Final Thoughts...

The EDM 510 course was invigorating. I use technology in my teaching, but revisiting some of the techniques I use was not only useful, but it allowed me to reevaluate some of the apps and resources and materials I use. For example, I have been using VoiceThread for almost a decade, but now that I have spent the semester exploring NearPod with my students and with inservice teachers, I plan to utilize it in my online courses in general and with my online ESOL grad program specifically. Evaluation tools such as Quizizz and those imbedded within NearPod will not only help me evaluate my students but also allow help me demonstrate tools that can be used in the P-12 classroom. I have also been exploring FlipGrid for use with ESL student learning English and teachers of Foreign Languages, and I plan to make it part of my teaching methods class in the fall. My favorite assignment was the iMovie editing activity. It allowed me to explore something I have had on my phone for a while and also allowed me to create a short clip with my daughter and for my favorite non-profit. 

My three big takeaways are that I can use include alternate blog sites (other than blogger). I also got to know more about local educators—my students and those who will be teaching my kiddo. I was also able to expand my repertoire of online assessment tools. I should also mention that the course allowed me to better understand my daughter’s at-home work from her teacher.

I also plan to conduct upcoming professional development for ESL educators through online tools to help demonstrate how the tools can be used in online instruction. Prior to the school year moving to online instruction, I had the pleasure of designing an art and marine science class for English learners and special needs students through NearPod while also utilizing Quizizz. It was great to see how the synchronous component worked with students who have their own devices as well as how they respond synchronously and asynchronously. I was able to capture formal and informal assessment data.

Having this class during this semester was especially poignant since we moved to fully online instruction, and as a result many of my students reached out—both those in the class and others who are not. While this time is stressful, I am encouraged by the number of people—educators and others—who are rising to the occasion to meet the needs of their students and who are looking toward how they can offer not only crisis instruction but also high quality instruction that advances the content competency of their students.