Internship+Reflection+EDLD5368

__**Internship Reflection of EDLD 5368 Instructional Design **__

__Self–Assessment__
 * I learned how to design a course starting from the end point, known as backwards design theory as detailed by Wiggins & McTighe (2000). In doing this, I learned how to plan and implement an online course with the end result in mind before starting the teaching process. I did not always have a clear understanding of the Schoology site in which we uploaded our documents and teaching strategies onto, but a basic knowledge of skills was used and a high level of collaboration was required to conceptualize what needed to be done on the website. I was able to employ "methods of evaluation to determine students' appropriate use of technology" through creating rubrics that were clear for students to see expectations before starting an assignment (Williamson & Redish, 2009). I previosuly thought that the implementation of an online website was self-explanatory, yet I learned that there are sometimes glitches or design errors on the part of softwares or Web 2.0 providers that create implementation errors for users. My personal experience with this course-building software on Schoology took into consideration what Johnson, Johnson, & Stanne noted (as cited in Pitler, Hubbell, Kuhn, Malenoski, 2007), "We create knowledge while working together which enhances learning."

__Learn as a Learner__
 * In completing this assignment with Schoology, an approach that I had employ was that of patience. There were not clear guidelines or instruction about implementing work on the Web 2.0 tool, confusion set in when it was time to turn in work or meet dealines. The amount of time that was consumed in creating a unit of study was tedious, even for a pseudo course that we were making. One thing I know about myself is that if there are not clear guidelines, then it is difficult for me to justify using my time and energy on something that I am continually spinning my wheels trying to accomplish. This was a good lesson to learn because our students often feel this way when they are expected to create or complete assignments where the teacher has not clearly thought out the final product or assessment procedures. I think that was useful for evaluating the productivity and enhancing professional practices, afterall, "students also benefit indirectly when educators use technology to enhance theor own productivity and professional practice" (Williamson & Redish, 2009).

__Lifelong Learning Skills__
 * Patience is something that I have had to learn to use more as I have completed courses throughout this program. I think that my future will be impacted by that because I will be able to deal with glitches or imperfections in lessons, teachers' different teaching styles, and changes in curriculum and standards as they come. With change comes a learning curve that is of different sizes for all different people. It is my goal to use the collaborations with others during times of curiosity and uncertainty to help others employ high order thinking skills by being problems solvers. As I continue to be a lifelong learner, I am interested in the growing field of online courses and I am curious to research and teach others about the possibilities of other Web 2.0 tools, like Schoology and Moodle.

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

Wiggins, G. & McTighe, J. (2000). Understanding by Design. Upper Saddle River, NJ: Prentice Hall.

**  ISTE/NCATE Performance Standards   **  || **  Outcomes/Proficiencies (TExES Framework)   **  || **  Performance Tasks   **  || **  Course-Based Embedded Hours   **  || III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning. IV. Communicate research on the use of technology to implement effective assessment and evaluation strategies. V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice. ||  2 –Knows how to use technology tools to solve problems, evaluate results, and communicate information in a variety of formats for diverse audiences. 3 –Knows how to plan, organize, deliver, and evaluation instruction that effectively utilizes current technology for teaching the Technology Applications Texas Essential Knowledge and Skills (TEKS) for all students. || **  Course EDLD 5368 Instructional Design:   ** A. Candidates will create online course focusing on learning experiences that include Web 2.0 resources, assistive technologies and best practices for online learning. ||     **   A. - 15 hrs   ** **  Total: 15 hrs.   **  ||
 * II. Communicate research on the use of technology to implement effective assessment and evaluation strategies.