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Integration of Technology and Media Resources

Cierra D. Luna

Regent University
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Introduction

In the classroom, there are many opportunities to integrate technology and media. The

“integration of technology in education simply refers to the use of technology to enhance the

student learning experience” (How to Integrate Technology in the Classroom). Throughout

student teaching thus far, I have used countless amounts of technology based learning actives. In

this paper I address just two actives that I created. The first one being an ABC order drag and

drop and the second one being a black history month project.

Rationale for Selection of Artifacts

Artifact 1: ABC Order Drag and Drop

My first artifact is a drag and drop that I used during virtual learning. The drag and drop

was a series of google slides that could be manipulated by the students and arranged in

alphabetical order. Once the students completed the slides, I analyzed the completed work to

see who may need one-on-one assistance before taking the RI (reading inventory) test. First, I

went over what “ABC order” means, and I showed the students some examples. After

demonstrating to the students what I would like them to do, I allowed them to complete the

drag and drop on their own. Gunning refers to this process as blended learning. Gunning

explains that “blending learning combines teacher-led instruction with digital technology. The

digital technology may provide some instruction but mostly provides practice” (Gunning, 2020).

Similarly, I created the drag and drop as practice for the students so that I can isolate any

misconceptions and address them individually.

Artifact 2: Black History Month Project

My second artifact is a black history month project that I created for face-to-face

learning. For this project, the students were paired up with their shoulder partners and had to
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create a project based on the directions given. The students were given the freedom to choose

who they would make their project about, as well as choosing to make a poster or a google slides

presentation. Additionally, the students had to include the required information in their project:

“Who did you choose?” , “When were they born and when did they die?”, “What was their

job(s)?”, “What are their contributions?”, and “Write at least one interesting fact about that

person”. When the students were first given this project, their faces lit up. It was clear that they

wanted to take control of something and be creative. Eneriz says that “Technology allows

students to author and create their projects, moving them into higher-order learning...instead of

reading about a topic, students can create and author learning experiences for themselves and

others” (Eneriz, 2020). When the students presented their projects, it was clear that they put forth

tremendous effort and allowed themselves to be creative. They would not have been able to

express themselves creatively if they had just completed a black history month passage and

questions. Hamilton explains that instead of just sitting and completing questions, “they are

excited about what they are learning and eager to show the teacher and each other their progress”

(Hamilton, 2018). In agreeance with Hamilton, my students were able to present their projects on

the first Friday of March and the excitement in their eyes showed just how important this project

was to them. The black history month project engaged them, allowed them to show their

creativity, and encouraged them to be responsible.

Reflection on Theory and Practice

During this day in age, technology is taking over the classroom. Although it may be

overwhelming, teachers must find the right balance when integrating technology and media in to

their lessons. In my experience so far, I have learned to use technology to my advantage in order

to educationally and creatively stimulate my students. I listened to what they were asking for and
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they thrived once given an assignment that they could be creative with. This idea and concept is

called demonstration mode. Hamilton explains that the issue is that “many teachers think

conducting instruction themselves is easier than planning for students to take the lead in using

technology with the teacher as a guide” (Hamilton, 2018). In agreeance with Hamilton, I believe

that there is a time to give direct instruction, but the teacher needs to eventually give up the

reigns and allow the students to work on their own.

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References

Eneriz, A. (2020, November 25). How Teachers are Integrating Technology into the Classroom.

Northeastern University Graduate Programs.

https://www.northeastern.edu/graduate/blog/integrating-technology-into-teaching/. 

Gunning, T. G. (2020). Creating literacy instruction for all students (10th ed.). Pearson

Education, Inc. 

Hamilton, B. (2018). Integrating technology in the Classroom: Tools to meet the needs of every

student. ProQuest Ebook Central https://ebookcentral-proquest-com.ezproxy.regent.edu

How to Integrate Technology in the Classroom. School of Education.

https://drexel.edu/soe/resources/student-teaching/advice/how-to-use-technology-in-the-

classroom