EDLD+5364+Course+Reflection+Response

Before taking the Teaching with Technology course, I had never heard of nor created a UDL lesson plan. In fact, as the campus librarian, writing formal lesson plans is not a part of my weekly routine. After creating a UDL lesson plan, I now see how teachers can use technology to demonstrate higher-order skills and creativity (ISTE Standard TF-III.C.). There were several new ideas presented in this course that I know will be extremely useful in my transition to a technology leader on my campus, in particular the creating of an e-book. I discovered a new learning theory called cyborg theory. Phillip Rosedale states in Dallas McPheeter’s article regarding the 3D cyborg environment, //“Mr. Rosedale further describes how the 3D interactive environment will be the next wave to sweep over the internet community of social networkers.”// Implementing cyborg learning theory into technology practice is the wave of the future.

My preferred method of learning is by example and in collaboration with others. I am a visual learner and need to see the big picture before starting the process of working on an assignment. This course was perfect in that it allowed me to collaborate with classmates. It was nice having four people to bounce ideas around and work through each week’s assignment, versus working by myself.

The biggest challenge I see in working with teachers on my campus is convincing my principal that technology is important. If I can show him how technology can help all learners, maybe he will begin to let me experiment with the UDL lesson plan process. Pitler states, //“With technology standards becoming an integral part of students’ education, teachers are more enthusiastic than ever to learn new technologies and methods.”// If teachers see how technology can effectively be used by all learners in a classroom, they will embrace implementing UDL lessons in their classrooms. Our campus has a large low socioeconomic population. //“Computer technology, when integrated into the classroom for significant periods of time, may also have more significant effects among students classified as low socioeconomic status.”// (//Page, 2002)// Providing rationale to administrators and teachers through research can help in getting them on board with innovative technology lesson plans.

McPheeters, D. (2009, March 8). //Social networking technologies in education//. Retrieved from []

Pitler, H. (2007). //Using technology with classroom instruction that works//. Alexandria, VA: ASCD.

Page, M. (2002). Technology-enriched classrooms: effects on students of low socioecon*omic status. //Journal of Research on Technology in Education//, Retrieved from [|www.iste.org]