EDLD+5364+Reflections


 * EDLD 5364 Reflections**

The expectations for EDLD 5364 Teaching with Technology were to work individually and collaboratively to explore how technology is utilized to enhance teaching and learning. Learning goals set for the course assignments were to recognize various learning theories and implications for teaching with technology, analyze how technology strategies are used to positively impact student learning, and discover how to plan and design student-centered learning with technology.

Connectivism, constructivism, and cyborg theories were explored. The use of technology in the form of communication software, word processing applications, data collection tools, web resources, and organizing and brainstorming software can support setting instructional objectives (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Through research Page (2002) found technology positively impacts student learning by enabling students to participate in cooperative learning and have more control of their own learning environment.

Pitler, et al. (2007) state, "By nature, both multimedia projects and cooperative learning groups require attention to detail in the planning process" (p.141). Designing effective student-centered learning experiences with technology requires careful planning with attention to detail because students assume varied roles and responsibilities. Final outcomes for the course assignments were positive.

The outcomes achieved in EDLD 5364 Teaching with Technology assignments are relevant to the district human resources office. To recruit, hire, and retain the most qualified teachers for the district, central administration leaders must understand the current needs of a diverse student population. Student success is dependent upon quality instruction and knowledgeable educators.

The group collaborated to create lessons using computer assisted instruction and software that helps develop higher order thinking and skills. Based on research studies, Schacter (1999) states, "...students with access to computer assisted instruction, or integrated learning systems technology, or simulations and software that teaches higher order thinking skills, or collaborative networked technologies, or design and programming technologies, show positive gains in achievement on researcher constructed tests, standardized tests, and national tests" (p. 9).

The ability of educators to keep an open mind when confronted by many learning theories of technology will provide useful approaches to education. Diverse opportunities to integrate technology and content subject material will increase the success of learners with different learning styles and varying abilities. The selection of teachers and school staff members involves a thorough understanding of the methods proven by research to be successful in positively impacting student learning.

Additional practice is needed to create and implement lessons and digital books using the Universal Design for Learning (UDL) approach. Time constraints and access to a classroom and students are the obstacles to overcome in order to master the UDL approach. The solution to overcoming this type of obstacle in the future is to seek prior approval from a supervisor, campus principal, and classroom teacher to collaborate with the teacher to design and deliver instruction in the classroom.

Practice in designing lessons and digital books utilizing the UDL methods can be achieved independently. The materials can be shared with district classroom teachers who have not been able to fully incorporate technology and content subject. This will provide much needed assistance to help teachers develop new strategies to achieve educational goals using modern technological tools. The use of technology encourages more student-centered and individualized instruction (Page, 2002). Rose & Meyer (2002) indicate utilizing the Universal Design for Learning (UDL) approach to incorporate technology in education, "...teachers individualize criteria for student success, teaching methods, and means of student expression while monitoring student progress through on-going embedded assessment” (para. 3).

The course assignments were completed successfully. Careful planning and self-discipline are as necessary to achievement of online learning goals and team collaboration. Scheduling conflicts for meeting in real time are the same for face-to-face meetings and technology facilitated meetings. A team of five working professionals residing in different cities will have some difficulty assembling in real time. The advantage of technology facilitated collaboration is the ability of team members to respond and/or provide input directly on documents using sites such as Google.docs without having to email responses back and forth.

Kunda and Bain (2006) provide a description of students working collaboratively using technology to achieve learning goals. “While, as a group, students who undertake a webquest interact and work together, each group member carries out a specific meaningful role" (p. 7). This description is in-line with the group experience provided by the course assignments.

The most important aspect of working collaboratively in an online learning environment is the ability to depend on others to complete assignments and meet deadlines. Each team member in the learning group for this course volunteered to complete tasks to achieve the group assignments. The tasks were completed in a timely manner each week.

The completion of the group project was an excellent example of how technology integrated hands-on project-based learning can be utilized successfully in classrooms. The shift from independent student work and teacher-centered instruction to student-centered cooperative learning using technology integrated with content subject material is an important step towards the vision of this student to utilize androgogical or self-directed approaches to teaching and learning in public schools.

References

Kunda, R., & Bain, C. (2006). Webquests: Utilizing technology in a constructivist manner to facilitate meaningful preservice learning. //Art Education,// 59(2), 6-11. Retrieved

﻿ from []

<span style="font-family: 'Times New Roman',Times,serif;">Page, M.S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. //Journal of Research on Technology in Education,// 34(4), 389-409. Retrieved from the International Society

<span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt; layout-grid-mode: char; line-height: 115%; margin: 0in 0in 10pt 0.5in; text-indent: -0.5in; vertical-align: sub;">﻿ <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt; layout-grid-mode: char; line-height: 115%; margin: 0in 0in 10pt 0.5in; text-indent: -0.5in;">of Education []

<span style="font-family: 'Times New Roman',Times,serif;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using Technology with Classroom Instruction that Works//. Alexandria, VA: Association for Supervision and Curriculum Development.

<span style="font-family: 'Times New Roman',Times,serif;">Rose, D., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt; layout-grid-mode: char; line-height: 115%; margin: 0in 0in 10pt 0.5in; text-indent: -0.5in; vertical-align: sub;">﻿ <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt; layout-grid-mode: char; line-height: 115%; margin: 0in 0in 10pt 0.5in; text-indent: -0.5in;"> for Applied Special Technology web site, [|www.cast.org/teachingeverystudent/ideas/tes/chapter1_4.cfm]

<span style="font-family: 'Times New Roman',Times,serif;">Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milliken Exchange on Education Terminology. Retrieved from

<span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt; layout-grid-mode: char; line-height: 115%; margin: 0in 0in 10pt 0.5in; text-indent: -0.5in; vertical-align: sub;">﻿ <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt; layout-grid-mode: char; line-height: 115%; margin: 0in 0in 10pt 0.5in; text-indent: -0.5in;">[]

<span style="font-family: 'Times New Roman',Times,serif;">Solomon, G., & Schrum, L. (2007). //Web 2.0: New Tools, New Schools.// Eugene, OR: International Society for Technology in Education.