Running head: INTEGRATION OF TECHNOLOGY 1

Integration of Technology and Media Resources

Anna Switzer

Regent University
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Introduction

During this time in history, teachers need to be able to use technology effectively.

Technology can help teachers and students and is also an important part of society. If students

learn that they can use technology for more than just entertainment, they will be able to continue

learning and find ways to learn about their interests. Technology is a great resource, and

teachers need to find ways to use it effectively rather than using it just for the sake of using it.

When teachers use technology well, they can help themselves and their students.

Rationale for Selection of Artifacts

My first artifact for this competency is a YouTube video that I used to introduce

transformations to the class. I had the students stand up and slide for translations, spin for

rotations, and flip for reflections. Some students were more excited about the video than others,

but it helped them get some energy out and be excited about the new topic. It has also helped

them remember to remember the key words in the definitions for translations (slide) and

reflections (flip). It is important to “get your students to do something before you even start

teaching” (Silberman, 2006, p. 1). Having the students stand up and physically follow along to a

video dealing with the content helps them do something rather than just listen to explanations. It

was a fun experience for me and the students that also helped them learn and helped me by

giving them a chance to get some energy out so that they could focus better on the lesson.

My second artifact for integration of technology is a PowerPoint that I used on Pear

Deck. Each student has a personal Chromebook provided by the school. With Pear Deck, the

students can go to the presentation, and the teacher can see which students have joined the

presentation. Once all students in my class had joined, I was able to start the presentation. On

each slide was a problem for the students to solve. After solving it, the students were able to
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type their answer. After all students responded, I clicked to lock the students’ responses so that

they could not change their answers. Then, we would look through the answers so that I could

check in real time what students were answering or what they forgot. The answers were not

connected to any specific student which helped because a student did not have to be embarrassed

about an incorrect answer and could just learn from the correct answers. Through this

technology, the students and I were both able to get immediate feedback to help the students

learn better.

Reflection on Theory and Practice

During classes at Regent, we learned about the importance of integrating technology

because students need to see technology used well rather than just for entertainment.

Throughout education, “teachers who use technology take advantage of its captivating effect on

students” (Massey, 2008, p. 81). Captivating students to get them interested in a lesson is an

important part of being a teacher. We also discussed how it can help both teachers and students.

In addition to the two artifacts, I have been using a Smartboard which really helps when students

are filling in Cornell notes. Students often also use IXL’s to practice different math concepts.

IXL’s help students because students get immediate feedback, and if they get a wrong answer,

the IXL’s will give an explanation of how to do the problem. This tool can really help students

learn.

To use technology well, teachers “need solid, prompt, on-site and on-demand technical

assistance to guarantee effective use of technology” (Lu & Overbaugh, 2009, p. 91). Brandon

Middle School has a couple different people who are available to help with different problems

that arise. Of course, sometimes teachers need to be willing to improvise and change their plans;

but having the right technical support can be really helpful when trying to use new technology.
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References

Lu, R., & Overbaugh, R. (2009). School environment and technology implementation in K-12

classrooms. Computers in the schools, 26, 89-106. doi: 10.1080/07380560902906096

Massey, K. (2008). Teacher perceptions of technology use and student learning in a K-8

environment: A case study (Order No. 3360784). Available from Education Database.

(304607206). Retrieved from http://eres.regent.edu:2048/login?url=https://search-

proquest-com.ezproxy.regent.edu/docview/304607206?accountid=13479

Silberman, Mel. (2006). Teaching actively: eight steps and thirty-two strategies to spark

learning in any classroom. Boston, MA: Pearson.