This course may be my favorite of the courses I have taken in this degree program to date. I have learned several valuable skills both for my personal technology use and also for my future endeavors as a technology leader in schools. Not only that, but the assignments throughout this course allowed me to gain hands-on experience in practicing these skills, rather than simply reading how-to guides and viewing examples. I have learned so many different skills and topics, such as the aesthetic principles of design (alignment, proximity, repetition, contrast, graphics, color theory, etc.), HTML coding, copyright and fair use, Universal Design for Learning (UDL), audio editing (Audacity), and video production and editing (iMovie). Because of the experience I gained with these skills and topics, I am now more equipped as a technology leader to help other teachers learn how to incorporate these tools and knowledge for instructional use. 

Most notably, this course allowed me to gain experience with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to create a webquest for an authentic, HOTS-centered, engaging learning activity for my students, as well as for other Music teachers to implement with their own students. Before this course, I had heard of “webquests” but I did not have a clear understanding of exactly what they were or how they were implemented. After learning more about them, I really enjoy the concept of a webquest – I think it is a great way to get students using technology to direct their own learning. Additionally, webquests can be somewhat easy to facilitate for teachers who are not necessarily comfortable with their own technology use, simply because the students are the ones who are actually using the technology. However, creating the webquest was much more involved. I used my newly acquired video and audio skills to create original video and audio clips, I searched for fun links and YouTube videos to incorporate into my webquest that would both get the students excited about the percussion family and be educational, and I applied my knowledge of design principles, Universal Design for Learning, and copyright and fair use guidelines to make sure my webquest was good enough that it could be used as a model for others. Looking back, I really enjoyed creating this webquest and might consider creating additional ones in the future. I would definitely recommend this interesting learning activity to other teachers. 

As I reflect back on this past semester, I realize I have come a long way in my understanding of what it means to be a leader for instructional technology in schools. It is one thing to have lofty goals for funding the "boxes and wires" and fancy gadgets, but it is more important to know what to do with those devices and tools. A leader for instructional technology must have a strong vision for student-centered, constructivist technology use. Not only that, but leaders must also have a vision for how to accomplish these goals in their own room, their grade level, their school, their district, etc. It is possible to be a leader for instructional technology on a large and small scale. I believe I now have a better idea of how to be a technology leader both in my own classroom and within my school. This class has allowed me to initiate some very interesting and productive conversations with my principal that have started getting the ball rolling with a more student-centered technology vision for technology at our school. 

Another aspect of being an effective leader for instructional technology is staying up-to-date with the latest trends and ideas in that area. One way to do this is to subscribe to RSS feeds having to do with instructional technology. By following my RSS feeds this semester I learned a lot of helpful technology tips and I was able to impart that new-found knowledge with many of my fellow teachers, both at school and with other Music teachers in the county. Another way to stay up-to-date is to communicate regularly with those in the field. Not only have I learned a tremendous amount this semester from my instructor, Dr. Fuller, but I have also learned so much from my classmates by reading their own visions, SWOT analyses, and action plans for their schools. Their points of view helped me create my own vision, SWOT analysis, and action plan for my own school. This was an invaluable activity for an aspiring technology leader such as myself.