Professional Documents
Culture Documents
Scarlett Palmieri
Regent University
Running head: INTEGRATION OF TECHNOLOGY 2
Introduction
Indiana University Professor Charles M. Reigeluth explains how our current model of education
came to be. Because of its development during the height of America’s industrial age, this model
regards students more like as parts of an assembly line than the independent, autonomous
thinkers and creators they truly are. It is evident in today’s information age that this traditional,
“factory-like” model of teaching and learning in the classroom is long outdated and archaic. Not
only is this model incongruous with the evolving demands of this 21st century, it is totally amiss
in its doctrine. A decade ago, failing to incorporate technology into the classroom for
instructional purposes may have been regarded as simply a matter of personal preference;
however, today, there is no doubt that failing to do so would be considered doing a severe
disservice to not only the students in your immediate classroom, but society at large. Whether or
not educators agree with the prominence of technology today, it is their responsibility to set
students up for success, like they would in any other aspect of life, by providing them with the
tools and expertise to approach and utilize technology to the best of their ability in their personal
the classroom, I have chosen a lesson plan that falls in alignment with both the Virginia State
Standards of Learning and the Virginia Beach Objectives, a Google slides presentation with Pear
Deck add-on, as well as three examples of student work generated from the interactive
This lesson addresses the instruction of nonfiction, fiction and poetic texts and serves as
my first artifact for this competency. Throughout the planning, preparation and instruction of this
lesson I was sure to make multiple uses of technology that spurred student interest. The lesson,
which describes the elements of the traditional Japanese Haiku poem, features Pear Deck for
google slides. These are google slides that students can interact with on their personal
chromebook screen to make the lesson more engaging. A pdf document of this presentation
constitutes my second artifact for this competency. Furthermore, this lesson also made use of a
Haiku poem interactive, in which students were able to brainstorm words and phrases, compose a
poem and customize its design using the educational website ReadWriteThink.org. At the
conclusion of this lesson students were also provided with the opportunity to uploads their poems
to their Google portfolio websites. These completed student Haiku poems serve as the third and
final artifact for this competency. Together these artifacts illustrate the high-quality use of
various technology and media resources in the classroom, as each one promotes the active
Technology in education today has the power to transform the learning process into
something extremely relevant and meaningful to each and every student. By allowing students to
partner with their teachers in the learning process, technology encourages students to explore
new ideas, make connections to what they already know, form bridges between old and new
knowledge, and create exciting ways to share that knowledge with others. Because of the very
(Hamilton, 2015), and as a result, students are able to seek knowledge for themselves, altering
the traditional paradigm of the teacher providing wisdom and the student absorbing knowledge
Running head: INTEGRATION OF TECHNOLOGY 4
(Btiner & Bitner, 2002, p. 97) In this way, the role of the students shifts from that of a passive
pursuing knowledge, students are able to internalize the understandings they have acquired more
To meet the needs of the information age, students will need to develop their real-life
skills, such as collaboration, communication, problem-solving and higher-order thinking (An &
Reigeluth, 2011). Although technology tools may initially take longer to incorporate into the
curriculum, they have proven to have more significant impact on students by fostering greater
and Charles Reigeluth state, “Our information society needs people who can effectively manage
and use ever-increasing amounts of information to solve complex problems and to make
decisions in the face of uncertainty.” (An & Reigeluth, 2011, p. 54) Reflecting this same idea in
Integrating Technology into the Classroom: Eight Keys to Success, Bitner and Bitner share this
statement with readers: “The knowledge needed for tomorrow’s jobs will change before many of
today’s students enter the job market. Students today must learn to search and discover
knowledge, actively communicate with others, and solve problems so that they can become
productive life-long members of our society.” (Bitner & Bitner, 2002, p. 97).
It is critical for any educator to understand that technology’s transformative power is only
useful when harnessed correctly. Technology should not drive technology; instead learning
should drive technology. Similar to how a teacher might utilize backwards design to prepare,
plan, implement and assess a lesson, a teacher should take into account learning goals and
objectives before considering how or when to use technology in the classroom. Incorporating
Running head: INTEGRATION OF TECHNOLOGY 5
technology for the sake of incorporating technology will not bring about the achievement
educators wish to see. Instead, educators must understand that it is not technology itself that
brings about change, but the specific ways in which technology is used and implemented by
people like themselves and the surrounding school community. Polly and Hannafin (2010)
incorporation of technology into the classroom. Their model includes six major features: (a)
focused on student learning, (b) teacher-owned, (c) intended to develop knowledge of content
and pedagogies, (d) collaborative, (e) ongoing, and (f) reflective (Polly & Hannafin, 2011), and
ensures technology as a tool for bringing about the kind of positive change educators wish to see,
Teachers should be prepared to face obstacles when incorporating technology into the
classroom. These obstacles may come in the form of “first-order barriers”, or obstacles that are
external to teachers, such as lack of resources, institution, subject culture, and assessment, as
well as “second-order barriers”, or obstacles that are intrinsic to teachers, such as obstacles as
attitudes, beliefs, knowledge, and skills (An & Reigeluth, 2011, p. 56). Even with technology, a
teacher remains the single greatest variable of a classroom. What he or she does directly affects
References
Classrooms: K–12 Teachers’ Beliefs, Perceptions, Barriers, and Support Needs. Journal
Bitner, Noel & Bitner, Joe. (2002) Integrating technology into the classroom: Eight keys to
Hamilton, Boni. (2015). Integrating technology in the classroom. International Society for
Polly, D., & Hannafin, M. J. (2011). Examining how learner-centered professional development
104(2), 120–130.