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Integration of Technology

Christina Tucker

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2020

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Introduction

Technology has become a huge part of classroom environments. There are great ways to

use technology and there are many ineffective ways. Sometimes students have an overload of

technology and other times they are distracted by it. Boyle (2015) points out that “we all can fall

into the trap of using technology for technology’s sake” (p. 29). Even so, a great teacher can

harness technology as a tool and engage students to learn and grow. Technology has made

grading, communication with other teachers and parents, and sometimes assignments faster and

more effective.

Rationale for Selection of Artifacts

My first artifact was a lesson plan including a WebQuest on translations for Math 8

Students. The WebQuest had the students answer two questions about translations. If they

answered a question incorrectly, they were taken to another screen that had a link to a YouTube

video for remediation and then two more questions to answer. If the student answered a question

incorrectly again, they would be prompted to input a “teacher code” and instructed to meet the

teacher at the small group table. Then, the teacher would provide small group instruction and see

where the student(s) was not understanding. Then, when the teacher put the code in, they were

taken to a choice board where they could pick from three assignments. If at either of the two

previous screens the student got both questions correct, they were automatically taken to the

choice board. The choices were to complete an IXL about translations, to complete a worksheet

on translations that made a turtle or to complete and Mathspace about translations.

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My second artifact was a lesson plan with a YouTube video that went along with our

introduction to the Pythagorean Theorem. This lesson included a graphic of squares that had the

side length of the three sides of a right triangle and the students were supposed to figure out that

the sum of the squares of the legs was equal to the square of the hypotenuse. The video that was

shown right after the guided questions were discussed with the class used the same diagram and

showed water that filled up the area of the two smaller squares filled exactly the same area as the

biggest square.

Reflection on Theory and Practice

There are many benefits to using technology in the classroom. Elliot (2011, p. 115) said

that having students create things based on the content in class helps to make sure students can

explain the information. Technology makes it easier and more efficient to reach Pavlov’s highest

level: creating. Technology can also be used as a tool to reinforce learning. In my first artifact, I

used technology to reinforce the image the students saw during their activity. They were able to

see a concrete example of the Pythagorean Theorem that I would not be able to demonstrate in

class.

My second artifact, the WebQuest, was an example of using technology as a tool to

differentiate. When students strongly understood the concept, they were able to move directly to

the choice of an independent assignment. When they did not have a strong understanding, they

got reinforcement from a video and then small group instruction with the teacher. This artifact

also helped to incorporate student-centered learning. A common concern with technology and

student-centered learning is the fear that teachers are no longer utilized. Montrieux et al (2017)

echo the thought that “student-centered learning and constructivism are often being confused
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with a minimization of the role of the teacher … instead of the guide on the side, a central role in

orchestrating multi-level activities” (p. 269).

In both of these artifacts, using technology helps to keep students engaged. Since students

are constantly bombarded by technology, they need to see examples of using it appropriately and

as a tool for learning and accomplishing work. Technology allows teachers to easily differentiate

work by assigning students different projects and having specific checkpoints. I have

demonstrated one way of differentiating, and one way to engage and connect students to a new

topic using technology.

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References

Boyle, J. (2015). Edutainment or effective technology integration? Reading Today, 32(4), 28-30.

Elliott, L. (EdD.). (2011). Teach like a techie. Peterborough, NH: Crystal Springs Books.

Montrieux, H., Raes, A., and Schellens, T. (2017) ‘The best app is the teacher’ Introducing

classroom scripts in technology‐enhanced education. Journal of Computer Assisted

Learning, 33: 267– 281. doi: 10.1111/jcal.12177.