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Teaching and Learning Beyond Boundaries

Alix Doris
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Introduction

Technology has always been an area of education that I have been particularly

interested in learning more about. As a teacher of middle school students, primarily Special

Education students, I felt it was important that I develop a further understanding of how to

engage students in learning through the use of technology as well as how to best teach all

students regardless of learning differences. As I finish my final course in earning my Master of

Education in Instructional Technology degree, I feel that I have gained a wealth of knowledge

when it comes to integrating technology into instruction, both as a teacher and a technology

professional. This is evident when looking at the assignments Ive completed which align with

the International Society for Technology Education Standards for Coaches as well as the

University of Maryland University College Conceptual Framework.

Visionary Leadership

When I first decided to become a teacher I never thought one day I would be designing

technology plans at the school level, as well as at the district level. I remember feeling

overwhelmed at the idea of putting together these plans because of my inexperience, however

now that I have done so, I feel much more comfortable and prepared for this role. The

development and implementation of a shared vision for the comprehensive integration of

technology, is one of the expectations outlined in the first standard in the ISTE Standards for

Coaches (2012), which is exactly what my assignments have prepared me to do.

The Network Design project I completed in EDTC 625 required that I design a computer

lab for a school. I had to budget for all necessary components of a computer lab including
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everything from mouse pads and headphones to routers and projectors. It was a new

experience for me but one that was very worthwhile. Researching the different pieces of

technology and choosing the best one to meet the needs of the students and staff at my school

was both informative and enjoyable. It took a lot of careful thought and strategic planning to

decide on which pieces of equipment to include in my computer lab design. I learned a lot

about technology devices through this project as well as all that the details that go into the

design of a computer lab.

Another opportunity that allowed me to practice my technology leadership skills was to

complete a group project in EDTC 630, the School Technology Plan. The plan required my group

members and I to assess the learning needs of students within a school and design a plan to

improve student learning within that school. After reviewing student data and assessing the

schools technology use and access to technology, my group and I identified learning software

that would help students improve their reading skills. This was a new experience for me

because we had to justify why a school within a large school system should invest in reading

software that cost a significant amount of money. A grant was necessary to access the funding

required for the software. I had never been through the grant application process prior to

completing this assignment, so writing a grant was a new experience for me. This assignment

helped me realize the importance of justifying the need for software for students and the

impact it could have on their learning. I feel much more comfortable acting as an advocate for

change to benefit students, schools, and the broader profession, (UMUC, 2013) because of my

experiences in the courses I have completed.

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Teaching, Learning, and Assessments

Perhaps one of the most important aspects of teaching is using student performance to

guide instruction for future lessons. I feel that I have improved upon my ability to

systematically collect and analyze student achievement data, (ISTE, 2012) since beginning this

program. One of the assignments for EDTC 615, Data Driven Decision Making, required me to

analyze student data from a variety of data sources and look for observable patterns. I was able

to observe patterns such as lower attendance rates resulted in lower homework completion,

the majority of IEP (Individualized Education Plan) students scored basic on the MSA (Maryland

State Assessment), and LEP (Limited English Proficient) students scored basic on the MSA as

well. I used this data to create a number of visual displays to better represent the trends I

observed and to be able to analyze the data.

The most important part of the Data Driven Decision Making assignment was after the

patterns were identified, what was I going to do to improve student data? I created a plan to

allow students to be a part of creating a plan for their future progress by having them reflect on

their grades and scores on the different assessments being focused on. Students also created a

portfolio where they kept their work to monitor their progress in Reading and Math. I feel that

this was an important assignment that helped me strengthen my skills of using student data to

improve their learning. Not only was the data used by the teacher, but it was used by students

themselves to improve learning. I would consider this one of the earliest, most influential

assignments that Ive completed in my courses.

Prior to my experiences in EDTC 610, I was unfamiliar with using and creating blogs,

Wikis, and webquests. I had only used technology that was already created and readily
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available through a simple internet search. EDTC 610 opened my eyes to a world of web-based

resources for [a] solution generation, (UMUC, 2013) that I could create for my student to meet

their learning needs and to increase motivation. I created a blog, website, wiki, and webquest

throughout my courses. One assignment that stands out from the rest is the webquest I

designed to guide students through learning Geometry concepts. This required that I keep in

mind the research-based best practices in instructional design, (ISTE, 2012) while developing

the webquest. I had to keep in mind the objectives students were required to learn as well as

how they would best learn through the layout and design of the activity. The layout had to be

easy to navigate and had to be fully operational with working links. The activities had to be

engaging while also helpful in learning the concepts presented. It reinforced the importance of

all components of using technology in instruction.

Digital-Age Learning Environments

This standard is one that I have the most experience with and have enjoyed exploring

the most. As a Special Education teacher, I am familiar with many assistive technology

programs available for students. Through assignments and course material through UMUC, I

have deepened my understanding of implementing assistive technology and learned about new

technology that I was previously unaware of. I have truly enjoyed expanding my ability to

support effective digital-age learning environments, (ISTE, 2012). Students come into the

classroom with so many different strengths and weaknesses when it comes to learning so I feel

that it is very important to be able to present instruction to meet all of their needs and learning

styles.
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I really enjoyed completing the Assistive Technology Case Study in EDTC 625. I was given

a scenario of a student with Attention Deficit Disorder and dyslexia and I was tasked with

choosing and recommending assistive technology to help this student make progress in the

classroom. I explored three different sources of assistive technology to provide the student

with learning opportunities to support all areas of learning. I chose a word prediction software,

a reading software, and a typing device as assistive technology recommendations. I had

previously used two of the three in my own teaching students with learning needs experiences.

I felt that I was most comfortable making recommendations that had to do with this area of

technology as I had the most experience with it. The UMUC Conceptual Framework describes

MAT students as having the ability to integrate technology into lesson and unit plans, explore

assistive technology, (2012) and I feel that I meet that description as a teacher and technology

leader.

Before researching various sources of technology, specifically assistive technology, I was

unaware of the research that has been conducted to prove why they were successful or how

much of an impact they have on student learning. I simply knew that technology appeared to

have a positive impact on student learning, but not to what extent. I gained a deeper

understanding of the impact Interactive Whiteboards have on student learning through my

Scholarly Paper in EDTC 615. I use a Promethean Board every day in my classroom and I see

how many opportunities it provides my students for interactive and engaging lessons. I am able

to use the various features and tools in different ways depending on what students benefit

from the most from class to class. For example, I can use the reveal tool to not provide too

much information at a time or I can use the draw tool to create visual shapes for my visual
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learners. As a technology leader, I will be responsible for the selection, fluent use, application,

and integration of technology to maximize student achievement, (UMUC, 2012). Knowing the

research behind the different technologies that are used in the classroom have helped me to

better understand the different ways they can be used and how effective they are on student

learning.

Professional Development & Program Evaluation

A requirement of EDTC 640 was to complete a District Technology Plan to address the

issue that not all teachers are using the technology resources available to them to their fullest

potential, either because they are not fully trained or they are resistant to technology

advances. I created a Promethean Survey to determine the needs of teachers in my school

when it comes to technology integration in the classroom. With the data, I then created a plan

for a series of workshops where staff would learn the basics of using the Promethean Board

and the many tools it has to offer. At the end of the workshop, I allowed for participants to

provide feedback about the workshop so I could evaluate and reflect on [my] professional

practice, (ISTE, 2012). I think it is important that teachers, no matter what level they are

teaching, gain feedback on their instruction so they can use it to grow professionally. I

frequently provide my students with surveys about my teaching and the classroom

environment that I create because it guides me in what I can do better as a teacher in the

future.
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Digital Citizenship

Prior to the start of my courses through UMUC, I had not realized the importance of

using technology to connect students learning here in the US with those around the world. I

was unaware of the methods for creating global awareness by using digital-age

communication and collaboration tools, (ITSE, 2012). I have since expanded my thought

process and I now feel as though I can provide my students with global opportunities through

the use of technology. I regularly use technology to provide translation services when

contacting parents who speak languages other than English. I would like to expand my

communication methods to include online strategies, such as a blog. In EDTC 625, one of my

projects was to create a blog and I found it to be a positive experience. Although I did not

continue using the blog for very long, I found the feedback and collaboration with others to be

very useful. I believe an important part of being a technology leader is being able to create

learning environments where individuals engage in active inquiry and exchange of ideas,

(UMUC, 2013). I can see myself using a blog in the future to communicate with parents, other

teachers, and parents to support math instruction. This would also provide opportunities for

parents and students to collaborate with one another and not just with myself.

A requirement in EDTC 620 was for me to research software that provides opportunities

for people to connect through the use of technology regardless if they were local or across the

world. The software that I chose to focus on was MegaMeeting, which provides a platform for

people to video chat in manner similar to if they were in a face-to-face meeting. I was able to

see how this would be useful not only for adults in a professional setting, but also for students

and teachers in an educational setting. I found the most useful part of researching this software
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was analyzing the pros and cons of that particular type of software. When parents are unable to

attend Special Education meetings at my school, I feel prepared to suggest we use similar

software to provide parents with opportunities to accommodate their schedules and

availabilities.

Reading about digital citizenship in textbooks and conferences throughout my courses

was helpful, however it was even more helpful to actually research activities and websites that

are available that provide opportunities for students to interact with others around the world. I

was able to locate two resources that focused on global awareness and report on them in the

Global Network Memo assignment in EDTC 645. I thought it was really interesting to see how

students can collaborate with other students in schools across the world who are learning the

same material they are. They were able to see a different perspective on the same concepts

they had learned as well as share their understandings with others. I have not yet implemented

an activity where students have collaborated globally but I do look forward to doing so in the

future.

Content Knowledge and Professional Growth

Taking the step to complete my Masters in Technology Education was one that didnt

require much thought and contemplation. I knew that I wanted to earn my degree in education

and since technology plays such a vital role in education, it only made sense to learn more

about it. Through trainings provided during Professional Development at my school, I have

learned many new programs that assist both students and teachers in the learning process.

Whether it is technology to help students learn new math material or technology to provide
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teachers with lesson presentation options, I have continued to learn more about technology

over the years. My role changes all the time from student to teacher when it comes to learning

and implementing technology in the classroom. This reflects the ISTE Standards for Coaches as

it shows continuous learning to deepen professional knowledge, (ISTE, 2012).

As part of my continuous learning of technology, I have recently become the FASTT

Math Coordinator at my school. I was required to attend a training in order to be the point of

contact for my school. I have taken on the role of technology facilitator for FASTT Math use and

I will be providing mini-trainings to staff at my school. I will provide them with necessary

information for implementation of the program in their classroom as well as guide them

through the process when students begin to use the program. I am excited for the new role

that I play in my school and I feel prepared to take on the requirements that come with it.

Conclusion

Overall, I feel that the experiences I have had through the Master of Educational Technology

program through University of Maryland University College have enabled me to gain insight

into the educational technology field from many lenses. I am able to see the importance of

technology not only from a student and an educators perspective, but also from a parent and a

stakeholders perspective as well. Not only does technology provide benefits for students

locally, but it creates a global world of connectivity that wouldnt otherwise be available. I look

forward to the challenges and rewards that come with ever changing advancements in the

educational technology world.

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References

International Society for Technology in Education. (2012). ISTE standards for coaches. Retrieved

from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-C_PDF.pdf

University of Maryland University College. (2013). Conceptual framework: Teaching and

learning beyond boundaries. Retrieved from

http://www.umuc.edu/edudept/framework.cfm