ECOMP 5106 Final Reflections

Final Reflections Paper
Lesley University Cohort
Nancy Story
ECOMP 5106

This course is described as an exploration of integrating technology into the academic curriculum. Yet for me, it has opened up a new realm of possibilities for learning and teaching. In fact, in many ways, I was using technology in my classroom as a separate entity from my curriculum units. After taking this course, my eyes are now wide open to the extensive variety of computer and technology tools which can enhance and extend all areas of my curriculum. I was also unaware of the multitude of curriculum tools the internet offers which can enhance learning opportunities for myself and my students.
The strategy theory, “Backward Design”, is certainly not a new notion for me but after thoroughly investigating this concept, I realize that its purpose goes far deeper than just being, “beginning with the end in mind”. I understand that the fundamental ideas of backward design are centered upon value and purposes of learning. It facilitates students to work collaboratively with peers, attain personal success and encourage a love for learning that will extend for a lifetime.
Backward Design is now an essential element when I begin to create my curriculum units.
During weekend one, I was confused as to where many of the assignments were leading us. I was not sure how they were all going to fit together. One of the more favorable assignments for me was designing a curriculum web on the Mindmeister.com website. I had no idea there were internet sites dedicated to creating learning maps. Although I ended up having to redesign my map several times, the experience was valuable and helped me to begin making sense of the assignments thus far.
The word chain assignment was another favorite. The website www.visualthesaurus, is a great place for students to explore and extend their knowledge of vocabulary and gain a better understanding of the English language. It also offers exposure to many other languages, and interactive dictionaries.
At first glance, midterm assignments appeared somewhat problematic. I felt limited in my ability to create a technology plan designed for students with intellectual disabilities. After looking directly at what I was currently doing within my classroom, it dawned on me that I was already implementing this assignment within my curriculum unit!
My least favorable assignment was that of technology brochure making. I simply could not get it right and before I knew it, time was up. I was, however, very impressed by the brochures created by my techno-savvy classmates!
By weekend two, I was able to pull everything together and refine it. I explored the online chapters from “Teaching for Understanding Guide” by Tina Blythe. Blythe explains the teaching for understanding concept splendidly. She reminds me that teachers in the classroom still instruct in chunks of knowledge in which much of the information is meaningless because students are not allowed the time to explore and apply this knowledge to their own lives. An example would be attempting to teach a student about the wonders of the ocean when the child has never seen or been to the ocean.
Bloom’s Taxonomy was also a challenge to me. It divides the way students learn into hierarchy domains, and I had trouble moving past the application domain into higher order domains because most of my students have significant developmental disabilities. I reread all the information regarding Bloom’s concepts and decided to focus on the main gist of these higher order questions: bring forth independent thinking, use collaborative brainstorming, foster imagination and utilize personal choices. This helped me tremendously in writing my questions.
Overall, the technology tools I discovered during this course were all new to me. Each one opened a new door into the world of technology. By combining the performance standards and the NET standards into a clearer framework, I am now better able to design my own curriculum units more effectively. It has also allowed me to feel more connected to the world of general education.