EDLD+5364+Final+Course+Reflection

At the beginning of this course, I envisioned learning new and interesting ways to integrate technology into the school curriculum. I hoped to learn techniques that I could transfer to my school immediately. I do feel that I achieved both my goals for this course. I learned how collaboration through Google Docs and Google Web pages allowed an avenue for teachers to create engaging lessons for students, no matter where they are located. The group assignment allowed me to gain a new perspective in the use of on-line tools for planning. I enjoyed the seeing our group project lesson take shape. The brainstorming piece was quite interesting to me in how we could use the Google Doc to input thoughts and respond to group members ideas. As our lesson progressed, I learned new technology tools such as the Voice Thread used in our final product. I think training in the use of Google Docs will benefit the teachers at my school and allow for creative lessons. I see Google Docs as a helpful method for teachers in the entire district, who may not be on the same campus, to broaden their technology integration by brainstorming and planning with this tool. I felt the readings allowed me to gain insight into new ways to approach technology such as using spreadsheets to have students track their effort to see if it affects their success. While it sounds like a simple idea, it could spark an “AHA” moment for students. The book by Pitler is one that I see myself using quite often; it was so full of data-driven technology enrichment tools. The outcomes for this course are entirely applicable to the work I do at my school. I currently work as a campus instructional technology specialist, which allows me to work directly with teachers to improve the technology integration in their classroom. I feel that this course has provided me with new tools to achieve my work goals. The group project allowed me to dive into working with Google Docs in a new way. This provided me the training, knowledge and confidence to better understand how Google Docs could become a tool for teachers. The group project also allowed me to take on the role of planning with others in a way teachers’ could plan throughout the district to develop technology-rich lessons. The unit our team unit benefitted from having a group in that we were able to brainstorm and bring more ideas of technology applications. The planning the group did was very productive and organized through the application of the Google Docs and the Google Web Site. The UDL Book Building lesson was also an appealing tool. I enjoyed creating a book and seeing how I could implement this tool not only in reading and writing but in every subject. The students would be able to produce a book that demonstrates their understanding of the topic and would also allow them the authentic learning experience of publishing this book on-line for others to utilize. I feel I have achieved all the outcomes I hoped to achieve from the course. I consider the textbooks used in the course as ready reference tools to continue developing content-rich technology lessons. I believe the course was applicable to real life scenarios using the group project. A stressful part of the course for me was initially finding a group for the group project which encompassed the majority of the assignments. I found it stressful to find partners without knowing exactly how to contact the others in the class. A secondary stressor was that I did not personally know the others in the class. I had to stretch here to look at the initial introductory posts to find a few people that might, based on their introduction, have similar ideas regarding lessons. Once I found a name, I contacted my coach to help me find this person’s contact information. I think this process was useful; it forced me to engage with my on-line classmates, who in turn were wonderful to work with in creating the unit. I do feel I was successful in completing the course assignments. However, as much as I enjoyed the group scenario project, I did at times find the project discouraging. I was not the team leader of the group and felt the team leader did a wonderful job. The team leader began taking the group discussion in a different direction than I would have; I did have to adjust my planning methods to align with the team. I found the assignments wonderful for creativity, but the analytical side of my brain was striving for more specific details. I think that I learned a lot about myself and how to teach others from this project and some of the internal struggles I endured. As I went on this journey, I realized how teachers may feel when taking technology professional development; discouraged, thirsty for detail or craving more open assignments depending on their personality. I think this course will allow me to create professional development programs at a level to meet the needs of our diverse teacher audience. A variety of personalities also exist in the classroom; I feel the course work reminded me of how students can feel in class and how imperative feedback and guidance is during student lessons. Overall, I learned that I too in professional development training create much broader assignments to ensure creativity of the individual. Through my struggle with the broader assignment, I learned that during professional development and working with students, it is imperative to ensure that those needing specific criteria are provided this information before frustration sets in. I think this experience will help me to remember to give more detailed assignments that allow for creative expression with the use of technology. I learned new ways to integrate technology by working with my group on the project and through the readings in this course. I enjoyed learning through my group project team. The lessons they created enriched my technology knowledge. I learned about how to incorporate Voice Thread into a student lesson. The knowledge I gained was wonderful and reminds me that in the role of an instructional technology coordinator it is imperative to continue your own learning. Surprisingly, I also found that assessment tools currently used are not necessarily what is needed to help our students learn at higher levels. When the focus is on one assessment at the end of the course or chapter, what incentive does the student have to retain this information? I learned that I would like students to be learning how to think at higher levels and engage in learning that goes beyond the classroom. By creating content-rich technology-integrated lessons, a teacher can better fit the needs of the diverse learners in the classroom. Through engaging the students in higher-order thinking skills the teacher is developing students who will want to learn rather than feel forced to learn.