Course_Reflection


 * Course Reflection **

Teaching with technology, that is the title of the course. When I read the title I envisioned a course where we utilized different technologies in instructional delivery. However, I learned really quickly that this wasn’t what the course about. It was actually about how to use technology in the development and design of lessons. Needless to say since I have never developed a comprehensive lesson plan for a course, ever, I was a little lost. I believe that of this program, this one I have learned the most in. The fact that this course included a group project was truly a blessing. Molly, Paula, and Alvina were very understanding and took the time to work with me to ensure that I understood not only the assignment requirements but the concepts behind the methodology.

I believe the portion of the course that impacted me the most was learning about the utilization of the Universal Design for Learning or UDL. Understanding the concepts in this methodology and the three principles of design ensure that the methods, materials, and assessments are applicable to and usable by all students (Rose, pg. 7). I truly appreciate how the UDL methodology understands that students have different learning styles and that through the incorporation of technology they can all be addressed. One point that I’m not completely sure I agree with is that there should be different assessment levels for different levels of student accomplishment. In the real world, modifications will not be always be made and levels of accomplishment will be set. In order for me to embrace this concept I would have to see it in practice and analyze long term impact on the students as well as long term comprehension.

An area that I was especially glad to see addressed in this course was professional development. I know that if I was a first year teacher in the classroom I would be grateful for any opportunity to learn relevant and applicable methodologies for design and delivery. Many times school districts tend to spend copious amounts money on professional development without making a real difference in the classroom (Norris, 2003). Based on my experience with my team utilizing the professionals on campus to deliver instruction would be a great way to not only address cost, but also encourage the campus to become a cohesive learning community. It would be imperative for the training to remain student learning centric, focused, and engaging. An assessment method would also be critical so that the participants have an opportunity for critiquing and feedback (Guskey, 2000).

All in all this entire course was especially informative and engaging. As with many of the other courses this was the first time I had been exposed to the subject matter. I am especially grateful that this course allowed me to work with my wonderful and professional team members.


 * References **

Guskey, T.R. (2000). //Evaluating professional development//. Thousand Oaks, CA: Corwin Press.

Norris, C., Sullivan, T., Poirot, J., & Solloway, E. ( 2003). No access, no use, no impact: Snapshot surveys of educational technology in K-12. //Journal of research on technology in education//, 36 (1), 15-28.

Rose, D., & Meyer, A. (2002).//Teaching every student in the digital age: Universal design for learning.// Alexandria, VA: ADCD