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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.
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
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
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
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
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
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
http://bweducation.businessworld.in/article/Integrating-Technology-In-Classrooms-The-
New-Pedagogical-Mantra-For-An-Enhanced-Curriculum/17-01-2019-166256/