Reflections+on+Course-Embedded+Assignments+for+EDLD+5364

EDLD 5364 was in essence a collaborative class designed to create different, learner-centered experiences using technology. It provided me with a model to follow when mentoring colleagues in designing with technology. Possibly, practical acquaintance with Web 2.0 tools such as Google Docs was the most useful information I learned in this course, as it made me envision projects and planning in ways I had not conceived before. Since then, I have used Google Docs extensively and collaborated with colleagues in multiple projects without having to be all of us in the same place at the same time. In the past, I had sent files to a colleague or uploaded a document for a colleague to inspect and edit; this course taught me that it is possible to communicate while editing, to track versions, and to open shared documents across systems and programs, since Google Docs can open documents from a wide array of formats. Another very important experience acquired from this course was the creation of Universal Design for Learning (UDL) activities. As a Special Education teacher, and in a world moving toward differentiated instruction and inclusive settings, UDL allowed me to envision future scenarios of learning experiences from a universal standpoint. Our group attempted to design models of learning by means of a conscientious study of the strengths and needs of a fictional classroom. rooted in Universal Design for Learning. Planning, execution and use of these learning experiences would be embedded in models of cooperative learning teams. There were three members in our team, all teaching different subjects at three different levels. Our advantages were a thorough knowledge about available technological resources at our campuses; experience with curriculum and instruction; and vast knowledge about accommodations for GT students and students with special needs. In practice, however, online collaboration was seemingly more challenging than expected, partly because our individual agendas were very different from one another; and partly because it took us longer than most other groups to find a third member who mysteriously stopped colaborating altogether toward the last two weeks. At this point there were some concerns about partition of responsibilities, especially toward creation of the group project site. Nevertheless, the two remaining members completed the task and the project was a success. In conclusion, this project gave me the opportunity to lead a group. I like to think that I am a flexible person who can teach others how to maximize their technological potential and how to bring their valuable experiences in order to collaborate with the group. I feel that our project group, as is the case with the rest of the class, is excited about the immense opportunities technology offers to enrich the learning experience of our students. It is hard to believe that less than fifteen years ago even large universities had little or no access to the internet. We have come a long way, and I want to be a part of a new generation of teachers who perhaps revolutionize education in our state. Truly, this is an exciting time in the area of technology applications, and that both digital natives and digital immigrants will greatly benefit from what is to come.