Reflections+on+EDLD+5364+Teaching+w+Technology


 * [[file:Embedded Assignment Reflections EDLD 5364 McDaniels.docx]]

Reflections on EDLD 5364 Teaching w Technology:** It seems that teachers are gradually coming to realize that technology integration creates enthusiasm among students; however, many educators are unsure how to incorporate technology in such a way that it effectively challenges students, while at the same time, assists in the mastery of important concepts and skills. According to Pitler, Hubbell, Kuhn, and Malenoski in //Using Technology with Classroom Instruction that Works//, research indicates that the incorporation of technology increases learning, understanding, achievement, motivation, collaboration, and helps students develop critical thinking and problem-solving skills. In addition, these authors assert that technology gives students independence and more control over their own learning (Pitler, et. al., p. 3). Due to this fact, classrooms are becoming more student-centered through the aid of technology. One of the most important concepts I learned about in this course was Universally Designed Lessons. The assignment that called for us to use the CAST Lesson Builder to create an electronic book was a valuable experience for me. In addition, the fact that we had to work collaboratively with other group members to create a Google Site, post our Universally Designed Lesson, and reflect on this experience was also quite worthy in my opinion.

One of the most important practices I was exposed to through the experience with the CAST Lesson Builder was the implementation of technology to present lessons and information in varying formats, such as text, pictures, sound, and motion. As a result of this assignment, it became increasingly clear that technology can provide alternative forms of communication for at-risk students and individuals with learning disabilities. Factors such as immediate feedback, teachers’ ability to more easily differentiate and personalize lessons to meet specific students’ needs, and multi-sensory learning environments created through the use of technology have all contributed to the effectiveness of technology integration with at risk students, as well as regular students.

Throughout the readings for the assignment on the Universally Designed Lesson and the electronic book, several strategies for appealing to the 3 different brain networks were given. As I read, I realized that I do include many of these strategies and methods in my teaching, but I need to be more conscientious about purposely including at least one suggested method for each brain network when planning lessons. In order to support the recognition learning network, I could include multiple examples of the expected product, highlight critical features, and use multiple media formats. In considering students' strategic learning needs, it would be helpful provide flexible models of skilled performance and provide multiple opportunities for students to practice with the support and demonstrate learned knowledge and skills. Finally, several good suggestions for addressing students' affective learning needs were given, such as offering choices of content, tools, rewards, learning contexts, and adjustable levels of challenge.

These were all important concepts and practices I was exposed to throughout the specific readings and assignments mentioned above. I felt like the collaborative element of the assignments was both positive and negative. To be specific, I felt like the majority of the experience was very positive. Our group members worked well together and seemed to resolve all conflicts with minimum resistance. Our biggest problem was deciding on an actual content area and which TEKS our Universally Designed Lesson would address. This seemed to create a problem initially because we were all from very diverse areas of education. Two group members were elementary math teachers, one member held an administrative position in the Information Systems Management department of his district, and I am a middle school reading teacher. Since I seemed to have a strong suggestion on how we could break our lesson down into organized roles for each member, everyone was very agreeable to accept my suggestion and create the lesson in my content area (reading). We all used the CAST Lesson Builder site to create electronic books that fit in to a unit on short story elements. We did not seem to have any problems with group members not participating or feeling negative toward our roles and responsibilities. One factor that may have had some influence on this was the level of familiarity, comfort, and convenience shared by most members in our group. Specifically, 3 of my group members were located in close proximity to each other, allowing them to communicate and collaborate with very little effort. I was the only group member who was in a different location. Regardless of this fact, all of the group members were very supportive and used the collaborative tools we have learned about to share information and communicate effectively.

The only concern I have in regard to the assignment with the Google Site was the fact that one group member was already quite familiar with this tool. Therefore, he graciously volunteered to take the lead responsibility in constructing and maintaining the site. This was very helpful at the time, since a lack of time is always a concern with teachers. However, now that the course is over, I do not feel that I learned as much about Google Sites as I would have liked to. I realized this as we were completing the course, and set a goal for myself to spend more time experimenting with this tool once school is out, and I have more time to look at it. I do not feel that this is a great concern, as there are other tools that I have become quite proficient with, such as GoogleDocs, Wikis, and Blogs, that can serve similar purposes. Although this is true, I do feel that it will be very important for me to pursue this goal and catch up to speed on Google Sites. Fortunately, I feel that I have built some very strong professional relationships through the Lamar program, and I have several resources to draw on.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using Technology with Classroom Instruction that Works//. Alexandria, VA: Association for Supervision and Curriculum Development.
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