Flight Path Reflection
When reflecting back on my flight path at the beginning of the course, I was motivated by a strong desire to grow in an area I knew was increasingly relevant, but one where I felt underprepared, technology in education. At the start of ETEC 524, I identified three key focus areas aligned with the ISTE (2017) Standards: multimodal learning, social media, and assessment. I was particularly interested in using technology to promote collaboration, differentiation, and flexibility, which I believe are core elements of 21st-century teaching. My hope was to build not only technical skills but also the pedagogical understanding needed to select and implement tools thoughtfully and efficiently, rather than spending excessive time simply figuring out how they worked. I anticipated that ETEC 524 would offer both a theoretical basis and practical opportunities to design meaningful digital learning experiences. Looking back, my initial goals were rooted in a desire to become a more confident, capable, and intentional digital-age teaching professional, someone who could engage learners with relevant technology while keeping strong pedagogy at the forefront.

Overall Course Experience
ETEC 524 supported me in both my conceptual understanding and practical application of educational technology. One of the most impactful aspects of the course was the discussion forums. These spaces allowed for the sharing of diverse perspectives and experiences, and they gave me insights that extended far beyond the assigned readings. I particularly valued this collaboration after tackling dense or challenging topics, as the discussions helped clarify my thinking and gave me practical ideas I could apply in my own teaching. It also helped me imagine teaching contexts that were much different than my own and how technology could be utilized in diverse environments. This broader view of educational settings and needs helped me think more inclusively and expanded my ideas about the benefits and uses of technology.
The case study activities were another valuable component of the course. They provided meaningful, real-world contexts that pushed me to apply the concepts we were learning critically and thoughtfully. I appreciated how these scenarios required analysis from multiple angles, which is the kind of complexity real teaching often involves. It wasn’t about finding the “right” answer but rather considering the many aspects of decision making in teaching environments, especially those integrating technology. These exercises deepened my understanding of how context matters when choosing and implementing digital tools and how ethical and inclusive decision making needs to play a central role.

One of the most significant challenges, and a great learning opportunity, came from designing my own unit of learning. This process allowed me to reimagine a subject like Physical and Health Education, which is traditionally very hands-on and in-person. As Anderson (2008) emphasizes, strong online educators must be knowledgeable, adaptable, and innovative. While I entered the project confident in my content knowledge, I quickly realized I needed to develop more adaptability and creativity to effectively structure the unit and ensure accessibility for a diverse range of learners. It pushed me to think differently about how physical skills, health content, and movement could be taught and assessed in a digital format.

It took several rounds of revision and feedback to make the course content more user-friendly, especially for students who might be unfamiliar with the tools or who rely primarily on mobile access. I was particularly mindful of Anderson’s (2008) Framework for Learning, and I tried to design with a learner-centered focus in mind. My aim was not simply to deliver content digitally but to build interactive and engaging experiences. I wanted students to feel involved, challenged, and supported. However, I found it difficult to foster meaningful peer interaction in Google Classroom, which lacks some of the built-in community features that other LMS platforms offer. This limitation pushed me to be more intentional about using external tools or adjusting instructional strategies to build connection and engagement. Despite my efforts, I do think this was a weakness in my overall unit design. This was particularly interesting to reflect on, since I consider community building a strength of mine as an educator in face-to-face classrooms. I recognize now that translating this strength into an online format takes a different set of tools and strategies. I will need to continue diving into my creative and innovative side if I am to successfully teach a fully online course that reflects the values and priorities I hold as an educator. That said, ETEC 524 provided exactly what I had hoped for and gave me valuable experience in building an online learning environment. It reinforced the idea that educational technology isn’t just about digital substitution, it is about designing for interaction, accessibility, and engagement.

Next Steps
As I look ahead to future teaching and course design, one of my primary goals is to revise my Physical and Health Education health lessons using Universal Design for Learning (UDL) principles, specifically those outlined by Tobin (2014). His five key strategies, starting with text, creating alternatives, offering choice, breaking tasks into steps, and using accessible tools, resonated with me and offer a clear, framework for designing learning that supports all students. Although I currently implement some of these practices in my classroom, I want to intentionally review and revise my materials to ensure these strategies are consistently embedded in all of my lessons and units. Building accessible, multimodal content is not only a best practice, it is essential for supporting the diverse learners in my classroom. I want to ensure that students have choice and flexibility in how they access materials and demonstrate understanding. To support this goal, I plan to incorporate multiple formats such as text, video, audio, and visual support into future units. This will allow students to engage with content in ways that match their learning preferences, strengths, and needs.

I also intend to explore technologies that are intuitive and user-friendly, both for myself and for students. As Alturki & Aldraiweesh (2021) suggest, perceived ease of use significantly affects technology adoption. I recognize that tools, no matter how powerful, are only effective if students feel confident using them. As a result, I plan to prioritize tools that align with students’ digital literacy and provide clear instructions and guidance for both myself and my learners. One platform I am particularly excited to explore is Nearpod. One of my instructors used this during a course, and I found it very engaging and interactive. I was impressed by how it kept learners focused while still giving them space to reflect and respond in different ways. I will be working to implement a unit using Nearpod in the near future as a way to expand my understanding of how such tools can support both instruction and student interaction.

Another key area of focus for me will be online community-building. In fully digital or hybrid contexts, creating a sense of presence and connection is essential. Research shows that students’ perceived closeness to teachers is a strong predictor of both motivation and well-being (Alturki & Aldraiweesh, 2021). I want to continue developing strategies for creating personal connections and fostering peer-to-peer interaction in all of my teaching contexts. Whether through collaborative discussion boards, video responses, or small-group online meetings, I want students to feel seen, heard, and supported.

Finally, as a lifelong learner, I plan to stay engaged with ongoing professional development opportunities. I aim to do this not only by attending workshops or courses but through continued experimentation with new technologies. I see educational technology as a dynamic, evolving field that will continue to shape how I teach and how my students learn. I want to remain open to learning, so that I can better serve my students and adapt to new educational landscapes. My focus will always be on ensuring that every tool I use enhances learning, promotes equity, and supports student success.

References

Alturki, U., & Aldraiweesh, A. (2021). Application of Learning Management System (LMS) during the COVID-19 Pandemic: A sustainable acceptance model of the expansion technology approach by Educational Technology Department, College of Education, King Saud University, Riyadh. Sustainability, 13(19), https://doi.org/10.3390/su131910991

Anderson, T. (2008a). Teaching in an online learning context. In Anderson, T. & Elloumi, F. Theory and practice of online learning (pp. 343-365). Athabasca University. Retrieved from http://www.aupress.ca/books/120146/ebook/14_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdfLinks to an external site.

International Society for Technology in Education (ISTE). (2017). Standards for teachers. Retrieved from https://www.iste.org/standards/for-educators

Tobin, T. J. (2014). Increase online student retention with universal design for learning. The Quarterly Review of Distance Education 15(3), 13-24. (UBC Library LoginLinks to an external site.)