EDLD+5364+Final+Assessment

=Final Assessment Questions and Responses=


 * 1. What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned? **

At the beginning of this course, I envisioned exploring ways to improve my integration of technology into lesson planning and classroom instruction. I wanted to learn ways of using Web 2.0 tools authentically to improve student achievement, not just for the sake of using technology. When I learned that the course places an emphasis on teamwork, I also hoped to learn better ways of working collaboratively with other teachers in my district and beyond. While I feel certain that I have only begun to scratch the surface of teaching with technology, I would say that I have achieved the outcomes I envisioned and more. I learned the importance of UDL lesson planning with an emphasis on “multiple means of representation, multiple means of action and expression, and multiple means of engagement” to address the recognition, strategic, and affective brain networks that play a critical role in learning (CAST.org, 2009). Creating the electronic book through the UDL Book Builder site allowed me to explore a very valuable learning tool that can be used to support and engage learners of all age, grade, and ability levels. I have enthusiastically shared this experience with other teachers and the administrators on my campus. My experiences completing the group project provided excellent opportunities to learn more about working collaboratively with other teachers to plan instruction and integrate technology into instruction. The group work completed in the course also gave me a change to extensively use Google docs, the Google wiki site, and the videoconferencing site [|www.tokbok.com].


 * 2. To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not? **

The outcomes of this course are definitely still relevant to the work I do in my school. What I have learned benefits not only my own class, but those around me as well. I am able to model ways of teaching with technology that focus on what students will learn; strategies that provide evidence of student learning; strategies to help students acquire and integrate learning; strategies to help students practice, review, and apply learning; and planning for technology (Pitler, 2007). Providing multiple means of representation, multiple means of action and expression, as well as multiple means of engagement to meet the needs of the diverse learners I encounter will always be relevant (CAST.org, 2009). I have begun to share some of what I have learned in this course with other teachers in my district. My campus principal is very excited about the possibilities available to us for using the UDL Book Builder to support and engage students in the learning process. The experience I gained working collaboratively on the group project has prepared me to work from a distance with teachers on the other elementary campuses in my district. Instead of wasting valuable planning time in transit, I can now mentor them in using the free videoconferencing service, [|www.tokbox.com] as well as Google docs for collaborative planning and brainstorming as ways for us to plan together while remaining at our separate campuses.


 * 3. What outcomes did you not achieve? What prevented you from achieving them? **

While I was able to achieve most of the outcomes I envisioned for this course, I would like to have felt more certain of my ability to develop lessons that effectively integrate technology as a way to meet the needs of diverse learners. I did not fully develop a sense of confidence in using the UDL lesson planning model. The model lessons were a great help, and I used the UDL connections to guide my planning process. I endeavored to stay focused on the need to consider the three primary brain networks and the roles they play in learning. I also attempted to include a variety of ways for students to acquire information and knowledge; choices for demonstrating learning; and a variety of ways to engage and motivate learners (CAST.org, 2009) Still, I was never sure if I was on the right track or not. Perhaps with time and practice I will be able to boldly develop UDL lessons that allow all students to participate and demonstrate learning without second-guessing myself.


 * 4. Were you successful in completing the course assignments? If not, what prevented or discouraged you? **

I successfully completed the course assignments, but I seldom felt completely confident with the work I was doing. This feeling of uncertainty was in large part due to my preference for everything to be concrete and clear. The group project scenario was very clearly stated, but the expectations for solving it were much more subjective. I like to receive detailed instructions and precisely stated expectations when I set about completing an assignment. However, McRel’s research on setting objectives supports the idea that “instructional goals should not be too specific” (Pitler, 2007). This places learners like myself at a disadvantage, and forces us to alter our methods of demonstrating learning. The degree of freedom allowed for completing the project took me out of my comfort zone and forced me to examine how my students must feel when they are in a similarly awkward situation. At the same time, I do realize that the freedom offered by open-ended assignments allows for greater creativity and individuality. It also increases the learner’s vulnerability and likelihood of misinterpreting the expectations.

I was encouraged by the prompt feedback I received during the course. This kept me informed of my progress in completing the course assignments and steered me toward successfully achieving the course objectives. I completely agree with Pitler’s statement that “feedback is the most powerful single innovation that enhances achievement” (2007).

Through this course, I learned several things about myself, my technology and leadership skills, and my attitudes. I realized that I need to do much more to provide learning activities that support and engage all students in my class. Many days it seems like I am doing everything I can possibly do to meet the needs of diverse learners, but this class has helped me to see that I need to work smarter, not harder. The effective use of technology and lesson planning that reflects UDL connections can help me achieve this goal.
 * 5. What did you learn from this course: about yourself, your technology and leadership skills, and your attitudes? **

I discovered that I can lead and mentor other teachers in using instructional technology to promote student achievement. When we addressed the subject of professional development in the group project I had an opportunity to create a tutorial to be used to support teacher implementation of our solution. This experience gave me ideas for creating similar tutorials to be used by teachers on my campus who struggle with the use of instructional technology.

Finally, this course provided an opportunity for me to once again examine and modify my attitudes about participating in collaborative learning groups. Depending on others when a grade is at stake has never been a preference of mine, yet I appreciate the benefits of teamwork and expect my students to work collaboratively. I realize that the understanding of the group is far greater than the sum of each member’s knowledge, and I do realize that collaborative learning is imperative in a globally competitive world. Technology facilitates group collaboration and communication to allow for anytime, anywhere learning (Pitler, 2009).

References Cast.org (2009). //Model UDL lessons.// Center for Applied Special Technology. Retrieved on October 5, 2009, from []

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development, 155-164.