In this course, I was able to learn about the construction of a research paper, each part of a research paper, different research methodologies, and various research designs. I realize a research class is sort of a "rite of passage" for graduate students, but I actually enjoyed learning about research this semester. I know that through my graduate coursework I will read various research articles pertaining to the  subject matter. With the tools I have gained this semester, reading those articles will be much less intimidating than it was previously!

I plan to use the knowledge I gained in this course, even after I have completed this degree. Plano Clark and Creswell (2010), the authors of the text for this course, list three reasons a professional practitioner should read scholarly research articles: "You need to read research in order to take advantage of the new knowledge that is generated for your own knowledge base, position in policy debates, and practices" (p. 4). Now that I know how to read a research paper (and what to look for to find a good research paper), I plan to keep up-to-date on the knowledge in my subject area. 

I am near the end of my first semester in grad school! I have really enjoyed ITEC 7400: 21st Century Teaching and Learning. This course served as an introduction to several types of technology tools for today's learners. These include online projects and publishing opportunities, productivity tools, instructional software and hypermedia tools, adaptive technology for students with special needs, and content-specific tools (in my case, Music tools). We also learned about different theoretical frameworks related to technology integration, including Technological Pedagogical Content Knowledge (TPACK), Culturally Responsive Pedagogy (CRP), Levels of Technology Implementation (LoTI), and the indicators of Engaged Learning (EL). It was the combination of these frameworks with the technology tools that illustrated how these tools can be used for student-directed learning and authentic experiences. The tools themselves were interesting, but learning about these frameworks, particularly the indicators of Engaged Learning, put these tools into a context that provides for meaningful experiences for the students. 
        
Through the Engaged Learning Project assignment in this course, we were tasked with selecting some of these tools to create an authentic, student-directed learning experience for our students. In my project, students use Finale composition software to create original compositions and use Skype videoconferencing to collaborate with a professional composer in order to learn more about the composition process. Through this experience, students will not only learn content standards (5th grade Music), but they will also have the opportunity to practice several of the National Educational Technology Standards for Students (NETS-S) as well, including 1a, 1b, 2a, 2b, 3a, 5b, 6a, and 6d. 

In addition to working on our individual projects, we were also charged with coaching classmates on their ideas and drafts. This gave us the opportunity to practice and refine our coaching skills. This coaching practice, along with the other materials we learned throughout the course,  allowed us to gain experience with several of the National Education Technology Standards for Coaches (NETS-C).  These include 2a, 2b, 2c, 2d, 2e, 2f, 2g, 2h, 3a, 3b, 3d, 3e, 3f, 6a, 6b, 6c. 

I very much enjoyed learning the content and materials in this course. I learned a lot about how to use technology to create truly engaging experiences for students, as well as how to coach fellow teachers to ensure that they are similarly successful in their technology implementation endeavors. Before this course, I was nervous about acting as a technology coach for my fellow teachers. Now, I am more comfortable with this concept because this course gave me the opportunity to practice these skills. I also know that I will get more practice with coaching in future classes. I am looking forward to learning more!