Over the past five weeks, in my opinion, I have gained some information that I feel will help me to be a more effective Instructional Technologist, as well as a future educator. Although I have learned from various different readings, videos, websites and colleagues, the concept that made the greatest influence on how I perceive learning with technology was the idea of UDL-Universal Design for Learning. I feel that this concept is so vital because it offers a way to reach all learners through three concepts:
1. Recognize essential cues and patterns.
2. Master skillful strategies for action.
3. Engage with learning.
This type of learning also allows students to have flexibility with their learning and assessments. (Rose & Meyer, 2002). UDL also addresses 3 different types of brain networks: recognition, strategic and affective (Rose & Meyer, 2002). When keeping these three networks in mind, I have acquired a better way to create and model lessons to the teachers that I train regularly.
The concept of UDL is not consistent with those that I have learned in the past. I have always been cautious to provide students with special needs the opportunity to have assistive technologies and adaptations, but I never looked at from the standpoint to look at the “big picture” to address all students, and not just individualize needs. I reflect that this experience has affected me personally by making me more aware of how people learn and helping me to use this knowledge to develop content. Since the framework of UDL consists of instructional approaches that provide students with choices and alternatives in the materials, content, tools, contents and supports, it will allow me to have guidelines to follow when address the needs of students and teachers (Rose & Meyer, 2002).
UDL is a great topic to address with teachers in my future trainings. I believe that I will use and model this concept, as well as offer training for my campuses to inform them of ways to meet the needs of all of their students in way that is unique to what we have been previously taught as a district.
During this course, I was asked to complete several different assignments. To begin with, I collaborated with a group of fellow colleagues and created a wiki on Google Sites to store information on our group project. I created a UDL lesson that helped me to develop the skills that I have learned. This project was based on the scenario that I was to assist a teacher in meeting the individual needs of students and address the needs of the 21st century learner. This portion of my assignment also assisted me in meeting the following facilitator standards:
TF-II.A.3. Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies (Williamson, J. & Redish, 2009).
TF-VI.B.1 Assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics and abilities (Williamson, J. & Redish, 2009).
I feel that they the delivery of content during this course would have been more effective if there was not such an overwhelming amount of readings, videos and assignments. Of all of the courses I have taken thus far, I feel that I have learned the least from this one. I feel this way because there was too much information to actually devote time to absorb the information successfully. I found myself often saying “if only I had time to read this book thoroughly, I would get so much out of it.” This is not how learning should be. When I chose this program, I did it because I knew that I have a family with small children, a new job and many other priorities. This course was not a reflection of what was offered to me what I spoke with the academic counselor who assured me that this program was “suitable for the needs of those with families and full-time jobs”.
How could this course be better? First, begin with eliminating so many “reflections”. I definitely see the need for reflecting, but it is redundant to reflect 2-4 different times in a week. Another way to improve this course would be to eliminate about half of the readings and videos. Require so much content stressed my out and forced me to read as much as could without truly comprehending very important information. Lastly, make course instructions and grading policies clear and consistent with those that have been offered with other courses.
The main strategies that I used to approach this course were to prioritize and understand that it was acceptable to not be “perfect”. I did the best that I could with the amount of time that is given in a day. When I begin each week, I first download all necessary materials and gather together the resources that I need for the course. I also use a template that I used each week that has a timeline and checklist that I followed. On the days that I could, I worked very diligently to complete the work and assignments to the best of my ability.
I am a hands-on learner. I learn best with project-based learning. Sitting and reading for hours at a time and watching numerous videos were very challenging for me. I believe that I worked best when I was completing the assignment portions of the course. I enjoyed creating interactive technology-rich lessons because it something that I do every day in my job. I also enjoyed learning about new resources that I can use such as the UDL Book Builder and the CAST organization.
I was fortunate enough this course to work with a group of colleagues that I met during my second course. I do not believe that I would have been as successful with another group. We were able to collaborate effectively because we understood how to use one another’s strengths in order to complete the assignments efficiently. The interactions that I have had with my colleagues have been priceless. I feel that the time and relationships that I have established with four of my colleagues will carry on even with my career as a graduate school student has ended. Even when we are not working in groups, we still collaborate with one another on various other topics, as well as personal events and topics.
Along with the concept of the UDL, I will also use many of the websites that Web 2.0: New Tools, New Schools recommended for use such as: Think.com, Google Education, Mashups, eHub, Google Notebook, and more. Most teachers are eager to embrace new technologies, as they have seen their students’ excitement and motivation increase when they do so (Pitler, Hubbel, Kuhn & Malenoski, 2007). This is why I would like to use many of these resources will be great for future trainings as well as great information to share with my fellow trainers. These tools are changing how people, including our students, interact with the world (Solomon & Schrum, 2007). It so important we learn and share these new tools.
As a life-long learner, one major challenge that I face is gaining so much new information but not being able to utilize it all. At the time, I feel a like there is so many things that I could be using to make students and teachers more successful, but I lack the time. I feel believe that I would benefit from using an organizational tool like del.icio.us and working on building and organizing my resources in the summer or whenever I can find free time. I would like to research other resources to help store and organize so much valuable information.
Shawntee’ Cowan
References
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved March 26, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/
Pitler, Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Solomon, G., & Schrum, L. (2007). Web 2.0 New tools, New schools. Eugene, OR: International Society for Technology in Education.
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.
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