2.4+EDLD+5364+Reflection

I consider the course **EDLD 5364, Teaching with Technology**, to be the APEX course of my degree program. It was one that I met with pure excitement because I knew the rigor that it involved would thrust me headlong into learning that would be instrumental and invaluable to me as an emerging technologist. It is consistent with my goals as a facilitator because I now have some expertise in designing engaging technology tools such as an e-book. Immersed in the constructivist pedagogy, I celebrated getting “my feet wet.”

**Self Assessment**: The learning gained from this course was ground breaking. From the moment I learned of our group assignment, I knew it would be much involved. The assignment was strictly performance based. Garnering an understanding about the universal design for learning grounded my views on the constructivist theory which says that “students make sense of the world by synthesizing new experiences into what they have previously understood” (Sprague and Dede,1999). The primary focus is student centered learning. Much of my learning in this course was new knowledge. I was amazed at to what degree I did not know this and eagerly embraced it. I already had a full understanding of multisensory learning which is a major component of UDL’s. My old and new knowledge was compatible. I have always been an advocate of creating and designing my own learning games and activities. In this course, my experience was substantial.

My approach and strategies used to complete this assignment hinged much upon working as closely as possible with my group. Much of this was done via email and visiting our group’s Google site. Hands-on, visually stimulating, performance based learning is what I thrive on. I can learn individually or in a group. The assignment provided all of these key features in the group activity. My performance was assessed as I neared completion of this project by focusing on the rubrics every week. I was impressed with my interactions with my group. Although we barely met online synchronously, we managed to complete the assignment satisfactorily. We collaborated as much as possible and everyone had an equal share in the load for the most part. I began to feel like I had taken on too much when I had to create the lessons for the special needs children. I had never planned for a hearing impaired, let alone completely blind child. What fostered a new sense of determination in me was knowing that I was gaining the knowledge, skills, and expertise in differentiating instruction just for these students. Designing lessons this way reinforces “the importance of connecting learning to students’ own lives and interests and giving students choices of content, methods, and materials whenever feasible,” stated Rose and Meyer (Rose & Meyer, 2002). This is the heart of the design. Despite the challenges, the results were satisfactory.
 * Learn as a Learner: **

My new knowledge about constructivism will certainly impact my future as a technologist. This is certainly the path education is taking as we abandon washed up curriculum models that no longer support learning from our Digital Natives’ perspectives. I’m reminded of words read in week 1’s 6th reading from the Southwest Educational Development Laboratory (1999) that stated, “Lessons that allow little opportunity for student response or discussion are not learner-centered; the focus is on the text or the teacher.” I embraced the future with this in mind. My past interactions with my peers set the stage for me understanding what my teachers and students will experience when we use this engaging framework. The biggest challenge I will face in getting teachers to follow my lead and will need further research on is how to get them to relinquish the helm to the students and become “the guide on the side” after so many years of being told not to.
 * Lifelong Learning Skills: **

Rose, D., & Meyer, A. (2002). //Teaching Every Student in the Digital Age: Universal Design for Learning//. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology web site, []

Sprague, D. & Dede, C. (1999). If I teach this way, am I doing my job: Constructivism in the classroom. //Leading and Learning, 27(//1). Retrieved January 28, 2011 from the International Society for Technology in Education at []

Southwest Educational Development Laboratory, (1999). //Learning as a personal event: A brief introduction to constructivism.// http://www.sedl.org/pubs/tec26/intro2c.html