Running head: INTEGRATION OF TECHNOLOGY AND MEDIA RESOURCES 1

Integration of Technology and Media Resources

Chanmi Yang
Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Fall 2019

 RUNNING HEAD: INTEGRATION OF MEDIA AND TECHNOLOGY RESOURCES 2

Introduction

Virginia Beach’s educators and students are fortunate enough to be provided one on one

Chromebooks for every student registered in the public-school system. This mandate allows

instructors to create content for students that enable them to experience cooperative online

learning, learn how to effectively use technology for academic enrichment, and adapt to various

student learning methods, other than traditional pencil and paper. At Rosemont Forest

Elementary, educators are encouraged to brainstorm new ideas that incorporate students’

Chromebooks that can foster effective learning. For this week’s competency rationale on

integrating technology and media recourse, I have included a complete lesson plan and all the

included components of a folder created on Schoology for the SCI. 4.1.8 standard on storm

types.

Rationale for Selection of Artifacts

The first competency includes a complete lesson plan on a unit on storm types, in

accordance with fourth-grade science SOL 4.6b. My lesson and unit plan enabled me to clarify

and stick close to the units’ objectives. The step by step explanations in the lesson plan provide

clarity into the Schoology assignments and state the objectives for each of the components that

were constructed. An instructor could look at the Schoology assignments and assume that they

take little to no time to complete, assigning the work to be completed within a span of a few

days. But after having planned and executing the lesson personally, I realized that the

assignments took much longer than I would have anticipated for both classes to complete. While

a few students finished relatively fast, other students were stuck on the first three assignments.

Hence, I have included a lesson plan and weekly pacing template; Both competencies support
 RUNNING HEAD: INTEGRATION OF MEDIA AND TECHNOLOGY RESOURCES 3

readiness and organization and emphasize the need for a flexible schedule(Gould, UED400,

2018).

The second artifact includes a collection of resources that were created and used to foster

student growth, ensure meaningful learning, introduce students to a variety of web-based

elements and increase students’ comfort with technology. Each screen shot entails a portion of

the Schoology folder that was created for a fourth-grade unit on storm types, how they form, and

which weather conditions are associated with each storm. Four informative Brain POP videos

and three quizzes were assigned to each student from both Mrs. Wilson and Mrs. Chamberlain’s

homeroom classes. Next, the students were asked to create student-led dialogues that challenged

students to use their knowledge of facts on storms and work on proper spelling to effectively

communicate new findings and their understandings of storms. Introducing students to online

dialogues earlier will benefit the students in that they will already have practiced how to write to

their peers and develop their own thoughts on real topics to a real audience. In addition, they will

have also learned more about Schoology and how it can be used to foster student learning. The

media album assignment will have taught students how to add media and edit photo captions and

save photos to a Google Drive, while the rest of the assignments will have allowed for students

to observe and what is offered and can be created through Google Drawing and Google Forms.

Students often take quizzes through educational websites and go through their entire early and

intermediate schooling not having used Google Forms or Google Drawing once. The joint

teacher, Mrs. Chamberlain, gave Mrs. Wilson and I the idea of creating our own sort on Google

Drawing. Otherwise, I would have never knew Google Drawing existed. I learn something new

each day while communicating and planning with various instructors.

 RUNNING HEAD: INTEGRATION OF MEDIA AND TECHNOLOGY RESOURCES 4

Reflection on Theory and Practice

In regard to this competency, my instructors at Regent have always emphasized the need

to plan effective and realistically and be flexible. I initially thought that the assignments would

get completed within a few days or so, but the actual unit took a little over a week to complete.

While the morning class seemed to follow on schedule, the afternoon class was constantly falling

behind schedule, due to the unexpected number of students who were struggling with the math

concepts. I quickly realized that, although the unit was taking longer to complete, the Schoology

timeline allowed the students to work at their own pace. Those who were ready to more onto the

next assignment could work through at a faster pace than their peers, satisfying their level on

understanding through technology(American University Preparatory School, 2019) . Instead of

stressing over the matter, Mrs. Wilson and Mrs. Chamberlain came together and decided to push

recess ten minutes earlier than usual to provide an extra ten to fifteen minutes for content at the

end of the day. Surprisingly enough, Mrs. Wilson and I were able to catch up the afternoon class

on their science content with the recess time change.

With the amount of digital influence technology has on today’s society, educators should

be aware of the skill sets students need to acquire in order to be successful in completing

university requirements, entering the workforce or navigating through one’s every day-life using

technology. Educators can do their part by incorporating the use of technology and ensuring that

their students are knowledgeable on how to effectively use technology to benefit their growth as

students and responsible citizens of society. As Heidi Hayes Jacobs quoted, “Teachers need to

integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an

afterthought, or an event” (Sastri, 2019). Technology even allows for students and teachers to

access the latest curriculum content remotely after school and enforce learning for all types of
 RUNNING HEAD: INTEGRATION OF MEDIA AND TECHNOLOGY RESOURCES 5

learners. Year after year I was always being reminded of the importance of appealing to each

type of learner in order to ensure that every student is being supported in the classroom. As I

continue to modify how I choose to incorporate technology in the classroom, I hope to become a

more effective teacher each week than I was the week I was before.
 RUNNING HEAD: INTEGRATION OF MEDIA AND TECHNOLOGY RESOURCES 6

References
American University Preparatory School. (2019, March 14). The importance of technology in the

classroom: How AUP school leverages tech and why. Retrieved from

https://www.aupschool.org/technology-importance-school-education/.

Gould, C.E. (Fall 2018). UED 400: Curriculum design and assessment techniques course.

Sastri, S. (2019, January 17). Integrating technology in classrooms: The new pedagogical mantra

for an enhanced curriculum. B.W. Education. Retrieved from

http://bweducation.businessworld.in/article/Integrating-Technology-In-Classrooms-The-

New-Pedagogical-Mantra-For-An-Enhanced-Curriculum/17-01-2019-166256/