Carol Tsang June 5, 2012 Reflection after the Problems of Practice Problems of Practice were valuable activities where

colleagues and I could interactively participate in learning through a web-based environment. I feel that I shared and gained many innovative ideas and strategies from the experiences that will be valuable in the classroom. We used a plethora of Web 2.0 tools and incorporated them effectively into all subjects, even ones that are traditionally hands on such as physical education, textiles, cooking and music. Each and every one of these Problems of Practice was engaging; each included a variety of methods that considered the Universal Designs for Learning Principals as well as the National Education Standards for Students. I felt that my colleagues and I were able to use Web 2.0 tools that we have explored throughout the course to address the multiple means of representation and multiple means of engagement. Students who participate in these activities were given the opportunity to use multiple means of action and expression to demonstrate their learning. One of my colleagues, Monique, utilized different presentation tools such as Voicethread, Teachertube and a Wiki to demonstrate intricate textile lessons. In her activities, I was able to compare the effectiveness of the three different applications. On one hand, I feel that Voicethread would be a powerful tool for the delivery of content-based courses such as Biology, Earth Science, and Social Studies. On the other hand, I prefer the use of Teachertube for skillbased learning such as Math, Textiles and Automotive where continuous video is more effective than still images when presenting sequential solutions to problems. Lisa introduced the use of Hypercam in her Problem of Practice which is beneficial to me as I have been planning on doing some screen casting of short Math examples. Lisa demonstrated how easy and effective it was to do that with Hypercam. Similar to my Problem of Practice, Lisa also included videos explaining a similar concept differently. In the age of open learning, it is increasingly simple to access other resources available in order for students to have a more complete learning experience. Furthermore, her use of Socrates at the end of her problem of practice introduced learning with mobile devices in the classroom. I did see a drawback, though, in the expression of mathematical language in blogs and wikis. This is evident in both of our Problems of Practice. As equations become more complicated, it becomes more difficult to understand when posting online. The discussion group suggested that creating an app which converts writing to typing or copy and pasting from a word document as possible solutions for this issue. As part of my Technology Plan, I will continue further research to see how online math equation editors can be seamlessly incorporated into blogs.

Carol Tsang June 5, 2012 The positive feedback provided by my colleagues after participating in my Problem of Practice was very encouraging. From the end survey, all participants felt that the activities satisfied the learning outcomes. They found watching video clips of various explanations engaging, informative and meaningful. I firmly believe that keeping lessons engaging and relevant keeps students motivated; this is a large step towards raising student confidence and achievement. I am most proud of the assessment portion of the activity where students have a chance to collaborate with each other and have the flexibility to practice their skills as much as they need in order to reach a high level of understanding. My Problem of Practice met many of the NETS*S because it empowered students to be innovative and collaborative; it also stretched their problem solving skills. Furthermore, the activities also provided them with the opportunity to increase their information fluency, to practice becoming responsible digital citizens, and to become familiar with technological operations. I have not put the lesson in practice but am excited to see the outcome. In the near future, I hope to build upon this problem of practice because I feel that it truly gives students the freedom to personalize learning. In creating and actively participating in Problems of Practice, as well as various activities in this course, I have learned how to use instructional technology, have learned various content and skills using Web 2.0 tools, and have piloted some of the tools in my classroom. From Nancys lesson on Alberta designed for primary learners to Jennifers lesson on Geographical structures for secondary students, all of my colleagues have demonstrated the power and effectiveness of learning with technology which have keep UDL principles, NETS*S and the future of instructional technology on the forefront.