Running head: REFLECTION OF LEARNING

Reflection of Learning
Bridgette Mercer
University of West Georgia
MEDT
7473
Dr. Linda Haynes
April 9, 2016

Introduction
During the course of this semester, I learned many new methods and discovered new
concepts to apply in the upcoming years. I currently plan to stay in the classroom and use the
skills, methods and concepts that I have learned to better integrate technology in my own
lessons. In addition, I would like to be able to help my colleagues expand the integration of
technology in their own classrooms. In truth, one of the major barriers, which inhibits teachers
from properly, and efficiently integrating technology is the lack of knowledge. The lack of
specific technology knowledge and skills, technology-supported-pedagogical knowledge and

skills, and technology-related-classroom management knowledge and skills has been identified
as a major barrier to technology integration (Hew & Brush, 2006).

Review of Learning
At the beginning of the semester, I learned about the principles of effective multimedia
instruction and completed a learning object review. The learning object review activity helped
me be able to identify accessibility of products and programs for all learners. There were many
components that I was unaware of prior to this activity. I was able to gain a great deal of insight
on how to find and identify accessibility options for students.
I also began designing a multimedia instructional program. This was the most
challenging activity this semester, but it was also the most beneficial. This was my first attempt
at creating a multimedia instructional program. I had to study the guidelines and materials a great
deal before outlining my program. Once I started designing the program, I learned even more
about the necessary components, setup and design. I used the frameworks presented by Mayer
and tried to apply the principles that he has debated in the past. The central challenge of
instructional design is how to encourage learners to engage in appropriate cognitive processing
during learning while not overloading the processing capacity of the verbal or pictorial channel
(Mayer, 2008). Although, there are a few things that I would change before using the program
with my Kindergarten students, I feel confident in my ability to design a multimedia instructional
program in the future.
The online discussions helped me be more aware of the opinions and perspectives of
others. Additionally, I gained knowledge of useful resources available for educators to use in the
classroom. As I read the material for each module, I reflected on my own practices and

REFLECTION OF LEARNING

strategies as well. I enjoyed hearing how others felt about the topics and found it particularly
useful to be able to reply to their threads and interact with my classmates on each topic.

Implications
The knowledge that I gained in this course will have a positive influence on my job as an
educator. I feel that I will be able to more effectively meet the needs of all of my students. In
Kindergarten, I have a wide range of learning styles and learning abilities. Some students are
capable of independent activities and some are not capable of independent activities, some
students require hands-on learning and some students are visual learners, some students need
remediation and some students need acceleration. Technology integration is a useful tool in
order or meet the needs of all students. Furthermore, the knowledge that I gained from the
multimedia instruction project will help assist me in designing and personalizing instruction that
can address all of the needs of my Kindergarten students. Research has revealed the many
benefits of technology integration for teachers and students. Providing courses online offers
many benefits, including improved student access to an increased range and volume of courses
and teachers as well as flexibility in scheduling, pacing, location, and teaching and learning
approaches. This holds great potential for differentiated instruction that targets students
individual needs, styles, and strengths (Sterniberg, Kaplan, & Borck, 2007).
Aside from the creation of the multimedia instruction project, I plan to use the knowledge
that I gained from the learning object review activity to help me take a closer look at games,
videos and other forms of multimedia instructions tools. Accessibility of content is an important
component that I have not reflected on a great deal in the past. I have pondered the most
common scenarios and contemplated how I could make learning with technology a better

REFLECTION OF LEARNING

experience for all students. Ease of use, visual impairments, hearing impairments and other
components of accessibility will be a priority when deciding on visual media in the future.

Conclusion
The major portion of time during the course of the semester was devoted to the creation
of the multimedia instruction. This was one of the most beneficial components of the class. I
was able to apply the material that I read which helped me gain insight to the design process as
well as components of effective multimedia, The online discussions were also very useful since I
was able to gain understanding from the opinions of other students about different topics and
learn about new resources available for educators and students. In addition, the learning object
review opened my eyes to my teaching practices and allowed me to reflect on how I choose the
games, videos and visual media in my classroom.
The content of the class was appropriate and adequately paced which provided me with
the opportunity to reflect on my learning at the end of each module. I feel that I have grown a
great deal as an educator and the knowledge that I have for multimedia instruction has increased
significantly. I am eager to begin preparing for future coursework in my own classroom using the
knowledge that I have gained this semester.

REFLECTION OF LEARNING

References
Hew, K. F., & Brush, T. (2006). Integrating Technology into K-12 Teachingand Learning:
Current Knowledge Gaps and Recommendations for Future Research. Association for
Educational Communications and Technology, 223-252.
Mayer, R. E. (2008). Applying the Science of Learning: Evidence Based Principles for the
Design of Multimedia Instruction. American Psychologist, 760-769.
Sterniberg, B. J., Kaplan, K. A., & Borck, J. E. (2007). Enhancing Adolescent Literacy Through
Integration of Technology in the Classroom. Reading Research Quarterly, 416-420.