Comprehensive+Exam+Reflection+EDLD5364


 * Reflection EDLD 5364 **

This course was very interesting and exciting for me. It focused on developing lessons that incorporated technology. I was fortunate to interact with two wonderful members of my cohort group. We planned a mathematics lesson that addressed the needs of all students with varying ability levels. I collaborated on line using Google Chat and Wiki spaces. I was able to edit our plans and activities using Google Docs. “Wikis can successfully promote collaboration among instructors, staff, and students, as reflected in the wiki project supported by the Auburn University School of Architecture (USA) (2006)” (Beldarrain, p.142). Even though our schedules were not always meshing together we were still able to share ideas. One of the assignments I really enjoyed was making the UDL book. Even though my book was a little short, constructing it was inspiring. I discovered that I could adapt this activity to a multiple of topics within the courses I teach. The more I wrote definitions and axioms for the UDL book, the more I wanted to add.

I learned about the three theories associated with teaching with technology. The three theories of Connectivism, Constructivism and Cyborg were compared and contrasted to show the pros and cons of the three theories. Most of today’s teaching is constructivism based. Most teachers build on previously learned knowledge about a particular subject. The second type would be Connectivism. Connectivisim shows the connection of one concept to another. This method shows why you learn concepts in a certain order and shows previously learned knowledge is connected to newly learned knowledge. For me this is the application process of learning. We learn how to work with integers so we can now solve equations. Educators interact with a wide variety of students with different learning styles. Cyborging is a new term to me. I feel this is the learning that takes place as individuals interact with technology and tech applications. As students go through the motions of running different applications, they acquire knowledge. For many of the 21st century learners this is an ideal way to absorb new information. Video gaming and texting are ways that information can be delivered to the new age learner. I learned about diverse learners and how incorporating technology could assist with reaching these students and addressing their special needs.

==== ﻿ “How we educate or children may prove to be more important than how much we educate them” (Binder, cited in Friedman, 2005, p. 302). Educating a diversified population puts a great deal of responsibility on the educator. The needs of all students must be addressed and met. The information presented must help the student reach his or her maximum potential regardless of ability level. Using technology allows the educator to vary his/her teaching style to fit the learning styles of all learners. Varying the instructional presentation will allow all learners to feel at ease with the information presented will “hook” the interest of the learner. “We need to ensure that all students are qualified to succeed in work and life in this new global economy” (Solomon & Schrum, p. 18). Old school teachers believe that group work is taboo. They feel that students should work independently, classrooms should be quiet and student interaction should not occur. In order to prepare the 21st century learner for jobs in the 21st century, students must work in cooperative groups. This form of interaction increases team building skills. The belief that if a classroom is noisy, then no learning is occurring is an outdated theory. Jobs in the 21st century will rely on the ability of individuals to work as a collaborative group instead of a single unit. Our readings this week focused on the importance of cooperative learning. Learning to work cooperatively and collaboratively allows different points of views to come together from areas that were once impossible to collaborate. ====

Assessing student performance is a key to measuring their success. Administering the appropriate evaluation instrument is always an issue with educators. Increasing understanding and memory/recall is a factor that educators battle with daily. The use of graphic organizers is away to increase the retention of information learned. Technology can be used to help accomplish using the graphic organizers. Kid-spiration and Inspiration are graphing organizer programs that can assist in creating memory maps to increase retention. Integrating technology into the curriculum allows students to use higher level thinking skills and it also opens the door to more opportunities for collaborative learning. Different means of assessment can be used to collect different types of data. For the student that does not test well, using an alternative method of assessment would work in this student’s favor. Alternative assessment would allow that student to demonstrate what he/she has learned and how well it was comprehended. Portfolio’s on a particular learning objective allows an educator to follow the progress of a student from start to finish. Using portfolios allows the instructor to follow the comprehension levels of the student from start to finish. Using various evaluation processes allows all students to demonstrate their levels of understanding in a way that best suits their learning style. With NCLB educators must integrate different ways to evaluate student progress. Technology helps educators simplify the use of new ways of evaluating student comprehension and progress. Using Web 2.0 tools, Schoology, Google Docs and many other tech applications allow the creativity of a student to shine through. When a student can include his/her own creativity into an assessment, assignment, or project the instructor can truly see if the student has a true understanding of the information presented. Incorporating technology increases creativity and comprehension. “In summary, a Web-based learning class is more effective learning experience, since the learner is participating in learning process and receives individual attention" (Arsham, 2002 ).

**References**

Arsham, H. (2002, March). The impact of the internet on learning and teaching. //USDLAJournal, 16.3.// Retrieved  on November 17, 2009, []

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), August 2006, p.142.

Solomon, G., & Schrum, (2007). //Web 2.0: New tools, new schools. Eugene, OR://  InternationalSociety for Technology in Education, 18.