EDLD 5364 Course Embedded Reflection

Teaching with Technology was, to me, quite different from any course taken during this program. This class not only had me put myself in a teacher position, but a technology specialist as well. The class began with us analyzing how to infuse a classroom with technology. I teach in a computer lab so my students have immediate access to the backbone of technology, the computer. "Teachers who have brought technology into their classrooms are aware that it provides an opportunity to differentiate instruction and change their classrooms into dynamic learning environments" (Pitler, 2007). I would agree with this statement because as a technology teacher, I see that there are so many resources available to all types of learners in different learning environments. The problem is that many teachers do not take the time out to look for and learn what technology to implement. I also notice that many special needs students or those who blend in easily within the classroom, seem to fair well when assignments are technology rich. "A research synthesis conducted by McREL suggests that computer-assisted instruction (known as CAI) contributes to the learning of at-risk students for a number of reasons: It is nonjudgmental and motivational; facilitates frequent and immediate feedback; allows teachers to individualize learning through designs to meet students' needs; allows for more student autonomy; and provides a multisensory learning environment incorporating images, sounds, and symbols" (Pitler, 2007). One thing I learned that I will incorporate more of in my classroom is immediate feedback. I just started working with an online program that allows me to grade assignments quickly and gives me room to make comments. Another way is to create rubrics with specific detials for grading. "This gives students a clear idea of what effort looks like" (Pitler, 2007). Goals are clear and understood and they know what is expected of them. Our life cycle unit used several rubrics as part of the grading processes. In accordance with our lesson, our group also had to collaborate about professional development for the teacher. The knowledge gained about professional development only reinterrated what I've thought all along about professional development and technology. "Many studies of educators' lack of technology implementation have found that the lack of accountability from administrators on their actually accomplishing technological goals has been the most influential in practice" (Soloman, 2007). I think many teachers go with the old addage "If it ain't broke, don't fix it" in regards to curriculum. However, I know that educators need to step out of the box and look for ways to keep the students engaged and thirsting for more knowledge. Also, ongoing development is needed with any learning of technology. "Without significant district and building level commitment, ongoing support, and organized efforts, that reality is not likely to change" (Soloman, 2007). In keeping technology as our focus, my group collaborated to make a unit lesson that would encompass several types of students with different learning challenges and needs. Using face to face interaction, email, Skype and Google docs to communicate, we developed a second grade unit on life cycles. I was given the task of the frog life cycle lesson. I knew that various types of media were necessary. "Students' preferences and proclivities for certain media and tools can play an important role in deepening their engagement and enhancing their success, even if they are capable of using a variety of media" (Rose, 2002). Using the universal lesson design as a guide, I integrated several types of activities to cover the topic of the frog life cycle. To me, I found this part to be an easy task because each class that I have, I have to prepare for learners on all different levels, from high to low. What was new, however, was preparing for a blind and a deaf student. Those are challenges that I have not run into at present day. Yet with my technology background, I was able to research and tweak that assignment for those needs as well. Overall, Teaching with Technology allowed me to expand my current knowledge of the realm of media placed in the classroom and add new ideas of universal lesson design to aid in the various learners we run into in the 21st century classroom. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technolgy with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development. Rose, D. & Meyer, A. (2002). Teaching every students in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Special Technology Web site. Chapter 3. Retrieved March 27, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes Soloman, G. & Schrum, L. (2007). Web 2.0: New tools, ew schools. Eugene, OR: International Society for Technology in Education.