Reflection Post for EDUC 6715

As my tenth and final Walden class comes to a close, I cannot think of a more fitting class to end with than New and Emerging Technologies. Up until now, we have looked at what it means to integrate technology into a classroom, why we should do it, and how to organize it all. Along the way, we looked at some of the emerged or emerging tools that are ready to be used in our classrooms. These included the Web 2.0 tools of blogs, podcasts, wikis, and digital storytelling. Since technology is constantly changing, it only makes sense that new tools will become available over time, and will outdate or force our current tools to evolve. As educators, it is essential that we do not just stop with the current technologies, but look forward to the ones yet to come. As a part of this, we need to be able to recognize how and what emerging technologies can be integrated to improve student learning (our ultimate goal). We also must be ready to become leaders of change in our schools. If we know something that can help our students, is it not our job to spread it along, and do everything possible to make it a reality to as many students as possible? This course helped us to reflect on these areas, along with introducing us to some emerging technologies in school, including online learning, MUVEs, and digital gaming.

The project for this course had me use one of the three emerging technologies to plan a lesson, write a report explaining the need and benefit of using the technology, and then to write a rationale for a grant proposal for getting the technology. The project demonstrated my learning in this course by having me explore an emerging technology for use in the classroom, consider how the technology supports 21st century learners, and finally, become a change leader. It also allowed me to consider how technology is changing the way students learn in real and meaningful ways (Lemke & Coughlin, 2009).

To ensure that I am the most effective teacher I can be, I need to be ready to make immediate adjustments to the way I do things in the classroom. A majority of our students are visual learners and that means the traditional teaching style (i.e. lectures) needs to change as well (Gillard & Bailey, 2007). To ensure that I keep up with the latest emerging technologies I can subscribe to sites such as Becta, which offer up-to-the-minute news on new technologies and how they can be used in learning. I will also work to be a leader of change in my school. There are many teachers who may fear change, especially when the change comes from technology. There are also teachers who might want to try integrating technology, but do not know where to begin. I can work with my colleagues to overcome that fear and help them feel comfortable using technology with their students. In short, I will help to transform teaching and learning in my school.

Shannon Eno

References

Gillard, S., & Bailey, D. (2007). Technology in the classroom: Overcoming obstacles, reaping rewards. The International Journal of Learning, 14(1), 87–93.

Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59.

Online learning in the k-12 classroom

Below is the link for my podcast about using online learning sites in the classrooms. On a side note, the site that I had previously used for hosting podcasts, gcast.com, is no longer hosting new podcasts. I tried using podbean.com for this podcast, and while it took me a little longer to get it up and going, I do like the layout better. A lot of options to play around with!

http://shannoneno.podbean.com/

Shannon Eno

Reflection Post for EDUC 6714

I have really enjoyed the last eight weeks of the class, Reaching and Engaging All Learners Through Technology. At first, I was wondering if the class would be mostly about adaptive and assistive technologies, which I deal with every day in my classroom. While that was a part of the class, the main focus was on the principles of Universal Design for Learning and Differentiated Instruction. Ah, how I wish that this was a mandatory class for all teachers to take. Our students are becoming more and more diverse, and the once rare “inclusive” classroom is becoming the norm. Many teachers may feel unprepared to make sure that all students are learning the same material in such a diverse classroom. That is where technology integration and the principles of UDL/DI come into play.

One part of the course that will continue to help me now and in the future is the Differentiation Station social network assignments. My group decided to use Facebook to interact and post helpful resources, tools, and student websites that assist in integrating the principles of UDL/DI. I have already spent some time copying the resources into a file and loading them into a Delicious account to help organize them. I will be able to use these resources and tools to help minimize the time needed to develop the principles in my classroom. Running a classroom using these principles can be difficult to start, not because the difficulty of the principles, but because of the time needed. Tomlinson (1999) recommends starting small and growing (p. 97). Having these resources will assist me in doing just that. I will use them to assist me in making sure that I am meeting the needs of all learners in my classroom.

I have always used technology to some extent to customize my instruction to meet the needs of the students with special needs that I teach. I use technology to increase the size of materials I use with students with visual impairments. I use text to speech programs for students who are non-verbal and multimedia presentations to introduce themes to students who learn best visually. I have learned in this course however, that this is just the tip of the iceberg of what I can be doing. I do not have the newest and greatest technologies, but in the end it is not about what technology you have, but how you use what you have to meet the needs of all learners (Laureate Education, Inc., 2009). I certainly have enough technology to assist starting implementation of some of the UDL/DI principles immediately. The resources gained from the Differentiation Station assignments will come in handy in this. Once again, with some creativity, I can begin to see how the technology I have in my room can transform the learning environment.

Shannon Eno

References

Laureate Education, Inc. (Executive Producer). (2009). Program twenty-two: Reflection. [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.

Tomlinson, C. (1999). Differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved from the Walden Library ebrary.