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.)

Designing this unit on Emotional and Mental Wellness was both rewarding and also had its challenges. I was excited to take something I believe is really important and build a full unit. As I built each lesson, I was reminded how important it is to create space in education for students to explore their thoughts and emotions, not just their academic or physical abilities. So often, we focus on performance and outcomes, but this unit allowed me to prioritize personal connection, reflection, and building resilience strategies.

My goal was to design something that felt relevant, practical, and safe, especially given the online format. I wanted students to feel that their experiences and emotions were valid, and that there were tools and strategies available to help them cope. From activities like the Inside/Outside Mask to the Personal Support Plan, I aimed to provide opportunities for students to be introspective, creative, and honest with themselves. My choices for interaction and communication were rooted in building engagement and a sense of belonging while prioritizing emotional safety. I prioritized asynchronous reflection to allow for students to take necessary reflection time for difficult topics, while offering a chance for visibility through padlet, class word bubbles, as well as a group project. I hope that this fostered community and the idea that other students are dealing with the same concerns.

One of the biggest challenges was balancing structure with flexibility. In an online environment, clarity is crucial, but so is student choice. I tried to offer multiple modes of expression and diverse activity formats to reflect different learning styles and emotional comfort levels.I also found it challenging to not overwhelm the unit with so much information because there was so much I thought was valuable. I think I will be adding to it however I did not have the time.

My digital story, which introduces the concept of the stress response and explains that stress is not inherently harmful, was created using Canva’s video and voice-over tools. This tool was chosen because it allows for simple, clean visual design, narration, and layered multimedia elements (music, animation, graphics) to enhance understanding. I do admit that if I could redo this I would have. I think I would be much more effective with it given another go around.

Overall, I’m proud of this unit because it teaches real-life skills students can carry forward. It encourages self-awareness and compassion, both for themselves and others. I hope students walk away not only knowing how to identify stress, but feeling empowered to manage it and seek support when needed.

Reflection- Digital Learning Part 1 Reflection

One of the most interesting parts of this project was the opportunity to take a subject like Physical and Health Education, which is typically delivered in a hands-on, in-person course, and reimagine it for a fully digital classroom. I wanted my lesson design decisions to structure learning in a way that still feels personal, active, and student-centered.

Creating the course outline came quite naturally to me, as I’m passionate about the topics of fitness, mental health, and overall wellness. I found it easy to sequence the units in a way that builds meaningfully from one to the next. However, I did face a challenge when it came to assessment. Wellness is such a personal and developmental journey, it is more of a process than a destination, so it was difficult at first to figure out how to assess students in a way that felt authentic and aligned with the course goals. In the end, I decided to use the BC Proficiency Scale and emphasize weekly reflections and personal goal-setting to support a growth focused model of assessment.

One unexpected challenge was setting up the Google Classroom itself. Although I’m familiar with using it from a teacher’s perspective and ensuring clarity for students was more involved than I initially thought. It required attention to detail and intentional design so that students could easily follow the flow of learning and access the support they needed. That said, I feel that the end result is something organized, supportive, and student-friendly.

What excites me most is that the course I’ve built is something I would actually want to teach. It aligns with my values as an educator and provides opportunities for students to explore wellness in a meaningful and personalized way. The introductory activities, collaborative netiquette guide, and culminating project all reflect a course that is about more than just content, but its application and use in students’ growth. I am happy that I am completing an assignment that makes me motivated to use what I created in real life, and I look forward to seeing how students respond to it.

Assignment 1- Individual Reflection

Working on this LMS rubric assignment provided an opportunity to engage with a practical challenge of selecting a learning management system for a secondary school setting. At first, our group needed time to clarify the assignment requirements as we found it difficult to decode at first. We then discussed and compared our real life individual teaching scenarios, and collectively decided on our scenario for Sunnyside Secondary in BC.  Angela and I collaborated on writing the scenario, ensuring it reflected the realities of the current public school landscape in BC.

We then discussed the areas we thought were most important to an LMS and selected our rubric categories. My main contribution was the “usability” section of the rubric. I drew on the framework provided by Issa and Isaias (2015), who argue that usability within Human-Computer Interaction (HCI) encompasses more than functionality, it includes how easily a system can be learned, navigated, and personalized, and whether the system is memorable and enjoyable to use. This guided how I broke down the useability criteria in the rubric. 

Looking at our two LMS systems we began assessing them each using our rubric. While Brightspace (D2L) offers more advanced features, our recommendation to begin with Google Classroom reflects our current technological readiness and need for accessibility. As Alharbi and Drew (2014) highlight, successful LMS adoption relies on usability for both educators and students. Since many teachers already use Google Workspace, Classroom’s integration would be an easy transition.

Despite lacking in-depth peer collaboration tools, Google Classroom supports communication and resource sharing, aligning with Vygotsky’s (1978) social learning theory. However, its limited data tracking and lack of analytics tools are significant drawbacks. Bates and Sangrà (2011) emphasize the importance of learning data for instructional planning, a strength of D2L. Similarly, Alturki and Aldraiweesh (2012) argue that visibility into student activity supports engagement, something Google Classroom lacks. Data privacy is another concern. Google stores data on U.S. servers, raising issues under BC’s FOIPPA laws (BC OIPC, 2021), whereas D2L complies with Canadian data regulations.

Still, we decided that Google Classroom is a practical starting point. Its simplicity allows educators to explore digital teaching with minimal risk. Ultimately we suggested a  two-year pilot of Google Classroom to support teacher growth while allowing time to assess the need for a more robust LMS like D2L.

References

Alharbi, S., & Drew, S. (2014). Using the technology acceptance model in understanding academics’ behavioural intention to use learning management systems. International Journal of Advanced Computer Science and Applications, 5(1), 143–155. https://doi.org/10.14569/IJACSA.2014.050120

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.

British Columbia Office of the Information & Privacy Commissioner. (2021). Cloud computing guidelines for public bodies. https://www.oipc.bc.ca/guidance-documents/2325

D2L Corporation. (2025, April 17). Your complete K-12 learning platform. D2L. https://www.d2l.com/solutions/k-12/

Google for Education. (2023). Google Classroom: Tools for every classroom. https://edu.google.com/products/classroom/

Issa, T., & Isaias, P. (2015) Usability and human computer interaction (HCI). In Sustainable Design (pp. 19-35). Springer. 

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

My name is Kristjana Young and I am from North Vancouver, British Columbia. I am currently teaching in Port Moody and teach a variety of courses including Foods, Physical and Health Education, Student Services, and Athletic Training. I have a long history in sport and devoted a huge amount of my life to basketball. I played for UBC and overseas in Germany as well. In my down time I love to spend time with friends, cooking, and hiking with my dog. My goal and what led me to complete the MET program was to continue learning in an area I felt was only increasing in relevance and importance in education, but an area I felt I had insufficient knowledge in. The ISTE (International Society for Technology in Education [ISTE], 2017)  standards encourage continuous growth (learner), collaboration (collaborator), and high expectations for students (leader). I think this is super important as both an educator and student in this program and it aligns with my reasoning behind pursuing my Masters Degree. I have goals to improve my knowledge around digital tools and to learn how to implement them in an effective way for all students. This is because my view of teaching and learning in the 21st century includes collaboration, flexibility, and utilizing technology. 

I think ETEC 524 will provide both the theoretical background and practical experience I need to develop into a digital-age teaching professional. It offers opportunities to use and evaluate tools through the lens of active learning, collaboration, and equity which are noted in the ISTE (2017) standards and the Seven Principles (Chickering & Ehrmann, 1996). By designing my own unit of learning, I can directly apply what I learn and hopefully use it within my practice. I think there are a lot of digital skills I will need that I do not currently have. I hope learning these will allow me to navigate and select tools more efficiently and effectively. Currently I feel I spend more time learning the tool than really utilizing it in my teaching.

After looking at the course schedule and the range of topics we’ll be exploring, I think the areas most important to my own goals in becoming a digital-age teaching professional are multimodalities, social media, and assessment. I want to learn how to design engaging learning experiences that support learning differentiation. I also know that social media is so prevalent that learning how to use it responsibly and creatively in education is essential. This aligns with ISTE (2017) Standards 3 (Citizen) and 6 (Facilitator) as it involves helping students to engage thoughtfully as a digital citizen and facilitating collaboration and creativity in students. Finally, assessment is an area that can be enhanced with technology however I want to ensure I learn effective ways to implement it so assessment is meaningful. This connects to ISTE Standard 7: Analyst, and I hope to use Week 6’s content to better design assessments that inform instruction and support actionable feedback. The resources I might need to master these technologies as a novice professional might include readings for theoretical background and research along with tutorials so I can navigate new tools and help me take less time to learn how to use them. I will also need real life examples that make the learning applicable to my teaching context.  

In conclusion,  I am excited to begin ETEC 524 as I believe it will better equip me with the skills and knowledge needed to teach in the digital age. By focusing on multimodalities, social media, and assessment, along with the other areas of course learning, I hope to create engaging and inclusive learning experiences.

References

Chickering, A. W., & Ehrmann, S., C. (1996). Implementing the seven principles: Technology as lever. American Association for Higher Education Bulletin, 49(2), 3-6. Retrieved from http://www.aahea.org/articles/sevenprinciples.htm

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