of teachers’ perceptions_1304. British Journal of

Educational Technology.