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Technology Integration 2

The author discusses their experience integrating technology into their teaching. They found creating their first PowerPoint challenging but got better with practice. Using technology in the classroom engaged students and helped cover content more efficiently. While setting up equipment took time, students helped with this. The author originally thought technology was unnecessary but found it vital for engaging 21st century learners by bringing lessons to life through visuals and examples.

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194 views3 pages

Technology Integration 2

The author discusses their experience integrating technology into their teaching. They found creating their first PowerPoint challenging but got better with practice. Using technology in the classroom engaged students and helped cover content more efficiently. While setting up equipment took time, students helped with this. The author originally thought technology was unnecessary but found it vital for engaging 21st century learners by bringing lessons to life through visuals and examples.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Technology Integration

The integration of technology was one of my goals and challenges throughout this course. It

was an aid of teaching I needed to learn to keep up with the twenty-first century learner, I found

it tedious the first time around when creating my first PowerPoint as I found difficulties with

ensuring downloaded videos would play during the lesson, putting together videos with slides,

ensuring the font and font size was appropriate and not placing too much information on one

slide. The actual execution of using the PowerPoint while teaching was another challenge as you

would first have to get the equipment borrowed then set it up during the class, which cut down

on actual teaching time, then ensured everything worked. Unfortunately, there was one class at

my school I tried using a PowerPoint for and it refused to work after spending more than half the

class trying to get it fixed. I ended up borrowing the class during another teacher’s period and

trying it over again, thank God it worked the second time, I was relieved. After spending some

time with the PowerPoint app I was able to do voice recordings of myself explaining theory

whilst highlighting important points, however, I did not use this in the two lesson plans given as

I found I sounded a bit nervous, but with practice, I’m sure I’ll master it.

The second form of technology used besides the PowerPoint app in one of these two lesson

plans I would like to mention is the plickers app. I found it very useful in performing the final

assessment where evaluations are needed from individual students in order for the teacher to

know the percentage of students who were able to grasp particular objectives. The use of this app

involved having internet on two devices, both your laptop and phone, of course, this was a

challenge at times. Apart from this challenge, I found that after downloading the app it was very

easy to maneuver and to set up the multiple-choice questions on and the actual use of it in the
classroom was very easy to explain to the students. Each student got their individual card labeled

A, B, C, and D, one on each of the four sides and just turned it to the answer they chose from the

question and multiple-choice options seen displayed on the board.

I found that during the classes where I did use technology in some form that the students

were more attentive and engaged. They enjoyed the class more and were willing to participate in

class activities and even helped to set up the laptop, projector, and speakers and pack away at the

end of the class. I actually saw the initiative from the students of a particular class I had never

seen before. After seeing the initiative and willingness of the students I decided that this would

be a great medium of teaching for this particular class. The students would help with one of my

challenges of setting up the equipment, so that would reduce the ‘setting up time’ during the

class. Also, I found it easier to move from slide to slide on a PowerPoint, rather than having to

stop and write on the board, which was more time-consuming. Hence, the use of the PowerPoint

helped to cover more content than usual as the lesson moved at a good pace since all the

preparation of the lesson had been done beforehand.

The students give great encouragement when it comes to the use of technology within the

classroom, with their enthusiasm and engagement. The use of technology really makes the

content come to life within the class and teachers are more readily able to provide the connection

between theory and application to the real world via this use of tech. It really does make it easier

for the students to visualize and imagine how some applications of mathematics are used on an

everyday basis. Hence, my sustenance of the use of technology in the classroom will come from

the motivation I get from the students when it is used. They will also be helped through the

challenges I may face within the classroom, the rest would be up to me to prepare worthy lessons
that engage and enrich the imagination of the students and help them to realize their full potential

through the use of these mediums.

My original opinion would have been that the use of technology in the classroom was

unnecessary as I have not used technology in the majority of my classes. But, after joining the

Diploma in Education programme I was somewhat obligated to use this tech I felt I knew

nothing about and really did not have a need for. Then, in the midst of preparations, I felt a bit

frustrated at times with the downloads and syncing of screens and all the little hiccups that come

with the use of it. In the end, however, my feelings and thoughts have been changed, what I

found was unnecessary, I now find essential for our twenty-first learners of today. This was the

bridge that filled the gap between teaching and learning, the use of technology made lessons

more interesting through the use of pictures, demonstrative models, videos, interactive diagrams

and graphs, gifs, emoji’s and so much more that bring the world of mathematics to life. Students

were now able to visualize concepts through real-life examples and non-examples from pictures

or videos accessed from the internet and were more engaged in the lesson than they were before.

It has opened a fun, engaging, and entertaining way of captivating the students’ attention as they

are the pro-technology generation. It has also made teaching easier as the lesson is already

prepared, there is no “winging it” and the students are eager to see what the lesson is about. It’s

definitely a pro in the science of teaching.

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