EDLD5364+Course+Reflections

In the course Teaching with Technology my team had to work together to create a lesson plan that integrated technology for a group of 30 students with diverse learning needs. My team consisted of four members who worked together to collaborate a solution to help a teacher create a unit that would create a meaningful learning experience. I was able to learn about the effects that technology had on students with diverse learning styles and needs. I gained insight about (CAST) Center for Applied Special Technology and the impact the organization contributes to Technology Education. Students have different learning styles and should be exposed to alternative methods for teaching. Universal Design for Learning (UDL) is a philosophy that helps teachers rethink goals, materials, methods, and assessments for teaching. It was interesting to find out that the way people learn is as different as our fingerprints of our DNA. In the book, Web 2.0 it states that, "Constructivism views learning as a process in which the learner actively constructs or generates new ideas or concepts based upon current and past knowledge" (Solomon, G., & Schrum., L., 2007) This theory allows students to be able to build upon their past experiences to construct new knowledge and personal understanding of the content.

As a classroom teacher, I wanted to know how to successfully integrate technology seamlessly into the core subject areas. This references standard TF-I.A-demonstrate knowledge, skills, and understanding of concepts related to technology as described in tihe ISTE NETS*T. Technology reaches students in ways that their teachers and the textbook could never do. Building my book in UDL book builder was a rewarding experience. It provided many tools that would benefit ALL learners. Our students today come from a variety of backgrounds, cultures, and special needs. Educators have to find a way to reach students in a way they learn best to meet their needs. The experience of building my own book to fit the accommodations of students is quite a joy. Sometimes the frustration of teaching is knowing what your students needs are and not being able to find the adequate resources to meet those needs. Some of the great features that UDL provided accommodations for are the text-to-speech software, incorporating templates for various types of content, the glossary, and closed-caption options. This references standard TF-V educational technology facilitators apply technology to enhance and improve personal productivity and professional practice.

Personally, it was a challenging task, but with a talented group of women, we were able to complete our mission. I was able to create a lesson plan based on the Universal Design for Learning (UDL) principles to create flexible goals, methods, materials, and assessments to accommodate learner differences. This references standard TF-VI educational technology facilitators understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in applying that understanding in their practice. Students feel in charge of their own learning and they are empowered when they have instant feedback from the technology to gauge their mastery. In the book, "Using Technology with Classroom Instruction that Works" it mentioned that, "Research shows that when students are allowed to set some of their own learning goals, their motivation is higher than when they pursue only teacher-set goals" (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K, 2007). Technology allows students to establish their own personal goals more effectively when they are able to take an active part in their learning. I was excited to learn about the Universal Design for Learning principles, and how I was able to build my own UDL book that would benefit all learners. In addition, I was able to use some of the Web 2.0 technologies to reflect on my own personal learning throughout this course.

As I reflect upon the project, I was able to learn how to help use technology for students with disabilities as well as those with diverse backgrounds. I also learned how to use the Web 2.0 tools to work collaboratively with my team members to create an action plan for the technology integration part of our group project. This references standard TF-VII educational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for PK-12 schools. A quote of interest come from Factor 4: Lack of Integration with Curriculum, "As teachers, we want to know how a student's knowledge and skills are changing during instruction and what is facilitating or hindering the change. We want to measure not only students' knowledge but also students' learning processes. The way to gain insight into learning processes is not by giving an end-of-unit test, but by examining the interaction between a student and curriculum over time" (Cast.org, 2009) Furthermore, I've learned a lot about teaching with technology and about working collaboratively with a team of Educators to address 21st century learning trends for a classroom of 30 students with diverse backgrounds. I feel empowered at the end of the Teaching with Technology course because it allowed me to be in the role of the technology expert helping a teacher with a basic knowledge of technology to impact student achievement.