EDLD+5364+Teaching+with+Technology+Embeded+Assignments+Reflections

** Self assessment  ** I was excited by the title of this course, because I use a lot of technology in my classes. I used PowerPoints on a regular basis and had students using technology to make presentations including a sixty second commercial utilizing video cameras, and video editing software. I imagined the course would be easy for me, but I discovered that I knew how to use technology, but I did not know how to integrate technology in my lessons. I discovered that the emphasis should be on the lesson, not the technology. Technology for technology sake is not very effective, and if not well planned can hinder learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007.). I learned about Universal Lesson Design (UDL) and the tools offered at the CAST website. I discovered that “** Universal Design for Learning ** is a set of principles for curriculum development that give all individuals equal opportunities to learn” (Cast, 2010). I learned to think about the diverse needs of my students and designed lessons that meet those needs. One of those tools was the UDL electronic book. I created my own book with a short story. I was guided by the CAST website and my collaborative partners to make my book accessible by including an option to translate the book into the language of the reader or listener. Listening to the text was also an option. I had used collaboration and learner-centered activities in my classroom, but I came to appreciate collaboration as a tool for me as well as my students when I worked with my colleagues to create a UDL lesson. We started by thinking like an assessor. We used Google Docs, a tool that I was not familiar with to facilitate our collaboration. We started by clarifying the assignment and brainstorming lesson ideas. We then determined what we wanted students to know and be able to do after the lesson. We then shared ideas about activities to acquire both the knowledge and skills needed to master the goals and successfully demonstrate competency. Before the experience, I often found myself trying to utilize a “textbook” quiz or test after teaching some material that was not addressed by the test and using some activities that were fun and engaging without planning to meet any goals. I could tie the information and activities to the TEKS, but I did not take time to explode the TEKS into expectations that would make up my assessment. Now I find myself beginning with the assessment and often collaborate with colleagues in planning lessons. ** Learning as a learner  ** I discovered that while collaboration takes more effort, the synergy of the group produces better products. I learned to use online tools to work collaboratively with colleagues without the limitation of time and distance. I was hesitant to work with a group because I felt that they would judge me. I have a difficult schedule but found that the 24/7 nature of Google Docs allowed me to be an active participant. It became apparent early in the process that my colleagues like my professors were supporters and acknowledged my contributions to the project. I used the lectures, the readings, discussion board, and the collaborative process to improve my work. I evaluated my work by comparing my lesson and electronic book to the expectations outlined in the assignment rubrics. I also compared my work to that of my collaborative partners and others. ** Lifelong learning skills  ** The collaboration opened new channels of working with colleagues and experts for lesson planning and personal development. Lesson planning using the backward method of UDL has changed my approach to planning lessons and will serve me well as long as I teach or lead efforts to improve student learning. I envision using collaborative work well into my retirement. It is comforting knowing that I do not have to do it alone, but have a world of people to join with in undertaking whatever tasks confront me. I have an expansive network of experts and colleagues to draw from and I have the tools to communicate and collaborate with them. I also have the opportunity to mentor others using those same tools. ** References  ** Cast, Initials. (2010). //What is universal design for learning//. Retrieved from http://www.cast.org/research/udl/index.html Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works//. Alexandria, VA: ASCD.
 * Collaborative UDL Lesson and UDL Electronic Book **