Applying Educational Technology: Portfolio EDLD-5303
EDLD 5303 focuses on understanding and applying evidence-based educational technology practices to enhance teaching, learning, and leadership. Throughout this course, I explored how digital tools can support diverse learners, strengthen instructional design, and empower educators to create meaningful, student-centered learning experiences. A major component of the course involved building my ePortfolio, where I documented my growth, reflected on my learning, and showcased my work across multiple projects. Through hands-on exploration, leadership simulations, collaborative discussions, and blog reflections, I learned how to evaluate technology, support continuous improvement, and design engaging digital learning environments that align with ISTE standards and modern educational needs.
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This project explores a variety of digital tools that support accessibility, engagement, and instructional differentiation in my 3rd–5th grade Special Education resource classroom. I evaluated each tool by actually integrating it into lessons, analyzing how well it aligned with TEKS, and observing how my students responded. Book Creator, Nearpod, Classkick, Blooket, and Diffit each demonstrated unique strengths in supporting reading fluency, writing, problem solving, and comprehension. Through this analysis, I learned how purposeful technology selection can remove barriers, promote student ownership, and make learning more meaningful. This project strengthened my commitment to using digital tools intentionally—not for novelty, but to enhance equity and support diverse learners.
02
In this leadership simulation, I stepped into the role of an educational technology leader tasked with guiding a team through the adoption of innovative digital tools. This project allowed me to practice real-world leadership skills such as communication, coaching, change management, and solution-oriented problem solving. Through scenario-based decision-making, I demonstrated how to support teachers, address resistance, and strategically align technology initiatives with district goals. The experience reinforced that effective technology leadership requires vision, empathy, and the ability to help others see the “why” behind innovation. Ultimately, this simulation prepared me to advocate for meaningful, student-centered technology integration across my campus.
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This project can be found in the media section of this site.
Growth, Gratitude, and a Great Team - Compilation and Reflection
03
When I first registered for Applying Educational Technology (EDLD 5303), I expected the course to be challenging, as graduate coursework often is. However, I did not anticipate how meaningful and foundational this course would become in shaping my understanding of educational technology, collaboration, and leadership. Under Dr. Harrison’s guidance, this class became more than a requirement. It became an opportunity for reflection, growth, and intentional learning that directly connects to my professional practice.
Rather than focusing on rigid checklists or surface-level technology use, this course encouraged deeper thinking about how and why technology is used in education. We were challenged to explore tools thoughtfully, reflect on their purpose, and consider their impact on learners. This approach reinforced the idea that educational technology is not about using tools for the sake of novelty, but about supporting engagement, voice, access, and meaningful learning experiences. Throughout the course, assignments were intentionally aligned to help us build skills we can apply immediately and long term.
The Power of Collaboration
Collaboration played a significant role in my experience in EDLD 5303. Working with my group members, Chatana, Kayla, Chalice, and Diamond, was both supportive and productive. We navigated busy schedules, communicated consistently, and relied on one another to stay focused and encouraged. Our group dynamic allowed us to share ideas openly, problem-solve together, and provide honest feedback on assignments.
Online learning can often feel isolating, but the sense of community within our group made a noticeable difference. The collaboration required for discussions and group projects mirrored real-world professional teamwork and reinforced the importance of communication, flexibility, and shared responsibility. This experience strengthened my confidence in working collaboratively in virtual environments and highlighted how essential relationships are in any learning setting.
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Educational Technology Leadership Role Simulation
One of the most impactful assignments in this course was the Educational Technology Leadership Role Simulation. This project pushed me to think critically about leadership beyond my current role and to consider how different leadership styles influence decision-making and outcomes. Stepping into a leadership perspective that was not my natural style challenged me to think more strategically and empathetically.
The simulation brought together many concepts from the course, including communication, collaboration, and problem-solving in authentic scenarios. Working through these situations helped me better understand the responsibilities of educational leaders and the importance of thoughtful, informed decision-making. I walked away from this assignment feeling more confident in my ability to support others and contribute meaningfully to leadership conversations within my professional setting.
What I Learned
A key takeaway from EDLD 5303 is that technology is only effective when it enhances learning. Through course readings, discussions, and assignments, I gained a deeper understanding of models such as COVA, which emphasize choice, ownership, voice, and authenticity in learning (Harapnuik, 2018). These concepts reinforced the importance of student-centered practices and intentional design.
The creation of my ePortfolio was another significant learning experience. Initially, it felt like a simple course requirement, but it quickly became a valuable tool for reflection and organization. Developing and maintaining an ePortfolio helped me document my learning journey, connect ideas across courses, and reflect on my growth as an educator. Research supports this practice, noting that ePortfolios encourage reflection and metacognitive habits (Batson, 2010), which I experienced firsthand.
Looking Ahead
As EDLD 5303 comes to an end, I am able to clearly see how the knowledge and skills gained in this course connect to my broader graduate studies and professional goals. This course provided a strong foundation for future coursework, particularly in innovation planning and leadership development. I feel more confident in selecting and applying educational technology purposefully and more prepared to support both students and colleagues through thoughtful implementation.
Balancing graduate coursework with professional responsibilities is challenging, but this course reaffirmed why I chose this path. I am committed to continuing to grow as an educator and leader who values collaboration, reflection, and intentional practice. EDLD 5303 did not just teach me about educational technology. It strengthened my confidence, clarified my direction, and reinforced my commitment to meaningful, student-centered learning.
Final Thoughts
EDLD 5303 was a valuable and impactful learning experience. I am appreciative of Dr. Harrison’s guidance and the collaborative environment fostered throughout the course. The skills, insights, and relationships developed during this class will continue to influence my work moving forward. This experience has equipped me with practical strategies, strengthened professional connections, and provided clarity as I continue my journey in graduate studies and educational leadership.
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References
Batson, T. (2010, January 6). ePortfolios let me count the ways. Campus Technology.
https://campustechnology.com/articles/2010/01/06/eportfolios-let-me-count-the-ways.aspx
Harapnuik, D. (2018, July 14). COVA: It’s about learning.
https://www.harapnuik.org/?page_id=6991