Professional Documents
Culture Documents
INTEGRATION
OFfulfillment
TECHNOLOGY
MEDIA
RESOURCES
In partial
of UED &
495
Field Experience
ePortfolio, Spring 2015
Introduction
skills such as the phonetic Th sound in Thursday. Students are able to come to the board and
personally write the date into a calendar square, drag a picture of the weather, or circle items.
Other slides review counting coins, graphing the weather, famous Americans, coin values,
fractions, the months/seasons of the year, counting by ones/fives/tens, numbers greater/less than
a specific number, sight words, forming sentences, and phonetic sounds. Throughout this
Morning Meeting, students are constantly responding, moving, interacting, identifying,
singing, and exercising various modes of learning these fundamental kindergarten ideas. Instead
of a simple repeat method, teachers and students are able to connect with these objectives on a
personal and interactive way.
The key elements which qualify the second artifact for this competency are its innovative
and grade level-appropriate approach to organizing a daily task with ease. Each lunch choice is
depicted as an image at the top of the columns with side options per row. Students use a
yardstick to drag their name on the SMARTboard according to their choice by table groups.
Once every student has made their choices, the teacher assistant is able to record them and thus
organize the students in line at the cafeteria for an efficiently smooth system. This process is also
easily made for a deaf student in the class that is heavily dependent on visuals. Any opportunity
for a student to exercise their own choice and especially with technology empowers students to
strengthen cognitive skills and make wise decisions.
Reflection on Theory and Practice
With reflection, these two artifacts illustrate a variety of prospective technology and
media resources. Learning is an experience meant to be shared. Wiseman, Knight, & Cooner
(2005) elaborate on student-centered approaches: Although the teacher facilitates and structures
learning, students have a lot of responsibility and are delegated a portion of the authority during
learning activities (p. 247). With the available technology, teacher resources should intend to
create such an atmosphere. Elliot (2011) also references a definition of technology, the
application of knowledge and resources to meet human needs (p. 2). With the diversity of
learners comes a diversity of needs. These SMARTboard activities offer another device for
educational growth. Elliot (2011) also claims that the SMARTboard effectively reaches all three
types of learners. Visual learners can see what youre trying to explain; auditory learners can
hear you as you explain it; and kinesthetic learners can interact physically with the board (p.
51). Inviting students to participate in their own learning according to their own mode of
understanding cultivates a nurturing environment ready to pursue higher, quality education.
Elliott, L. (2011). Teach like a techie: 20 tools for reaching the digital generation. Peterborough,
N.H.: Crystal Springs Books.
Wiseman, D., Cooner, D., & Knight, S. (2005). Becoming a teacher in a field-based setting: An
introduction to education and classrooms (3rd ed.). Belmont, Calif.:
Thomson/Wadsworth.