5303 Compilation Post

Chalice McKnight
Lamar University
EDLD 5303 Applying Educational Technology
Dr. Harrison
December 12, 2025

When I started EDLD 5303, I didn’t have any expectations for what we would cover. I was mostly nervous about returning to graduate school and about managing my coursework alongside my job. As the class went on, I saw that it would encourage me to think more carefully about how technology can improve teaching and highlight learning, leadership, and growth. The course made me reflect on how I teach, lead, and set an example for students and colleagues. Instead of feeling overwhelmed, I grew more confident in using technology when I set clear goals.

Evaluation of Success

One of the best parts of this course was how quickly I could use what I learned in my classroom and leadership role. I tried new ways to bring technology into my teaching, led PLCs with more focus on digital tools, and encouraged coworkers to use different tools to track and show student data. I started choosing digital tools for a clear reason, not just to make lessons more engaging.

Building my ePortfolio was another big achievement. It helped me show my own professional growth and also changed how I support my students. As I worked on my portfolio, I used those same skills in my classroom, helping students show their work, reflect on their progress, and take charge of their learning.

This course also helped me improve my station-rotation model. By listening to student feedback, I made my stations more meaningful, engaging, and better suited to what stude

Areas of Growth or Improvement

While I experienced significant growth throughout this course, I also identified areas where I want to improve. I want to simplify my use of digital tools, handle stress better, improve my writing, communicate more clearly, and be more consistent as a leader. I’ve already made progress, but I know that learning and leadership never really stop. Just like I ask my students to have a growth mindset, I’m committed to growing as a professional with the same attitude. The Digital Resources assignment encouraged me to critically evaluate the tools used in my classroom and across my campus. Rather than focusing on what tools were popular or familiar, I began analyzing how each resource supported instruction, data tracking, and student growth. This assignment helped me become more confident when recommending tools during PLCs and supported my ability to guide colleagues toward technology that aligns with instructional goals and student needs.

2. Educational Technology Leadership Role Simulation

The Educational Technology Leadership Role Simulation let me practice thinking like a leader and making decisions in real-life situations. This assignment made me more confident in sharing expectations, handling challenges, and helping teachers through changes. It showed me how important it is to be consistent, clear, and understanding, especially when coworkers feel unsure or stressed about using new technology.

3. ePortfolio Creation

Making my ePortfolio was one of the most meaningful assignments in this course. It helped me organize what I learned, show my growth, and explain my teaching and leadership style. This experience also changed how I help my students show their own work. By showing them how to reflect and organize their work digitally, I can better guide them in tracking their learning and progress.

4. TPACK and SAMR Integration

This course helped me better understand the TPACK and SAMR frameworks and how they help use technology in a meaningful way. Now, I see technology as a tool to improve teaching and learning, not just something extra. I started using exit tickets more thoughtfully to check understanding, guide my teaching, and support student growth. As I keep looking at assessment data and see students improve, I feel more confident using these frameworks to help them succeed.

5. Reflection on Collaborative Discussion Group

Taking part in group discussions let me learn from other teachers’ experiences and viewpoints. These talks helped me explain my ideas more clearly and think about my own teaching. I appreciated having real conversations about what happens in classrooms, and this made me feel more confident as a teacher and a leader.

Conclusion

EDLD 5303 was and is a valuable and life-changing course that made me a better teacher and leader. By using technology on purpose, reflecting on my work, and planning carefully, I picked up skills that have already helped my classroom, my students, and my coworkers. The course showed me that good leadership starts with being clear, consistent, and open to growth. I'm finishing this course feeling more confident in helping students learn, leading with purpose, and growing as a digital leader.

References

Christensen, C. M., Horn, M. B., & Johnson, C. W. (2008). Disrupting class: How disruptive innovation will change the way the world learns. McGraw-Hill.

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Creating significant learning environments. https://www.harapnuik.org/creating-significant-learning-environments/

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Puentedura, R. R. (2014). SAMR: A model for educational transformation. http://www.hippasus.com/rrpweblog/

Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.