EDLD+5364+Course+Embedded+Reflection

EDLD 5364 Teaching with Technology Course Embedded Reflections



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 * Lamar University – M.Ed. in Educational Technology Leadership**

Reflections of Course-based Embedded Assignments
**//Directions://** In submitting your Course-based Embedded Assignment located in Appendix I of the Internship Handbook, you are required to complete a reflection of the identified assignments in your course wiki/e-portfolio. These reflections will be used to assist you in completing your EDLD 5388/5370 (*Please note that course number changes in Fall 2010*) Internship comprehensive exam final report. Students should use and cite their textbook references as well as two additional references when writing each reflection. The reflection must consist of statements regarding the knowledge you gained from the assignment and how the assignment helped you master the Technology Facilitator Standard(s) /Indicator(s).
 * == Course Number:  == || ==  Course Name:  == || ==  Course-based Embedded Hours  ==

(see Appendix I)
||
 * EDLD 5364  ||   Teaching with Technology   ||   12 hours   ||


 * == Description of the  ==

(see Appendix I)
||  || I have been teaching Graphic Design and Animation for several years now, and my classes are all technology based. Since I was familiar with a lot of the technology tools I was pleasantly surprised by how much I learned in the Teaching with Technology course, especially the wide selections of Open Source software. In my class I have the fancy applications with all the bells and whistles, but they have been limiting because my students could only work on their projects in class. With Web 2.0 tools my students could use Google Picasa, Audacity, and other free downloadable products to work on at home because creativity does not only happen on a certain time nor in a certain place. Creativity happens at any time and at any place. The most important aspect of new information that I gained from the readings and the videos is how I can expand my instructions beyond the classroom by using the web resources so that my students can learn and review at anytime. Currently, all my instructions are on Power Points on the school server. When they are in class they can access them but they cannot access them from anywhere else. If I create those Power Points into Google Presentations or UDL Books, my students can access them from home. One of the student-centered activities that my group came up with was conducting a student critique and reflection using a wiki page. This idea would be perfect for my classroom because currently when I have a class critique the students are waiting for me to critique them. I get very minimal student involvement. “Because many new technologies are interactive it is now easier to create environments in which students can learn by doing, receive feedback, and continually refine their understanding and build new knowledge.” (Brandsford, Brown, & Cocking, 2000, p.206) I believe using wiki or blog will have an interesting affect in improving my learning curve as well as my students. Solomon & Schrum text states that “Using wiki in education can promote genuinely collaborate environments. They can support transparent writing and editing, interdependence and teamwork among authors, public and civic engagement, and the continuous exchange of feedback on ideas.” (Solomon & Schrum, 2007, p.109) Learning and using the new applications such as the Google Site, Google Doc, Google Presentation, and UDL Book came smoothly with my previous experience with various computer applications. Where I saw the potential of these Web 2.0 applications in my daily teaching is how I can use these tools to expand my teaching beyond the classroom.
 * * Form a team, create Google Site, and Google Doc
 * Brainstorm solutions for the scenario
 * CAST: UDL Lesson and UDL Book Builder
 * Create Action Plan for the scenario
 * Create Student-Centered Learning Activities emphasizing on 21st century technology tools
 * Professional development plan
 * Group reflection and presentation || **__Self –Assessment__**

**__Learn as a Learner__** During this course a major task component was to work collaboratively to find solutions to a scenario as a technology expert using the latest 21st century technology tools. It was a challenging task because we were all distance learners so our main form of communication was the email system. After we reviewed the scenario we discussed what we teach and what strengths each of us had. Luckily Ranada Smith and Vicky Satterwhite had experiences in Special Education. Our strategy was to use everyone’s strengths. As the leader of the group my goal was to keep the information organized and easy to access so that we could complete each week’s assignment without confusion. My strategy was to create separate documents for each task and create tables to organize the data. Vicky and I, being the art teachers, already had some experiences with technology, and our readings and videos inspired us with the student-centered learning activities. We were encouraged to incorporate as many Web 2.0 tools as possible. After learning constructivism on week one we all agreed that we wanted to make the lesson project-based because “In project-based learning students are in charge of their learning. To come up with project solution they need to investigate, research, gather ideas, organize, collaborate, and communicate. They develop to be socially capable, emotionally grounded, and intellectually grounded." (Darling-Hammond, 2007) With the shared document we were able to assess each other’s work and make suggestions and modifications. Also when working in a group project I felt that I had a responsibility toward my group to give my ultimate best. I set a high standard for myself so that we can accomplish the project successfully.  Although I could not attend the web conferences the recordings of the conferences were important in clarifying information for the week. I was thankful that others were able to attend and ask questions.

**__Lifelong Learning Skills__** In week two, I learned about the CAST (Center for Applied Special Technology) organization and the Universal Design for Learning (UDL). When I learned about the CAST’s brain research it made sense that we should be designing lessons that address our diverse learners. I know that I am a visual learner and I learn best when I have hands-on activity and experience it. Now when I approach leaning and teaching I will consider the three brain networks: recognition network, strategic network, and affective network. Through the collaboration project I learned to appreciate what others could offer and what I could learn from them. I could not have done the project as well if I did not have the inputs of other members of my group. I learned that it makes learning easier when we collaborate. This whole course was about integrating new technology and keeping up with the latest innovation in teaching methods. Looking into the future, my question is how do I keep up with the technology once I am done with the course? The information on the internet is overwhelming. How do I determine what method is relevant and meaningful? I believe this is what typical teachers are dealing with now. How do we use the newest and the latest in a meaningful way? ||
 * References || Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School (Expanded edition). Washington, D.C.: National Academy Press. Online at

[]

Solomon, G., & Schrum, L. (2007). //Web 2.0 new tools, new schools.// Eugene, OR: International Society for Technology in Education.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development.

Edutopia.org (December 10, 2007). //The Collaborative Classroom: An Interview with Linda Darling-Hammond.//Filmed at the CASEL forum in New York City. Retrieved on Mar. 17, 2011 from []

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 for Applied Special Technology web site, [|http://www.cast.org/teachingeverystudent/ideas/tes]  ||