EDUC 5313: Week 5

 This week, I read an article that really got me thinking about how we design lessons for all kinds of learners.  It’s called “Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials” by Basham, Smith, and Satter (2016), and honestly, it made me look at my lesson planning in a whole new way. 

 I’m working on a 4th-grade lesson about common and proper nouns, and I plan to use Nearpod to make it more interactive and engaging.  After reading this article, I’m excited to take what I learned about Universal Design for Learning (UDL) and build it into my lessons from the start. 

The big idea from Basham and his team (2016) is that just because something is accessible doesn’t mean it’s usable or effective for learning. They explained that a lot of online materials meet the basic accessibility standards, like captions or readable fonts, but they do not always help students actually learn.  

To fix that, the authors created a UDL Scan Tool, which helps teachers and schools check whether online materials support all kinds of learners through multiple ways to engage, understand, and show what they know.

I loved how they talked about designing with learner differences in mind from the beginning, not as an afterthought.  That really stuck with me.  Instead of thinking, “How can I make this lesson accessible for struggling learners?” the question becomes, “How can I make this lesson work for everyone?”

So, here’s my plan for bringing UDL into my upcoming Common and Proper Noun lesson. I’ll be using Nearpod, which is great for keeping students active and involved instead of just sitting and listening.

I’ll include different ways to learn.  I’ll include visuals, audio directions, and maybe a short video to explain common and proper nouns.  Students will be able to read, watch, or listen, whatever helps them understand best. 

I’ll also include different ways to respond.  Nearpod’s “Draw It” and “Collaborate Board” tools will let students get creative.  They can type examples, draw pictures, or even record quick responses.  I love that Nearpod gives them options instead of forcing everyone to respond the same way. 

Basham et al. (2016) talk about “learnability”, not just accessibility, and that’s exactly what I want to focus on.  I want students to actually connect with what we’re learning, not just go through the motions. 

The 2024 National Educational Technology Plan (NETP) talks about closing the Digital Divide, basically the difference between students who just use technology and those who use it to create and collaborate with it.  

In my lesson, students won’t just be identifying nouns; they’ll be creating short digital stories that incorporate both common and proper nouns in meaningful ways.  This design allows them to use technology to think and communicate, not just click through slides.  It also reflects the NETP’s call to make technology integration authentic and student-driven.

That idea really connects to UDL.  In my Nearpod lesson, students won’t just identify nouns; they’ll actually create short digital stories that include both common and proper nouns.  They’ll share ideas and see what their classmates come up with, turning grammar into something creative and collaborative instead of just another worksheet. 

That’s the kind of learning the NEPT encourages: students using tech to think, build, and communicate, not just consume information. 

Reading this article made me realize that UDL isn’t about adding fancy tech tools; it’s about designing lessons that work for real students with real differences.  My goal is to make sure every student in my class has a way to participate and feel successful, no matter how they learn best.

So when I finally teach this Common and Proper Noun lesson, I want it to feel fun, flexible, and inclusive.  If my students walk away feeling confident and creative…and maybe even liking grammar...I’ll call that a win!

Resouces

Basham, J. D., Smith, S. J., & Satter, A. L. (2016). Universal design for learning: Scanning for alignment in K–12 blended and fully online learning materials. Journal of Special Education Technology, 31(3), 147–155. https://doi.org/10.1177/0162643416660836

CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

Oklahoma State Department of Education. (2021). Oklahoma Academic Standards for English Language Arts, Grade 4. https://sde.ok.gov/standards

U.S. Department of Education, Office of Educational Technology. (2024). National Educational Technology Plan 2024: A call to action for closing the digital access, design, and use divides. https://tech.ed.gov/netp

EDUC 5313: Week 4

 

For this week's blog assignment, I was given the task of creating a lesson plan using an AI tool designed to support the work of educators, Magic School. The two tools within the program that I tried out were the Lesson Plan Generator and the Jeopardy Review Game. I was pleased with both of the features. 

Evaluation the Lesson Plan

Using the Lesson Plan Generator was pretty simple. You type the standard in one box, add any critieria in another, and include any standards you want to align with in the last box. Overall, I believe this is a good lesson plan. The learning goal is clear, it has engaging activities, and includes smart ways to use technology to help students identify common and proper nouns. I also like that a learning strategy, Think, Pair, Share, was included in the plan to support student learning. 

A few things I would change with this lesson are the length and some of the activities.  I think it is too long to finish in one day, so I would break it down into two lessons or simplify some of the steps. I would also include an example of a paragraph revision to show what a meaningful noun improvement looks like. While I like the idea of rotations, I'm not sure that I would include them due to time constraints. 

If you would like to look at the lesson plan, here is the link: Noun Lesson Plan

Additional AI Tools

The Jeopardy Game Feature was also very easy to use. Like the Lesson Plan Generator, you enter the grade and standard, then add the categories you want to review.  It's a great way to review content, although it feels limited with only two categories. This would work best after covering a few more parts of speech. 

Here is the link if you would like to look at the game: Jeopardy Noun Review

This lesson plan aligns well with both the Triple E Framework and the ISTE Standards. Students stay engaged through quizzes, collaborative docs, and partner work, using technology to analyze and revise sentence clarity. Students act as empowered learners and creative communicators by improving and sharing their writing digitally.

Reflection

After exploring Magic School, I can see it becoming a valuable resource in my teaching toolkit. It saves planning time, helps create new ideas, and supports differentiation for diverse learners. I especially like that it provides the whole picture, including a hook, learning strategy, exit ticket, and assessment ideas. I'm excited to try it out and see how it enhances my teaching, and I would definitely share it with my colleagues, especially those looking to integrate AI responsibly. 

Resources

International Society for Technology in Education. (2016). ISTE standards for students. ISTE.

Kolb, L. (2011). Triple E Framework. University of Michigan, School of Education.

Magic School, Inc. (n.d.). AI for educators | MagicSchool. https://www.magicschool.ai/

Oklahoma State Department of Education. (2021). Oklahoma Academic Standards for English Language Arts: Oklahoma State ELA Standards

OSDE. (2024). Guidance and Considerations for Using Artificial Intelligence in Oklahoma K-12 Schools. Retrieved from: https://oklahoma.gov/content/dam/ok/en/osde/documents/services/standards-learning/educational-technology/Guidance-and-Considerations-for-Artificial-Intelligence-in-Oklahoma-Schools.pdf

WDUC 5313: Week 3

In this week's assignment, I read Chapter 5: Knowledge and Reasoning from "How People Learn II: Learners, Context, and Cultures" and create an infographic to highlight key ideas.  This chapter explains how learning goes beyond memorization; it's about connecting new information to what we already know, reasoning through ideas, and applying knowledge in meaningful ways.

The infographic below shows three main takeaways: first, learning happens when we make connections; second, expertise can both help and limit how we think; and third, strategies like retrieval practice, spaced learning, and teaching others help knowledge stick.

Gura's ideas about creative learning align with this concept because creativity flourishes when students are encouraged to explore, question, and apply what they have learned.  Rivero also supports this idea by sharing digital tools that encourage creativity. This also aligns with ISTE Standard: 1a) Empowered Learner, as students use technology to take ownership of their learning and strengthen their reasoning skills. 

References:

Gura, M. (2020). Fostering Student Creativity. EdTech Digest the State of the Arts, Creativity, and Technology 2020: A Guide for Educators and Parents. p. 7.

International Society for Technology in Education. (2016). ISTE standards for students. ISTE. https://www.iste.org/standards/for-students

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. Washington, D.C.: The National Academies Press. http://doi.org/10.17226/24783

Rivero, V. (2020). A Whole New Class of Art. EdTech Digest the State of the Arts, Creativity and Technology 2020: A Guide for Educators and Parents. p. 12-20

EDUC: 5313 Week 2

 

        Hi everyone! This week’s topic really spoke to me as an educator who believes learning should mean something beyond a grade. We’re exploring Authentic Intellectual Work (AIW)—a framework that challenges traditional instruction by emphasizing deep thinking, real-world application, and purposeful learning. As I read through the research, I couldn’t help but reflect on how AIW connects to technology integration and frameworks like Kolb’s Triple E. Together, they help us design learning experiences that truly engage and empower students.

Part 1: What Is Authentic Intellectual Work?

Authentic Intellectual Work (AIW) focuses on learning that has real value beyond the classroom. Instead of repeating information, students build knowledge, think deeply, and create work that matters (Newmann, King, & Carmichael, 2007).

Traditional instruction often focuses on grades and testing. AIW changes that by encouraging students to explore, question, and apply what they learn. As Newmann, King, and Carmichael (2007) explain, “authentic intellectual work involves the construction of knowledge through disciplined inquiry to produce discourse, products, or performances that have value beyond school” (p. 3).

For example, rather than answering test questions about pollution, students could research local water quality, interview community members, and present solutions to city leaders. That kind of work makes learning real and purposeful.

AIW has three main parts:

1. Construction of Knowledge – Students make sense of what they learn instead of memorizing it.
   
   

2. Disciplined Inquiry – They dig deeper by researching, questioning, and communicating ideas.
   
   

3. Value Beyond School – Their work has a purpose outside the classroom.

         Research from Chapter 2 of the Bluebook showed that students in classes with strong AIW scored 30–56 percentile points higher on standardized tests than students doing low-level work (Newmann et al., 2007, p. 21). That tells me authentic learning doesn’t just feel better—it improves achievement for all students.

One way to show authentic learning is through a middle school social studies project that links local history to national events. They might interview community members, use primary sources, and create a short digital documentary. This project lets them build knowledge, use inquiry skills, and share something meaningful with others—exactly what AIW is about.

Part 2: NETP and the Digital Use Divide

The 2024 National Education Technology Plan (NETP) talks about the Digital Use Divide, or the difference between students who use technology just to complete tasks and those who use it to create, collaborate, and solve problems.

This connects directly to AIW. When we use technology to help students build and share authentic work, it closes that divide. For example, students could design a multimedia campaign on recycling using tools like Canva or Flip. This gives them creative control, multiple ways to express learning, and a real audience for their message.

The NETP reminds us that technology isn’t just about access—it’s about using it purposefully to help students think critically and create meaningful work.

Part 3: Connecting AIW and the Triple E Framework

Kolb’s Triple E Framework (Engagement, Enhancement, Extension) goes hand in hand with AIW.

• Engagement: Students stay motivated when learning connects to their world.
  
  

• Enhancement: Technology helps them research, collaborate, and create in new ways.
  
  

• Extension: They apply what they learn outside of school to make an impact.
  
  

When AIW and the Triple E Framework work together, technology becomes a tool for authentic learning. Students aren’t just using devices—they’re using their knowledge to make a difference.

Authentic Intellectual Work reminds us that students learn best when their work has meaning. When we connect AIW with the NETP and Triple E Framework, we help students engage deeply, use technology purposefully, and see how their learning matters beyond the classroom.

References

Kolb, L. (2011). Triple E Framework. University of Michigan, School of Education.

Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects. Iowa Department of Education.

Office of Educational Technology. (2024). A call to action for closing the digital access, design, and use divides: 2024 National Educational Technology Plan. U.S. Department of Education. https://tech.ed.gov/netp/

U.S. Department of Education, Office of Educational Technology. (2024). National Education Technology Plan: Digital use divide. https://tech.ed.gov/netp

EDUC 5313: Week 1

Hello everyone! My name is Melody McCarty, and I’m from the small town of Barnsdall, Oklahoma. I’ve worked in education for 16 years and recently returned to the classroom after spending five years as an RTI Specialist. I’m currently teaching 4th grade (self-contained).

I received my Bachelor's Degree from Northeastern State University and started pursuing my Master’s in Curriculum & Instruction with an emphasis in Technology in May 2024. I have taught a little bit of everything. PK, ELA for 4th, 5th, 6th, Junior High, and 9th grade, 5th grade Science and Social Studies. 

My husband and I have been married for 31 years and were blessed with three boys. They are grown now, and two of them have started families of their own...the youngest is still looking for his future wife. I have the pleasure of being “Mellie” to 4 of the most precious granddaughters. Cameron is 4, Reagan turns 2 in December, Breckyn will be 1 in April, and Jovie will be 1 in May. My youngest granddaughters are a month apart! My world was completely changed when they came into my life, and I absolutely adore them.

For this assignment, we have been asked to review the ISTE Standards for Students along with our state content standards, then select a topic or group of standards that interests us. As I looked through both, one ISTE standard really stood out to me—ISTE Standard 3: Knowledge Constructor, specifically indicator 3b, which says:

“Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.”

That got me thinking about how often students come across information online and how important it is for them to know what’s reliable and what’s not.

The Activity: Digital Ecosystem Research

In this activity, my students would explore how plants and animals survive and grow, which connects to our science standard 4-LS1-1. Each student would choose a plant or animal to research using safe, teacher-approved websites like National Geographic Kids, PebbleGo, or other digital resources.

We’d spend time discussing what makes a source trustworthy and why it’s important to question where information comes from. After gathering their research, students would create a digital presentation using Google Slides or Canva and share their findings with the class.

Why I Love This Idea

This project blends science and technology in a way that feels natural and engaging. Students become curious researchers, creative designers, and thoughtful digital citizens—all at once. They’re not just learning science content; they’re also practicing essential skills like evaluating sources and thinking critically about what they read online.

I love how the ISTE Standards push us to go beyond simply using technology—they encourage us to teach students how to use it wisely, responsibly, and with purpose.

EDUC 5753: Blog 5

 

    Having broadband internet access for everyone would make a huge difference in my community. We’re in a rural area, and a lot of families either have slow internet or none at all. That can make it really hard for students to do their work, join virtual lessons, or use online learning tools. It’s definitely an issue of equity—kids without reliable internet are at a disadvantage from the start.

    I did not include internet access in my Technology Integration Plan because Epic Charter Schools provides access to Mifis to all students who are enrolled if they don’t have access at home. That way, everyone has a chance to stay connected and keep up with their learning.

    Having a nationwide broadband network would help make sure all students get the same learning opportunities, no matter where they live. The Office of Educational Technology points out that funding for digital learning is still a big challenge, especially in underserved areas (Office of Educational Technology, n.d.). Expanding internet access wouldn’t just help schools—it would also make it easier for people to find jobs and get the healthcare they need.

    Residents in my rural area desperately need broadband internet because many homes experience slow connectivity or have no internet service. Students face significant difficulties when attempting to finish assignments and participate in virtual lessons because unreliable internet access creates educational equity concerns for those starting without suitable connectivity. While I didn’t include internet access in my Technology Integration Plan, Epic Charter Schools does provide MiFi devices to students who don’t have access at home, helping ensure that everyone stays connected. Still, a nationwide broadband network would go even further in leveling the playing field, giving all students, regardless of location, the same learning opportunities. As the Office of Educational Technology notes, funding for digital learning remains a major hurdle in underserved areas (Office of Educational Technology, n.d.). Expanding access wouldn’t just benefit education; it would also open up more opportunities for employment and healthcare across communities.

    The E-Rate Program offers powerful financial support that matches the objectives and vision detailed in my Technology Integration Plan. The E-Rate Program decreases internet access expenses and infrastructure improvement costs, which supports our mission to equip rural or underserved students with dependable digital tools and connectivity (Federal Communications Commission [FCC], n.d.). We use this framework to ensure continuous, strong relationships between students and teachers during virtual learning and face-to-face teaching sessions. Schools have access to funding through Title IV, Part A of the Every Student Succeeds Act (ESSA) for purchasing technology that supports both academic success and digital literacy development (U.S. Department of Education, 2020). The funding would enable continuous professional development for teachers and digital literacy initiatives for family members.  To support our case, I’ll also gather data and documentation from our plan, like our focus on ISTE Standards and family/community involvement. Reaching out to nearby districts that have successfully applied for these programs could also provide valuable insight and best practices.

    When I looked through some current and past budget info for my school, I noticed that most of the technology spending comes out of the instruction part of the budget, which makes up about 61.84% of Epic’s total budget. There’s not a separate line just for tech, but things like devices, digital curriculum, and learning platforms are all covered under instruction. Students who enroll before mid-October get a $1,000 learning fund to use for approved items like technology, though they have to return them if they leave. Even students who enroll later still get what they need, just without the funds. Professional development for tech use probably comes from that same instruction budget. I didn’t see a detailed breakdown just for tech, but I plan to keep an eye on upcoming budget discussions in April to get a better idea and see if there are ways to suggest more dedicated tech funding.

References

Federal Communications Commission. (n.d.). E-Rate: Universal service program for schools and libraries. https://www.fcc.gov/general/e-rate-schools-libraries-usf-program

International Society for Technology in Education. (2022). ISTE standards for educators.                        https://www.iste.org/standards/iste-standards-for-educators

ISTE. (2020). Using ESSA to fund EdTech: Getting the most out of Title IV-A.

U.S. Department of Education. (2020). Title IV, Part A: Student support and academic enrichment grants. https://oese.ed.gov/offices/office-of-formula-grants/safe-supportive-schools/student-support-and-academic-enrichment-program/

Office of Educational Technology. (n.d.). Funding digital learning. U.S. Department of Education. https://tech.ed.gov/funding/

EDUC 5373: Blog 4

 

In this week’s blog assignment, we learned that our Technology Integration Plan would be evaluated using the STARSS-LS Framework. After researching the framework, I understand why it’s considered so valuable. As I develop my TIP, it’s crucial to thoughtfully design the professional development component to support teachers in building the skills and knowledge needed to enhance student learning. The STARSS-LS Framework emphasizes that quality technology integration doesn’t happen without solid, layered PD. 

Professional Development

Step 1: Initial Training
Teachers begin with hands-on sessions focused on both technical skills and instructional strategies. The goal is to move beyond just knowing the tools—it's about how to use them to promote engagement, creativity, and student ownership of learning. At Epic Charter Schools,  we have what we call PLCs or Epic Learning Communities. These are mandatory meetings that each principal team designs based on what they need to go over with their teams. The beginning of the school year PLC would be the perfect opportunity to introduce the TIP and the ISTE Standards, allowing teachers to start planning for the upcoming year. 

Step 2: Ongoing Support
PD shouldn’t be a one-time event. Ongoing support will come through monthly collaboration sessions, peer mentoring, and shared digital platforms for resources and reflection. Darling-Hammond et al. (2017) emphasize that continuous, job-embedded support is essential for effective integration. I believe I have mentioned in a past post that Epic has an online professional development platform called the ELC or Epic Learning Community. This platform is used for exactly that…professional development. When a new curriculum is being used by the school, a class is assigned to the employees to complete by a certain date. This platform would be perfect for continued education with the ISTE Standards. 

Step 3: Reflection & Feedback
Teachers will have time to reflect, get feedback from peers, and adapt their practice based on student outcomes. These ongoing reflections help improve instruction and build a culture of growth (Kirkpatrick & Kirkpatrick, 2006).

This structure is closely tied to ISTE Standards for Educators, which highlight the importance of being a:

• Learner – Continuously improve practice through PD.
  
  

• Designer – Create authentic, tech-rich learning experiences.
  
  

• Facilitator – Guide students in using tech for deeper learning and collaboration.
  
  

Teacher development leads directly to improved student outcomes. With effective PD, teachers can shift from being the center of the classroom to guiding students in active, inquiry-based learning. Students benefit from lessons that promote critical thinking, collaboration, and creativity—all supported by technology (Koehler & Mishra, 2009).

Epic Schools already have strong structures in place, like Professional Learning Communities (PLCs) and instructional coaches. These can be leveraged to support tech integration. Coaches can offer personalized support and help teachers troubleshoot challenges as they implement new tools.

This Technology Vision Plan extends beyond the classroom. Students will access tools that let them work independently, collaborate globally, and build essential digital skills.

Parents will be more connected through communication platforms, and students will gain experience in real-world applications, such as coding, media literacy, and digital research. This strengthens both student learning and community engagement.

As assessments evolve, especially those like PISA, students will need digital literacy and problem-solving skills. Our TIP supports this through project-based learning, e-portfolios, and simulations—providing more meaningful ways to measure what students know and can do (OECD, 2020).

By aligning with the STARSS-LS Framework and ISTE Standards, and prioritizing teacher growth, equity, and authentic student learning, our Technology Integration Plan supports our vision for a future-ready school community.

References

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). Berrett-Koehler.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogical-content-knowledge/

Organisation for Economic Co-operation and Development (OECD). (2020). PISA 2018 results (Volume III): What school life means for students’ lives. OECD Publishing. https://doi.org/10.1787/5f75c12b-en