Imani Simmons

May 5, 2016
ISTC 301
Wood
Final Reflection
In the beginning of the course, I reflected on how technology plays a role in my learning
as a visually impaired student. Technology tools and assistive technology have impacted my
learning through tools, such as the promethean board (Smart board) and WebEx, which allows
me to demonstrate and see concepts on the board, as I am also a visual and kinesthetic learner. I
initially came into class with the philosophy of accommodating the various learning styles of
students and their individual needs, such as students with disabilities through multimedia
presentations, student or class blogs, interactive whiteboards, online review games, websites for
students, and eBooks to students and various tools to also accommodate students with
disabilities. My belief in the role of technology and learning has changed, as I now realize the
significant amount of power and influence that technology has in the classroom. I was unfamiliar
with Universal Design for learning beforehand, but it has taught me to incorporate the three
guidelines of providing multiple means of representation, engagement, and action and expression
through the use of technology. Completing course assignments, such as the group project on a
UDL lesson and the keystone project allowed me to learn more about how to incorporate UDL
into a curriculum and lesson plan. The concept and structure of UDL has influenced my personal
philosophy, as each of the three main guidelines and checkpoint principles within the guidelines
helps educators develop a curriculum, goals, and ways to engage and assess students in order to
accommodate the diversity in needs of all students and limit barriers, while still engaging and

challenging students to be successful. During the UDL group project, I learned ways to follow
the guidelines throughout a lesson, such as providing eighth grade English students with the
option to read a play or perform it, as it supports the guideline of providing options for
perception and guideline 5.2 of using multiple tools for construction and composition. As a
future educator, it is my goal to accommodate all students and ensure that they have an equal
opportunity to be successful and each UDL guideline supports the various learning styles and
needs of learners in the classroom while highlighting goals and optimizing challenge and
engagement.
Furthermore, the Keystone project and creating a lesson plan introduced me to the
TPACK approach of intersecting components of content knowledge, pedagogical knowledge,
technology knowledge, and technological pedagogical content knowledge. Technology does
relate heavily to the pedagogy and content and as a future educator it is important to have an
understanding of the concepts behind using technology and the practices and techniques that use
technology in multiple ways to teach content and address the various needs and challenges of
students.
The keystone project also enhanced my knowledge on how to apply the common core
standards into a lesson plan. Having an understanding of the core objectives and indicators
within standards allowed me to makes sure I had an adequate amount of knowledge in the
content area and then I made sure that the technology used in the lesson fit the common core
standards, while also providing multiple means of representation, action and expression , and
engagement under UDL. Additionally, gaining insight on assistive technology and tools used in
class was also extremely beneficial to me, as I am a student with a disability and I want to make
sure that students with disabilities and diverse needs are fully included and accommodated in the

classroom. Assistive technology helps students to feel included in the least restrictive
environment in the classroom and help students work around challenges to meet academic and
social goals. Completing research on assistive technology within the course provided me with
several resources and products to use as a future educator. For example, Kathy Schrocks Guide
to Everything provided several products that are useful in supporting students with disabilities
and creating an inclusive classroom, such as concept mapping, digital storytelling, google glass,
QR codes in the classroom, an Edmodo website, sketch noting in the classroom, join.me, Share
board, and other resources and programs to accommodate students with various learning styles
and students with disabilities. The use of the Google glass cardboard in class seemed to be
extremely helpful for visual learners and students with vision impairments, as it provides an
enhanced virtual and immersive experience and students could use their smartphones with the
cardboard. In addition, assistive technology provides students with an equal opportunity to be
successful in the classroom while also promoting independent participation and engagement of
students. This course has really enhanced my knowledge on how to support my students and
provide them with multiple opportunities and ways for them to be successful in class. I was
introduced to several ways to accommodate the diverse needs and learning styles of students by
using various tools and technologies, such as through making Glogs, comic strips, audacity
podcasts, Kahoots, and fotobabbles. It is important to provide multiple ways for students to learn
and manipulate information and the tools and resources that I have gained experience with will
allow me to promote student-centered learning and personal and academic development, while
ensuring that my students are actively engaged and fully included in the classroom.