EDLD 5364 Teaching w/ Technology Embedded Course Hours 1 of 2

II. Plan, design and model effective learning environments and multiple experiences supported by technology. In my portion of the lesson, the intent was to tie the constructivist learning theory and CAST’s 3 brain networks together (Rose and Meyer, 2002). My team wanted to concentrate on the recognition network with activities addressing fact gathering, the strategic network to show the planning and organizing of ideas and the affective network showing that the students would be engaged and challenged. Constructivism lends itself well to these network activities. The UDL philosophy allowed us, as educators, to rethink materials, methods, goals and assessments using its multiple means of introducing and learning concepts. The team also modeled an effective learning environment by doing multiple professional development activities with the classroom teachers and a rubric was developed by Sharron Bills to evaluate the effectiveness of the professional development. I provided the teachers in my charge with multiple hands on experiences to become familiar with the iPad apps before they were to present the lessons to the students.



III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning. In the lesson that my team created, we modeled, designed and disseminated curriculum plans that addressed the needs of several special populations, as well as, general education learners. The curriculum plans were designed during online Skype brainstorming sessions among my team members. We constructed the lesson using guidelines provided by the course material. The plans were disseminated on our group wiki site and emailed regularly to the IA. The modeling aspect of this performance standard is present in the construction of the lesson itself. Our assignment reflected what the classroom teacher would have to create for herself. The lesson was constructed around cutting-edge technology that could accommodate all of the special populations presented to us. The design was brainstormed extensively by my group in the first two weeks of this course and is stored on our team Google Doc https://docs.google.com/document/d/1zpA9tfFc31i8VO_QNjZOyhTdyzxoQvyVmj8oh-ZJBq8/edit?hl=en&authkey=CLTijZgK#


IV. Communicate research on the use of technology to implement effective assessment and evaluation strategies. In our preliminary planning for this project, we researched the use of Kurzweil readers, Visiograph equipment, and ereaders, among other things. Skype was very beneficial to the brainstorming sessions that we posted to our Google Doc as evidence of our collaboration. I have had experience using all of these devices in my capacity as a special education teacher. Sharron knew of several devices being used in her district as well. She was also able to research some of the items she viewed at TCEA.

V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice. The Pitler text went to great lengths to present ways that teachers could use “computing devices and software designed to help users complete specific tasks.” (Williamson & Redish, 2009, p. 102) Technology training and learning is not always for students. A school with highly trained teachers will be more productive and better. Pitler’s activities using word processors and spreadsheets give specific tasks that could not be achieved without technology. The chapter discussing effort being a teachable skill gives examples of using a spreadsheet to compare extra effort with increased grades could not have easily be done without technology. (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 158)

Rose, D., & Meyer, A., (2002) Teaching every student in the digital age: Universal design for learning. Alexandria, Va: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology web site. Chapter 6. Retrieved March 7, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes

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


Williamson, J, & Redish, T. (2009). Iste's technology facilitation and leadership standards: what every k-12 leader should know and be able to do. International Society for Technology in Education.