Running head: INTEGRATION OF TECHNOLOGY 1

Integration of Technology and Media Resources

Lisa Crider
Regent University

In partial fulfillment of requirements of UED495-496, Fall 2020

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Introduction
When selecting instructional strategies, activities, and techniques to reinforce learning, it

is important to choose engaging activities that build and promote participation and interaction.

During my internships, I integrate technology and media resources to bridge the gap between in-

person and virtual learning while differentiating instruction in a meaningful and engaging

manner. The National Educational Technology Standards for Students states, successful

integration of technology allows students to have “access to a variety of tools that

match the task at hand and provide them the opportunity to build a deeper

understanding of content" (Miller, 2011). The two artifacts I have chosen to present meet

these standards and demonstrate how integrated technology-based platforms are effective in

supporting student diverse needs.

The Rationale for Selection of Artifacts

The first artifact I have integrated into my classroom is Kahoot!. Kahoot! is a game-based

learning application and student response system to create and deliver interactive lessons and

formative assessments. The web platform allows me to host quizzes/games/surveys in a quiz

show format using various videos, pictures, and text. In my mixed modal classroom, Kahoot!

allows my students to attend school in-person and virtually to come together and answer

questions using any computer or mobile device (Bharti, 2014). When introducing the Force,

Motion, Energy unit, the Blind Kahoot feature allowed me to build on each new concept, one

segment at a time. At the end of the American Revolution unit, I used Kahoot! to review and

informally assess student readiness. The formative assessment tool is easy to use, tracks student

progress and adds an element of fun into any lesson.

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The second artifact, Word Wall, is a student-centered application to foster student growth

and understanding of the curriculum. Word Wall is an online learning platform that offers a

library of resources and templates I modify to align with current learning objectives. The

students can play the interactives on any web-enabled device, like a computer, tablet, phone, or

interactive whiteboard. I can also choose to have students play them individually or as a teacher-

led activity with students take turns on the Promethean Board. For students who have

accommodations, Word Wall allows me to download and print a copy, which allows students can

use as a companion to the interactive or as a stand-alone activity.

In my class, I use various games, matching, sorts, and quiz templates to reinforce content-

specific vocabulary (e.g., force, friction) and differentiate word study for my three Word Study

groups. This week, I assigned a word sort and balloon pop featuring affixes and root words. The

repeated exposure to key terms and concepts has proven to be an effective and engaging way to

reinforce learning objectives and collect assessment data. The application is also easily

assessable for my students who are currently learning at home and allows me to assign additional

practice or challenge students who finish early.

Reflection on Theory and Practice

At Regent University, instructors demonstrated how to purposeful engage students

throughout the learning process by integrating technology in the classroom. In addition, I learned

how important it is to build lessons around each students’ style of learning—visual, auditory,

reading/writing and kinesthetic by using diverse instructional strategies. Therefore, in my

classroom, I have chosen to integrate technology and media resources to accommodate students

with a diverse range of abilities and backgrounds. According to the Virginia Standards for the

Professional Practice of Teachers, effective educators understand and use various instructional
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strategies to encourage learners to develop a deeper understanding of content areas, build skills,

and apply new concepts (Virginia Department of Education, 2011). In my inclusion classroom, I

will continue to integrate a variety of web-based applications and best practices to differentiate

activities and reinforce content. Using gamification motivates students to become actively

engaged in their learning resulting in fewer incomplete assignments and less off-task behavior. It

is a rewarding experience to watch students making more meaningful connections with the

content regardless of the modal of learning.

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References

Bharti, P. (2014, September 15). How Kahoot Can Help Teachers to Engage Students.

EdTechReview. https://edtechreview.in/news/1490-how-kahoot-can-help-teachers-to-

engage-students

Miller, A. (2011, September 26). Game-Based Learning Units for the Everyday Teacher.

Edutopia. https://www.edutopia.org/blog/video-game-model-unit-andrew-miller

Virginia Department of Education. (2012, July 1). Virginia standards for the professional

practice of teachers. Retrieved from

http://www.doe.virginia.gov/teaching/regulations/uniform_performance_stds_2011.pdf
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Figure 1: Kahoot!

Figure 2: WordWall.com