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The Google site created by our team can be accessed [|here].

There were many aspects of Teaching with Technology that were thought provoking and revealing. During week one the most thought-provoking is the concept that teachers need to develop deeper understanding of their subject matter. "Helping teachers become comfortable with the role of learner is very important. Providing them with access to subject-matter expertise is also extremely important. New developments in technology provide avenues for helping teachers and their students gain wider access to expertise." (Bransford, Brown, & Cocking 2000 p195). This was to prove true as we became learners in the Universal Design process. This course provided a valuable experience in working in a collaborative environment, learning about Universal Design, creating an ebook, and developing differentiated lessons. The ability to use technology to differentiate assignments while still mastering content is an important one for a technology facilitator and this was a valuable experience. I was able to incorporate knowledge I had of resources in order to compile information for my ebook. The creation process was a learning experience for me as I worked my way through the instructions and experimented with pages for my book. I had thought the creation of something like an ebook would be too difficult for my students in middle school, but after working through the process I believe my students could use an ebook as an assessment of their learning.
 * Reflection **

I had believed prior to this experience that I was very fluent in understanding new technologies and softwares. This assignment proved to me that I needed more experience in working in programs that I am not familiar with in order to assist my students. Some of the glitches I experienced made me more sympathetic to the problems students sometimes encounter with programs they have not used before. I approached this assignment in segments and worked on my ebook while my partners were working through other portions of the assignment. This allowed us to benefit from each others’ experiences and smooth the way for the others as we developed the lessons and activities. I believe this was a good way to approach the assignment as I found several hints to give my team about their ebooks and they gave me advice on the UDL template. In this instance the best way for me to learn was by trial and error. I made several versions of my ebook before I was satisfied. Many of the prototypes involved me working out specific methods to get the book to appear as I wanted it. I believe this is also true for many of my students as they develop projects and web pages. The interactions with my team through the chat feature in our Google site as well as countless emails between us were quite valuable in keeping each other on track and motivated. The advice we were able to give each other was invaluable. I believe I will continue to investigate aspects of this assignment in the future. I would like to pursue the ebook as a standard tool for use in my classes as an assessment. I would like to continue to learn of other options for these type of ebooks.

The assignment could be improved by providing a more detailed listing of all that is involved during the first week. If we had not read ahead on these assignments we would never have been able to complete them in the time allotted. There was never enough time to complete everything as we wanted and some of the directions were a bit unclear at the beginning. In week two we experienced the importance of collaboration as we worked to develop our concepts and started looking at our overall plan to develop technology activities for our scenario classroom. Schater (1999) reports that students who use technology that has a clear purpose and is focused tend to have higher test scores and also more self-esteem. I found the self-esteem comments that were repeated throughout several of the studies Schater used to be an interesting side piece of information. Frequently we look for content mastery alone without considering the effect of success or motivation on the student's self-esteem, or in turn how an increase in self-esteem could positively affect the student's learning.

Week three led us deeper into the technologies needed to solve the scenario and into the CAST website where we were able to develop eBooks. While this proved to be somewhat challenging to get started, it was a good experience to have to develop a technology skill just as a teacher in a classroom would need to learn to use it. The readings offered insights on teaching with technology and tips for using it successfully in the classroom. One particularly thought provoking segment was the section on student feedback. Pitler (2007 p.41) pointed out: "1. Feedback should be corrective in nature. 2. Feedback should be timely. 3. Feedback should be specific to a criterion. 4. Students can effectively provide some of their own feedback." Too often we ask students to provide us work samples that are graded and never returned. Without the feedback the student has no idea how well he has mastered the subject matter. With or without technology, this is an area that all educators should consider. Using the UDL lesson builder provided each team member a similar platform to design a lesson which enabled us to collaborate more effectively as we developed our team unit.

In week four "Many teachers remain uncertain as to how to embed technical training into instruction and are uncomfortable assuming the role of technical trainer in their classrooms. Because they lack strategies to integrate student computer skills efficiently and seamlessly into instruction, teachers are also concerned that training students to use technology will drastically reduce the amount of time dedicated to achieving mandated content standards." (Williamson & Redish, 2009 p.37).

Week five allowed the opportunity to review all that had been accomplished for the scenario as well as make sure that appropriate staff development and assessments had been included in the plan. One aspect of the technology facilitator’s job is to train the teachers how to effectively use technology in their classroom to benefit their students. The technology needs to become a seamless tool in the hands of an educator and not simply an additional device used just to say it is being used and placing an additional burden on the classroom teacher. As a technology facilitator, my job will be to demonstrate to the classroom teachers that technology can be used in various ways with a variety of project and should not be the end result, but rather a means to reaching an end.

This course allowed us to work in implementing Standards II, III, IV, and V. We were able to communicate research on the use of technology and design curriculum and assessments using technology to maximize student learning for a diverse group of students. We designed and developed technology products and used technology products to enhance our productivity and professional practice. I believe the embedded practice in these standards will assist each of us as we move toward more and more incorporation of technology in all of our lessons and assist other teachers to do the same. The collaboration and success we experienced in this activity will encourage me to include more collaborative projects with other educators in the future.

References

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). Chapter 8. Teacher Learning. //How people learn: brain, mind, experience,//  //and school//" (Expanded edition) pp194-205. Washington, D.C.: National Academy Press.

Schater, J. (1999). //The impact of education technology on student achievement: What the most current research has to say.//  Santa Monica, CA: Milken Exchange on Education Technology.

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

Williamson, J. & Redish, T. (2009). //ISTE's Technology facilitation and leadership standards.// Eugene, OR: International Society for <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Technology in Education.