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.
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.
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