Running head: INTEGRATION OF TECHNOLOGY & MEDIA RESOURCES 1

Integration of Technology & Media Resources

Tiffani Cosendine

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2019

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Introduction

Technology has significantly transformed how we approach teaching in a classroom. By

extending a whole new realm of information and resources, “technology integration necessarily

alters the traditional paradigm of the teacher providing wisdom and the student absorbing

knowledge...and for good reason” (Bitner & Bitner, 2002). While technology should never

diminish the relevance of face-to-face interaction and collaboration, it has the power to

completely enhance and revolutionize how we operate our classrooms, especially when it is

student-centered. It is not necessarily the technology itself that results in advantageous

instruction but rather how meaningfully that technology is integrated by the teacher. This being

said, “successful technology adoption/integration requires concerted focus on the mission of

improving education for all students” (Earle, 2002). This paper reflects the competency of

student-centered technology and media and how I have utilized these resources in instruction,

classroom organization and/or student learning.

Rationale for Selection of Artifacts

The first artifact I chose to represent this competency is an example of a fourth grade

student’s work from when we used the website Canva to make digital posters or flyers for our

Native American unit. For this assignment, each student had researched their own topic relating

to the Native Americans, whether that was artifacts, clothing, homes, food, etc. This particular

student had researched how the Native Americans used the land to grow their crops. The student

then decided to use Canva to create a flyer containing some of their research. I chose this artifact

because it reflects an online platform students can use to demonstrate their learning, create media

messages, and more.

The second artifact I chose to represent this competency are examples of student work

where the students virtually created drawings of the Earth, moon, and Sun. For this activity,
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students used a program called Wixie, which is an online creative platform where students can

“paint” pictures that may also incorporate clip art, text, and audio through voice recording. For

this activity, I had students use Wixie to create a drawing of everything they knew about the

Earth, moon, and Sun, including their arrangement, makeup, etc. This drawing was used as sort

of a preassessment for us to see how much the students already knew. I chose this artifact

because it gives examples of how technology can be used to showcase student learning.

Reflection on Theory and Practice

Being in a 1:1 school when it comes to Chromebooks, we implement technology into

instruction on a daily basis, whether that be through presenting information through Slides or

flipcharts or having students use their Chromebooks to complete activities, research, or type up

papers. It can be said that “1:1 technology plays a vital role in extending learning beyond the

classroom and at the same time bringing the larger world into the classroom” (Varier et al.,

2017). This statement is significant because I have found 1:1 technology to be immensely

impactful in the classroom; it allows information and learning tools to be readily available and

accessible for students, and there are copious ways to implement this technology effectively.

One online platform students had access to from their Chromebooks was Canva, a site

that allows you to digitally design cards, posters, flyers, presentations, book covers, and more.

Because it is a platform aimed mainly toward adults, it might be more difficult to navigate for

younger elementary age students, but I found that the fourth grade class I am in was able to

create something once they figured out some of the features. This free digital tool would

certainly be advantageous for secondary education students. Having knowledge of the site

myself though, I was able to give the class a tutorial beforehand. The student’s work I chose as

my artifact was a perfect example of how I had hoped students would be able to use the site as an

alternative to creating a pencil/paper poster.

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Wixie is another student-centered resource that I only recently discovered this semester

but one that I find valuable. Wixie allows students to showcase what they have learned through

art, with features that also enable them to add text or even their own voice. By having the

students use Wixie to draw a picture of the Earth, moon, and Sun, I had a visual representation of

how much, or how little, they already knew. It was interesting to see how the students chose to

present their prior knowledge; each Wixie creation was unique in how students portrayed their

vision of the Earth, moon, and Sun. Some students relied more on textual explanations while

others focused more heavily on the visual aspect by using pictures or drawings. In addition, this

resource is engaging since students tend to enjoy generating online drawings. I am planning to

have them use Wixie to create a heliocentric model of the solar system in the near future.
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References

Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: eight keys to

success. Journal of Technology and Teacher Education, 10(1), 95-100.

Earle, R. S. (2002). The integration of instructional technology into public education: promises

and challenges. Educational Technology, 42(1), 5-13.

Varier, D., Dumke, E. K., Abrams, L. M., Conklin, S. B., Barnes, J. S., & Hoover, N. R. (2017).

Potential of one-to-one technologies in the classroom: teachers and students weigh

in. Educational Technology Research & Development, 65(4), 967–992. Retrieved from

DOI 10.1007/s11423-017-9509-2