Running head: TECHNOLOGY AND MEDIA RESOURCES Sutton 1

Technology and Media Resources

Maria Sutton

Regent University
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Introduction

This competency focuses on the integration of technology and media resources,

specifically in relation to students and their learning. After all, we as educators should not use

technology just for the sake of it. Instead, we should find ways to maximize its potential in the

classroom and, as a result, increase student potential as well. I believe technology utilized for

educational purposes should be engaging, easy to use, and student-centered. It may also be

helpful in terms of classroom organization. For this competency, I have chosen to discuss and

present examples of my personal interactions with Google Slides and Kami. It is my sincere hope

that they demonstrate the aforementioned qualities I find to be important in technology, most of

which are supported by the competency.

Rationale for Selection of Artifacts

The first artifact I chose to represent this competency is a Google Slides presentation,

which I used for my third and fourth block classes during our first week of official instruction.

Besides quality content on email etiquette, the presentation contains a visual agenda and

reminders for asynchronous work. The former allowed students to mentally prepare for what we

would be doing in class. The latter simply reinforced this as well as what was said verbally. The

main reason I chose this artifact was because of its versatility. Not only does it facilitate student

learning through instruction, but it also serves as a tool for classroom organization. The visual

agenda keeps myself and my students organized as we move from one part of the lesson to

another day after day. Altogether, it reinforces the idea that learning should incorporate multiple

styles and intelligences. “In the learning and teaching process using images, multimedia

technologies have great potential to empower the higher-order thinking skills of learners”

(Güney, 2019, p. 111). I believe it is essential for educators to recognize this and take action by
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creating and delivering multi-sensory lessons. After all, our students deserve to learn in the ways

that best suit them and their needs.

My second artifact is the result of a guided practice on evaluating email etiquette. We

completed this using the Kami extension for Chrome during the live session a day after learning

the content. It includes examples of emails I created as well as the highlights I made as our class

discussed the pros and cons of each email. While there was not a strict color code, I generally

used green to point out what was done well and yellow to point out what should be improved.

Blue was utilized when I wanted to draw attention to something without mentioning if it seemed

right or wrong. Kami allowed me to highlight the text as we practiced, although I could always

undo my actions if I needed to. This tool also allows users to insert text boxes, comments,

drawings, and more. I have used and continue to use this technology because I believe it truly

allows students to interact with the content and see it come to life. It is definitely student-

centered and cultivates student growth and achievement, especially when colors are

incorporated. Research has proven that “emotional design using color and shape can enhance

learning” (Plass et al., 2014). Additionally, “for English learners and students with special needs,

visual representations are often more powerful presentations of ideas than complex written text

materials” (Newman & Ogle, 2019). As a result, I strive to include colors and visuals as much as

possible because I have seen the benefits. Ultimately, my artifact highlights the ways in which

Kami promotes high-quality learning: by providing a range of easy-to-use tools intended to make

instruction more interactive and less complicated for both students and educators.

Reflection on Theory and Practice

As a student at Regent University, I have definitely grown in my understanding of and

experience with various technological tools. A few that I have grown to love are Kami,
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PearDeck, and Google Slides. I encountered all of these during my Practicum experiences,

although some of them were previously introduced in UIS 350 (the Technology in Education

course). It was through that course that I learned how to think critically about a technological

resource’s potential. What was the purpose of including it and how would it benefit my students?

These were questions I began to ask myself before even entering the classroom. Similarly, a

wide variety of teachers were asked how they most often use films and videos during a study

conducted last year. Many of them mentioned using media for student engagement as well as

aids for learning course content. “As one instructor commented, ‘different students learn best in

different ways,’ suggesting that using film to vary instructional methods might in fact support the

further goal of engaging and supporting students with different ability levels or preferred

methods of learning” (Marquis et al., 2020, p. 139). I also learned how to make instruction more

engaging while prioritizing content and standards-based learning. Overall, UIS 350 provided me

with the knowledge and tools to create multiple lessons, activities, and assessments that meet the

needs of students using 21st century skills and technology.

In regards to my other classes, I have gained both exposure and experience with Google

Classroom and many of the apps it includes. It serves as an excellent tool for classroom

organization, and I love the educational potential of Google Sites, which could primarily be used

for keeping parents and students up to date on major assignments. These opportunities to interact

with current technology have prepared me for student teaching because I am using many of these

tools during virtual learning. In the short time I have been teaching, I have troubleshooted

multiple technological difficulties. Yet the one thing I am quick to respond with is flexibility. I

keep in mind that things could always be worse while doing my best to move forward and

continue with planning or instruction. Perhaps the most important thing I have learned in regards
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to technology is to be patient and always have a back up plan. Teaching virtually can be tough,

but it does offer certain benefits and provides both students and teachers with important

opportunities and skills.

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References

Güney, Z. (2019). Visual literacy and visualization in instructional design and technology for

learning environments. European Journal of Contemporary Education, 8(1), 103-117.

https://doi.org/10.13187/ejced.2019.1.103

Marquis, E., Wojcik, C., Lin, E., & McKinnon, V. (2020). Powerful learning tool or ‘cool

factor’? Instructors’ perceptions of using film and video within teaching and learning.

Journal of the Scholarship of Teaching and Learning, 20(1), 130-150.

https://doi.org/10.14434/josotl.v20i1.25093

Newman, M., & Ogle, D. (2019). Visual literacy: Reading, thinking, and communicating with

visuals. Rowman & Littlefield Publishers.

Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014). Emotional design in

multimedia learning: Effects of shape and color on affect and learning. Learning and

Instruction, 29, 128-140. https://doi.org/10.1016/j.learninstruc.2013.02.006