Running head: YOUNGMAN TECHNOLOGY STATEMENT

Technology Statement

Anita Youngman

Dr. Katy Spangler & Dr. Beth Hartley

University of Alaska Southeast

ED 698

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Technology

Technology is considered an integral part of 21st century literacy and when utilized

effectively, will be an asset to the learning environment. These YouTube video books are an

example of how technology was used effectively, creatively and wisely in a classroom. Although

I am a proponent of old fashion human interaction and teaching I understand the vital role and

place that technology has as a tool in the classroom. Larson & Miller (2011) says, “Through the

Internet, today’s students have opportunities to engage in authentic tasks reaching far beyond

their classroom walls.” (p. 122)

These YouTube books are easy to access and have been useful in my classroom when the

trade books were not available in my personal library collection or in the school library. Talking

about uses of technology in the classroom, Ottenbreit-Leftwich, Glazewski, Newby, & Ertmer,

(2010) reflected

customized materials allowed teachers to provide more tailored instruction that focused

on the pertinent content. For example, Lexy described that her curriculum materials did

not address specific knowledge she wanted to cover; by creating customized materials,

she could target the specific knowledge. (p. 1330)

I often run into this dilemma in my classroom. Either the canned curriculum is dry or we are

immersed in a theme and having technology to build exciting, relevant materials maximizes

engagement in the classroom.

The YouTube video book, The Incredible Life of Balto, was used as the hook or the segue

for the introduction and discussion of the Iditarod in my classroom. Robin (2008) states
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A multimedia-rich digital story can serve as an anticipatory set or hook to capture the

attention of students and increase their interest in exploring new ideas. Teacher-created

digital stories may also be used to enhance current lessons within a larger unit, as a way

to facilitate discussion about the topics presented in a story and as a way to make abstract

or conceptual content more understandable. (p. 223-224)

I often read books in class as a hook or integrated part of lessons, these YouTube video books

provide another format to grab the attention of Kindergarten students. Todays students are so

familiar with a variety of technology, the infusion of technology as a tool to teach is a natural

format for student learning.

In addition to the video books I have made as a resource, I often use other videos that

explain concepts or ideas. For instance, cartoon singing videos that illustrate counting to 100, or

a video on grouping ones into bundles of ten’s, or even time-lapse videos about an apple tree

growing is enormous in the student learning and understanding of topics. Rosen (2011)

explained, “Providing information through a variety of modalities and sources helped students

develop a richer, more complex mental representation of the material.” (p. 14) Theoretically it

would be nice to grow an apple tree in our classroom when we study apples, however time-lapse

videos convey the information needed in a shorter period of time and are captivating for young

learners.

I am not from the generation of the internet, smartphones and computers, it takes me

more time to engage and figure it all out. However, I do see the benefits and the necessity of

utilizing and incorporating technology in the classroom. Not only does it engage students, it

allows subjects to be explored on a deeper level. Kondos (2018) summerizes

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Being prepared to integrate the technology in the classroom has become a paramount

skill in every teacher’s professional repertoires. The traditional role of the teacher as the

center of the schooling is changing recently with all the introduction of the new

technologies in the classroom. (p. 220)

Based upon my experiences and observations so far, I will continue to learn, utilize and explore

the many aspects that technology provides for enrichment and efficiencies in the classroom.
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References

Kondos, S. (2018). The effect of the use of technology on the nature of teacher’s profession.

Arab World English Journal, 9(1), 220. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=128849583&site=eds-live

Larson, L.C., &Miller, T.N. (2011). 21st century skills: Prepare students for the future. Kappa

Delta Phi Record, 47(3), 121-123. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ921669&site=eds-live

Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., &Ertmer, P. A. (2010). Teacher value

beliefs associated with using technology: Addressing professional and student needs.

Computers & Education, 55(3), 1321-1335.

https://doi.org/10.1016/j.compedu.2010.06.002

Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century

classroom. Theory into practice, 47(3), 220-228.

Rosen, L. D. (2011). Teaching the igeneration. Educational Leadership, (5), 10. Retrieved from

http://search.ebscohost.com/login.aspx?

direct=true&db=conedsqd12&AN=edscpi.A252248332&site=eds-live