TeachwithTech_FinalAssessment

EDLD 5364: Teaching with Technology **
 * Jennifer Coleman

**Final Assessment:**

Prior to the course beginning, when I received the book, //Using Technology with Classroom Instruction that Works// by Pitler, Hubbell, Kuhn, and Malenoski, my expectations were relatively low. Upon receipt of the book, I skimmed through the pages and initially just saw applications like //Microsoft Word and Excel and Inspiration// and immediately thought, “here we go again, more of the same programs, more of the same project ideas.” With that said, I have learned far more in this class than all the previous classes combined. The introduction to the Constructivist Theory and teaching practices has given me a welcomed, new vernacular to support why I do what I do, which is support teachers’ integration of technology in instruction.

In addition to the introduction to the Constructivism, Connectivism, and Cyborg Learning Theories, the Universal Design for Learning has provided me with a researched-based framework to follow. That has provided me with desperately needed focus, guidance, and organization that I previously lacked. Simply, t he course outcomes have far exceeded what I had envisioned for this content.

 This course content is directly applicable to my current position as the district-level technologist. It is my responsibility to research, develop, implement, and support instructional technology initiatives for my district.

I was hired four years ago by a Technology Director that does not have classroom experience. The purpose for my position was to work directly with teachers to provide them with training on not just simply how to operate the machinery, but how to teach an instructional purpose for the technology. I am not sure if he really realized that at the time he hired me; but that has absolutely become my purpose.

The primary outcome that has benefited me the most is the introduction to the Universal Design for Learning (UDL). I have had little, if any direction in terms of a framework to follow. I have simply tried to align my training with whatever the curriculum initiative at the time. However, those initiatives seem to change incredibly frequently. Now that I have knowledge of the UDL, I can base my integration strategies following that consistent framework, which can apply to any curriculum initiative of the moment.

Initially, I had the expectation that this was going to be more of a project idea class. I had envisioned that we would be introduced to different applications and given ideas on how to use them, and then actually have to produce examples. However, the course focused more in theory and ambiguity in terms of project assignments. I believe that has allowed for further growth, than if students had been assigned “canned” projects to complete.

Probably, if we had followed the textbooks more closely we would have “practiced” project implementation and application skills. While there was a multitude of reading assignments in this course, the content was logically focused and aligned to the discussion for the week. However, it was not necessarily aligned to the group project assignment, which is always my most challenging obstacle. If students would have been able to connect the weekly discussion with the group project, as a group, we may not have struggled quite so much with the focus of our project and the concern that we were off-topic.

I was successful in completing the course assignments. Updating the wiki was incredibly beneficial in reviewing key points discussed in our literature. It also has strongly encouraged me to promote this application in my district. Among several others, I have actually gotten a high school coach to start a wiki for his Biology class. If that’s not a successful outcome, I don’t know what is.

The group project is challenging, as always. It is not necessarily the assignment itself that is difficult. The most complex part of a long-distance group project is logistical. Simply coordinating consistent communication and accountability proves to be most complicated. Technology may make collaboration accessible, but it takes discipline and accountability to achieve success. It takes assertive leadership, which is difficult when you do not have the luxury of face-to-face contact. The element of anonymity is an obstacle that has to be overcome, usually with direct phone calls, because the voice is far more powerful than e-mail. In addition, it takes buy-in from all participants, which is no simple task.

From this course, I received a great deal of direction and affirmation. It has grounded and provided additional foundation and framework to my purpose as an instructional technologist. I feel like it has affirmed my leadership skills that I struggle to embrace at times.

What I have always embraced, however, is technology and its effect on learning. I have experienced as a teacher and now as a technology leader what real impact it can have on student, as well as, teacher success. There may be much discussion on popular listservs about the over-emphasis that technology departments are placing on equipment like interactive whiteboards or student response systems. However, those tools create active learning that no amount of infrastructure can compare, wireless or otherwise. Technology tools provide a tangible learning experience that is unprecedented and continues to cultivate daily.

This class overall has been the most beneficial class I have taken to date. It has provided me with knowledge that I can immediately follow and implement in most productive ways.