EDLD+5364+Course+Embedded+Assignment

The volume of this course provided the foundation needed to support my rationale for deciding to take on the profession as an educational technology leader. I embraced the challenge as I have learned extensively the various pedagogies that support the best of technology advances in the classroom. With nothing to improve upon, everything I learned was consistent with the knowledge I've gained throughout the course. Everything pointed back to the idea that education must reform to meet the needs of such diverse digital natives. I now add diverse because through this course, I understand that technology is one of the effective mediums used to reach as many of them as possible. These learners demand that our instruction is multisensory in nature. How best to meet that need than through technology which lends itself to all of the intelligences. This indeed is learning for the 21st century. In the video with Sasha Barab, he stressed how technology allows the learner to experience standards in ways unlike the text. (Barab, 2009) Through simulation the students are able to problem solve why the fish are dying in Quest Atlantis. This makes the knowledge more concrete. Furthermore, technology benefits students whose teacher is not afraid to use it. Solomon and Schrum warn us that our money is wasted when teachers don't take the time to utilize technology in instruction by saying, “Unfortunately, even though massive amounts of money have been spent on training educators, we have not seen a real difference in the ways technology has been integrated into the classroom.” (Solomon & Schrum, 2007) This indeed is a travesty because it continues to be the biggest impediment to realizing what a great benefit technology is to the learner. Without teachers fully embracing technology, the future for learning looks bleak. Through the masterful UDL that marries all initiatives, we learned the technology is the best multisensory learner approach tool there is that allows the learner to problem solve and derive meaning from his work. (Rose & Meyer, 2002) The best of designs through the Universal Design for Learning is here. What’s lacking are the flexible minds (teachers) to embrace and incorporate them.

Edutopia.org (nd). //Big Thinkers: Sasha Barab on new-media engagement.// Retrieved on Oct. 5, 2009 from @http://www.edutopia.org/digital-generation-sasha-barab-video .

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

Solomon, G., & Schrum, L. (2007). //Web 2.0 new tools, new schools.// Eugene, OR: International Society for Technology in Education

The knowledge gained in this course was a treasure trove of support for the reason I support technology use in the classroom and always have. Much of what I learned deepened my awareness for the importance of using technology and why it must not be an option. Once upon a time, I saw technology use as an option for teachers who didn’t desire to use it. Now, I have the full understanding added to my old knowledge that its use is imperative. As I went further in my assignment, it motivated me to design a lesson that was best suited for my special needs students. Because the needs were so great, I endeavored to learn how to best meet the needs through researching what materials were designed to support them. What I enjoyed most was creating a UDL that incorporated the 3 networks of recognition, strategic, and affective. I used the avatar in my ebook to enhance the reading with these trusty guides who made sure that comments and questions were asked to sustain the proper thought processes governing these. The male avatar highlighted critical features, the female made comments that helped the learner focus on strategies uses to master the skill, and the robot offer choices to the learner to ensure that learning was tailored to the learner. As a learner, I am extremely visual. I labor the point for every project by paying exclusive attention to detail. I focus on being thorough every step of the way. My learning and interaction revealed that I must touch bases with my group to ensure that we’re headed in the right direction. I really can imagine firsthand what it will be light for my students and approach the matter with great sensitivity and understanding while at the same time encouraging the students to meet their goal. As with anything, we must keep at it if we so desire mastery. It is my desire to use all knowledge gained in this course to bridge the gap between technology and no to little user teachers. As previously stated, I learn visually with a hands-on approach. Because of my interactions with this group, I’ve learned that I’m a team player who desires feedback that we’re heading in the right direction,. This will motivate me to design projects and professional development that allows group feedback along the way to ease anxieties among the group. I’d encourage my students to at least synchronize one day of their schedule to come together to collaborate in real time. I desire to research creative ways to spark teachers’ interest more into the use of technology. This above all else is the biggest challenge. The students are ready to go and so is the technology. What’s stopping us? Teachers. For now, this is our future, and I believe it can look brighter. One teacher at a time.
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