EDLD+5364+Course+Embedded+Assignment+Reflection

==****Course Reflection**** ==

As part of EDLD 5364 part of my learning was working on a team based project utilizing the tools and knowledge acquired during the course. In the process of completing the project the team utilized a number of web-based solutions in order to achieve our final result. We have also used every skill that we have learned in our other educational technology classes including those of the current course. I utilized the UDL lesson builder from the CAST website to build a lesson plan that would appeal to all aspects of the learning process and to cover the various learning styles of students. Also as part of the CAST website I was able to build an online interactive ebook that addressed different learning styles. I tried to integrate these learnings into the team project.

Over the last five weeks this project took shape from a general concept of looking at a classroom that had a varied selection of students with different abilities and applying changes to both instructional practices and learning practices to provide a universal learning opportunity for each student. Our group took the approach of utilizing common tools and easily accessible resources to create learning that involves students of all capabilities. From the inception of looking at the project we began to consider what the class would be doing from both the teacher and students perspectives.

The team performed a number of brainstorming activities to develop the initial plan using Google Docs. We also utilized the CAST website tools to develop the lesson plan. The team also utilized video as a tool to assist with development of teachers, games to engage the learners and online tools such as Google Earth to assist with both visual and interactive portions of the lesson. A large part of my responsibilities were build an interactive tour of the geographic region we were focusing on in the lesson. I was able to use screencast technology to add additional pictures, narration, and written information to the Google Earth tour. The additional information was added to engage students who may learn with different modalities. I felt my portion came out well, however I am sure there were other features that I did not utilize in the screencasting software as I had just recently purchased the package. With time and practice I could see the possibility of using this technology not only for use in the classroom, but with teacher development.

I felt the team did a great job with the various wiki’s, Google Docs, ebooks, rubrics and development examples we utilized for the project. I wish we had additional time to get to know one another as a team. Although we worked well together, the hardest thing for a virtual team is the forming of the team. In the future web tools can be utilized to conduct “real time” meetings. These types of activities can be used to bring the team together in a cohesive manner and team rules can be set that will allow the team to work more effectively and efficiently. One of the master certifications I currently hold in is virtual teambuilding and virtual leadership and many of the things needed to build effective teams have to be done with a real time tool. Collaboration software such as Google Docs is a good first step, but can feel disjointed over time. I will give the team credit for working well and getting the tasks completed on time and with little, if any stress or conflict.

In the end the lesson plan was timely and one that can be utilized at a number of different grade levels with some modification. The tools that were utilized would be easy for the teacher and students to use. We attempted to use easy to maintain tools such as wiki’s, blogs, and rubrics. The games and videos that were produced again show examples of activities that utilize technology that most teachers and students should find engaging, easy to use and easy to produce.

The people who made of the team all did their part and in the end it felt like a few did more than they were asked or initially volunteered to do. Colin kept the team on track and set up the initial Google team site. Melissa usually initiated the brainstorming and produced the video for the team project. Jason developed the games for the lesson plan and April created the rubrics for the lesson plan. I guess in the end I produced the Google Earth product and hopefully asked the right questions during our brainstorming sessions which lead to our final project. I also suggested and changed the design of the team website to be much easier to use and view from other parties interested in viewing our material. There were other portions of the project I volunteered to take on, but in the end I gave up some portions to allow others to play more of a role or perform task that were in their comfort zone. I would love to see what this team could come up with given more time and one or two additional resources.

I guess I feel different than most of the people in the course in that they feel they are digital immigrants based on the definition given in earlier readings. I consider myself to be a digital native since I have been using computers since 1983 when I learned to program BASIC on an Apple II in high school. I have stayed abreast of the latest fads and technology and I am usually an early adopter of tools and technology. I was using tools to post ideas to the web before the term “blog” was coined. I and my children posted podcast 4 and 5 years ago. I guess I was surprised that there were members of the group that had never used or heard of Google Docs. In the end because the tools are usually free or at very little cost, I tend to try as many as I can. Using them to teach is very different story, between public school systems and private corporations, neither tend to want to take risks to try new technology. This tends to slow down initiatives and only try new technology only after they become mainstream.

What did I learn from this class? I feel the class validated much of what I know works. It was great to see examples of how to use the myriad tools that are available. It was also great to show others what is possible and discuss the possibilities in the discussion groups. At the end of the day it will help me influence the future of education and training as I have access to journals and information that would be deemed best in class so that I can move the very large mountains that tend to be in the way when attempting to implement these tools in the real world.

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

Rose, D. H., & Meyer, A. (2002). //Teaching every student in the digital age: Universal design for learning.// Alexandria, VA: Association for Supervision and Curriculum Development.

Solomon, G., and Schrum, L., (2007). //Web 2.0: New tools, New schools.// Eugene, OR: International Society of Technology in Education.