Capstone Project Individual


“Being a Teacher in a Digital Age: My Philosophy”

Technology is something we use every day. As illustrated by Loveless and Williamson (2013), “Digital technologies afford opportunities for thinking differently about how, when, and where we engage with networks of knowledge, expertise, experience, practice, feedback, and challenge” (p. 138). By using technology, it can make tasks easier and quicker to complete. For a teacher to use technology in their classroom it could enhance learning. As growing teacher, I would use technology to help keep learning fun and interactive for each student. I think it is important for teachers to remain up to date on new technology, since some students will have it available to them. Technology will be used in my classroom, as it should be expected from parents and students. Technology can branch of into different areas for teachers; which are educational games, interactive learning, personalized learning, and many more. All of these branches will extend further and I will use technology to be a forever learner.

I will use digital technologies to create relevant and meaningful learning experiences for my students. I will use different types of educational websites to create a personalized learning for students. This way each student can focus on something they are struggling in and need extra help. In my classroom I will use interactive learning devices for students to build problem solving skills and collaborative learning. I will integrate multimedia to show, videos and pictures to expand a student’s horizon for different experiences around the world. Explained by Loveless and Williamson (2013), “Teaching demands imagination, value, purpose, knowledge, ability, practice, reflection, and perseverance”(p. 139).

Different types of technology can be available and suitable for each student. By using technology in a classroom, it can engage students to become an active learner. I have learned from my multimedia class is when I have a good video my peers notice. It provides a positive feedback and makes me more motivated to do better. This experience in this classroom has given me the necessary skills to plan for technology difficulties and have a backup plan. I also think it has provided a great way to connect with different parents and provide a more elaborate instruction about the classroom using the internet. Technology can make communication more accessible.

Some parents and students are not good with using technology so I would help them along the way and give them detailed instructions. Most people, who do not like technology, usually refuse to use it under any circumstances. To address a digital divided with a classroom for parents and students is to explain why this is so important for our students. It is just like learning something new, we have to practice at it and we also do not want to fall behind. It is a demand that people know how to use technology and expected from future careers. As illustrated by Loveless and Williamson (2013), “Understand a place of learning with technologies, but also recognize how digital technologies have played a role in shaping our ways of knowing in the subject domain themselves”(p. 142).


1.      Loveless, A., & Williamson, B. (2013). Being a Teacher in a Digital Age. InLearning identities in a digital age: Rethinking creativity, education and technology (pp. 138-155). New York: Routledge.

Technology Tools in My Classroom

Parents Information Video 


Teacher Interview: Helpful Tips

During my interview, I realized that a teachers are devoted to their job because of the care they have for future generations. Although Miss Erington is inexperienced in some aspects she has some valid points.We both agree with having more of a personalized learning in public schools; which will help students to not fall even further behind. I agree with being organized in the classroom because we want our students to have a structure environment. My interview has showed me that it is hard work and takes more than just loving children to want to be there. I know I am up for the challenge and cannot wait to start in a classroom.


SMARTBoards in Classrooms


The SMARTBoard is an interactive whiteboard, combine with functionality of a whiteboard, computer, and projector in a single system which uses touch and detection for user input in the same way as a normal computer device. (Shaw, Giles, Hibberts, 2013 p. 85) For example, the user can scroll up and down by using their hand and moving to the desire direction. SMARTBoards have expanded into our classrooms nationwide. If you can work a computer than you can work a SMARTBoard. Teachers can use them in their classrooms for any academic subject. SMARTBoards are effective for a small group instruction, active discussion, and questioning. (Shaw, Giles, Hibberts, 2013 p. 87) Interactive whiteboards make it easier for a teacher to save or revise their lecture. They can allow easy access to the internet and integrate a classroom with digital resources like multimedia. At Saint Mary School, teachers use their SMARTBoards to complete easy tasks, like attendance, according to the YouTube video.

SMARTBoards are beneficial for teachers and students. Teachers can use a SMARTBoard to add some interactive learning in the classroom. Most children are excited to use technology and with a SMARTBoard it allows that. It can help a teacher with time management in a classroom such as, not having to change out all new material when starting a new subject. It can also help teachers to enhance their lesson plans with different learning styles. The teacher could have a “hands on” lesson just by using easy activities with having an interactive whiteboard. A research concluded that interactive whiteboards can make enhance a child’s communication and thinking by using tool and environment that assist a child’s knowledge building. (Shaw, Giles, Hibberts, 2013 p. 86) We want our students to have fun learning and a SMARTBoard can be used in a positive reinforcement.

“Critics claim that in too many classrooms, interactive whiteboards are nothing more than fancy, expensive chalkboards, especially when their interactive features are ignored by teachers who do not know how or refuse to use them.” (Shaw, Giles, Hibberts, 2013 p. 86p) If we have teachers who are in a classroom setting and do not know how to use the SMARTBoard then it is not going to be effective teaching and not encourage students to listen. There can be more problems with SMARTBoard rather than a traditional white board. Sometimes technology has problems with functioning properly. The interactive board may take a long time to load, someone can unplug it, or something can break. If it quits working then it could cause the teacher to fall behind with their teachings. This can be avoidable in some cases, but it happens. According to Bill Ferriter, “Schools and districks run out and spend thousands of dollars on these gizmos, hanging them on walls and showing them off like proud hens that just laid the golden instructional egg. (www.edweek.org)

As a current student and a growing teacher, I think SMARTBoards is something we should have access to for learning. It can be an easy motivator for students and help a teacher with their lesson. I know I will use my SMARTBoard throughout the year and try to create fun activities. I think if we expect our students to know how to use technology than we should know how to use a SMARTBoard. I support having them in our classroom, but I also think we need a traditional whiteboard as well. This way we can ensure a back-up plan if the SMARTBoard has problems. My concern is that teachers who do not know how to use a SMARTBoard and that is the main resource in the classroom then how will the teacher be an efficient teacher throughout the day. We already know the students can learn by having a SMARTBoard in the classroom, I think it is something teachers should have in their classroom.


  1. Shaw Jr., E. L., Giles, R. M., & Hibberts, M. (2013). Does Technology Make a Difference? Investigating the Impact of Instructional Method on Second Graders’ Knowledge Acquisition and Retention of Rock Types. Global Education Journal, 2013(1), 83-92.
  2.  Ferriter, B. (n.d.). Why I Hate Interactive Whiteboards – Education Week. Retrieved October 24, 2015, from http://www.edweek.org/tm/articles/2010/01/27/tln_ferriter_whiteboards.htm
  3.  SmartBoard in Grade 3 at St. Mary School. (n.d.). Retrieved October 24, 2015, from https://www.youtube.com/watch?v=UkBz6achxGU
  4. Picture: google.com