Week 5 Web Reflection

I viewed the recorded session of this weeks’ final web conference for the course.  It was informative. Dr. Abernathy outlined what we needed to do for the week five final assignment.  Dr. Abernathy explained what each part of the assignment required and reminded us that we must submit all five weeks worth of assignments to TK20.  Even though the web chat was helpful, because they were scheduled on Saturday and Sunday it made it very hard for me to attend any live chats. I work Saturdays from 8am until about 2pm and my Sunday’s are spent doing personal errands and chores needed to get ready for the upcoming week. Even though week days are also busy, it is easier to set time aside to attend the chats. I hope in the next set of Web chats they are on a weekday and not a weekend. I do realize how important and helpful the web chats are to the course and program. 

Course Reflection

Looking back on the assignments the work called for both individual and groups efforts in EDLD 5364 Teaching with Technology. This class has given me a better understanding of the different types of learners that walk through the door of my classroom every day.  Planning as a team at first was a challenge, being that we are scattered throughout the state, we decided to set up a Google chat and Skype session once a week to discuss the team solutions for the scenario. This was a new experience for me, but it turned out to be a very effective means of communicating with each other. This process mirrored in many ways on how the corporate world communicates. In addition, this kind of cooperative group learning enhanced my knowledge subject matter as well as the implementation of some new technologies. I was able to “make sense of, or construct new meaning for, new knowledge by interacting with others” (Pitler, 2007. p. 139).

Creating my own individual UDL lesson and a separate group plan helped me add a new tool to my teacher toolbox. Even though UDL was new to me, I drew upon my prior knowledge of constructing a lesson then combining it with old lesson plans methods to better aide all student’s needs which encompass the diverse learners in the class. The CAST website was a great source to accomplish this task. I used the CAST UDL lesson builder to “create and adapt lessons that increase access and participation in the general education curriculum for all students” (CAST). When I created my UDL lesson I took into consideration my teams’ scenario solution.  Our brainstorming sessions, ideas, roles and responsibilities helped me complete my role in the UDL lesson and allowed me to complement my work with the unit of study that we created. While creating my part of the lesson for this course I used technology to solve problems that I encountered in the course assignments, just as I will have my own students do.  

I am a visual learner; the eBook assignment was straightforward but challenging and engaging. I was “using the technology to learn how to use the technology” (Solomon & Schrum, 2007, p. 111).  As simple as creating an eBook seems, it can become an engaging lesson for my students as well as a new skill for them to learn. It is a task that can be completed by both mainstream and diverse learners. The eBooks are definitely a technology feature that I can apply to my seventh grade health classroom in the future. 

The cooperative learning group that we were asked to create for and be a part of gave me a different outlook and trust in team members that I did not have before. The interaction that occurred with the team members allowed me to share my classroom experiences with the group and apply how those experiences might help solve the scenario. The same was true with the other members of the team. We all teach different subjects and grade levels. Some group members had more experience working with special needs students than I did. My cooperative learning experience has impacted my future learning by teaching me the need to listen, respect, and achieve with others in order to gain the effectiveness that group collaborations can bring to a project.

My growth both as a learner and educator through these assignments will allow me to introduce new strategies to both my colleagues and students. My performances on the group project and individual project can be attributed to the effectiveness of the cooperative learning group. As a lifelong learner, it is important to find more technology applications that are age and ability appropriate for the learners no matter their abilities. Integrating technology into curriculum is needed in order to keep and maintain student’s engagement in learning in order to bring about greater student achievement.


Meyer, A. (2009, August 24). Cast udl lesson builder. Retrieved from http://lessonbuilder.cast.org/

Pitler, H. H. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development. P. 139. 

Solomon, G., & Schrum, L. (2007). Web 2.0 new tools, new schools. International Society for Technology in the Classroom. p. 168.

Lesson Learnded Week 5

Student achievement takes commitment from both the teacher and student. Yes, most of effort must come from the student, but we as teachers also need to give the students the tools to achieve success. Sometimes we as teachers do not fully prepare which in turn does not give the student base to build on the lesson and then we wonder why we get the poor quality work is turned in. This week’s readings gave several suggestions in regards on how teachers can prepare so that we can help students become more conscious of their efforts and monitor these efforts for the purpose of becoming more involved and responsible for their learning goals. Introducing students’ tools, such as Microsoft Excel, PowerPoint, and Moviemaker to name a few that can assist them in creating projects that incorporate different types of technology that visibly demonstrate the relationship between students’ efforts and their achievement levels. As facilitators we are now able to find online resources that help in the creation of rubrics based specifically on student effort. The rubrics on effort could include categories like participation, attention, note taking, homework, and studying. Such rubrics could be a useful tool in helping students understand exactly what is expected of them and how they will be graded. If students understand the expectations of the project the rubrics themselves become a good tool for students becoming aware of their level participation, in a very concrete, objective manner. These suggestions and strategies could be very helpful in creating student awareness and accountability.

Assessing students’ retention in given lessons is something that teachers use to measure understanding the material students were introduced to, Web 2.0 gave examples of several different types’ technology tools that assess and that increase students' awareness of individual effort and achievement. Among the Web 2.0 tools listed, blogs, wikis, podcasts, video conferences, social bookmarks, and electronic portfolios were discussed in depth. In addition to these tools, the readings provided insight on the importance of formative assessments used to monitor student progress. Several examples of formative assessment were included in the videos, as well. One of this week’s videos touched on how gaming can be used as an effective technique when assessing students' abilities. The immediate feedback from this forum of assessment seems to be very beneficial to students, rather than the traditional delayed response time from the teacher. It is clear that the direction of education must change as far as tools used for instruction and assessment methods.

Reflection Web Conference: EDLD 5364 Week 4

Dr. Abernathy addressed questions about the lesson and learning activities for week five. Several of us were confused about choosing the type of the technology she was looking for our group lesson. Dr. Abernathy explained our activities and modifications must fit in with lesson plans along with needs of the learner. The learning activities must address the diverse needs in the classroom scenario, but it was not always necessary to actually create a tangible activity. To confirm and provide proof of learning the learners need to be given an assessment. I understood this to mean that a project based activity should be completed by all students in the scenario. Dr. Abernathy once again reminded us to continue updating our group and personal wiki pages that conveyed collaboration between group members. The Web chats have proven to be a valuable resource for both the personal and group assignments. I find myself going back to the past web chats for clarification on sections of the weekly assignment I am struggling with if need be. If we all just take time to read the rubric, assignment overview, and group scenario then the class would see that most of our questions should be answered. Clarification will still be needed on certain items from the assignment. It’s also difficult to keep up with the various answers to the questions when the same question is repeated 5 or 6 times during the chat. I’m glad that the conferences are recorded, because I can review through them to find helpful comments and information.

Week 4 Disscussion

The following quote that caught my attention this week was “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face.” (Pitler, Hubbell, Kuhn, & Malenoski, 2007 p.140)

We are being asked to learn using these strategies in our Master’s program. When I was in high school if someone would have told me that I could earn a Bachelors or Masters from a university in another state or city from my kitchen table, I would have laughed at that person. Now you can complete an entire Bachelors degree or Masters without leaving your hometown, or even your home. Who knows where today’s technology and future technology will take the education of our children.


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