EDUC 5313 - Educational Technologies Blog

In the article Digital Tools and UDL-Based Instructional Strategies to Support Students With Disabilities Online , Rao, Torres, and Smith (2021) explore how Universal Design for Learning (UDL) can be applied to reduce barriers in online and blended learning. The authors argue that while many digital tools became widely used during the COVID-19 pandemic, their true instructional value lies in how they are applied through intentional strategies aligned with UDL’s three core principles: providing multiple means of representation, action and expression, and engagement. They emphasize that barriers in education often come from the environment and instruction, not the learner. As such, when educators design lessons with learner variability in mind from the outset, they can better support all students, including those with disabilities (Rao et al., 2021, p. 106). The article outlines key challenges students face in online learning environments and offers tools and strategies to mitigate them....

  Part 1: Lesson Plan Evaluation For this week’s assignment, I used Magic School AI’s Lesson Plan Generator to create a middle school Theatre Arts lesson titled “Creative Dramatics: Exploring Character Development.” The objective focuses on students demonstrating character development through improvisation and scripted scenes, aligned with Missouri Standard TH:Cr3A.8 and ISTE Standards 1 and 6. The plan introduces key character-building elements such as traits, motivation, and relationships, and scaffolds them through warm-ups, guided discussion, performance, and reflection. The structure is solid, and the assessments (a paired scene and a character monologue) are both meaningful and performance-based, which fits well with middle school Theatre. While the plan is helpful, it’s not something I would teach straight “as-is.” I’d refine the language, add more culturally relevant character choices, and offer students more autonomy. For instance, letting them create original characters o...

  In our exploration of How People Learn II , Chapter 5 dives deep into how learners accumulate, integrate, and reason through knowledge. The infographic below distills three major themes that significantly impact curriculum design: the nature of knowledge integration, the development of expertise, and research-based learning strategies. In connection with Gura's ideas about creative learning, the chapter supports fostering autonomy and reflection in learning environments. Tools and approaches shared by Rivero, like collaborative learning and visual summarization, complement these insights. Additionally, this chapter strongly aligns with the ISTE Student Standard for Knowledge Constructor, encouraging students to be thoughtful, active creators of their learning journeys. 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. Gura (2020).pdf National Academies of Scienc...

  Part 1 Authentic Intellectual Work (AIW) represents a shift from traditional, test-focused instruction to learning experiences that ask students to construct knowledge , engage in disciplined inquiry , and create work that holds value beyond school (Newmann, King, & Carmichael, 2007). Unlike rote memorization or procedural tasks, AIW encourages learners to make meaning of complex ideas and apply their learning to real-world problems. The component of Value Beyond School particularly resonates with me as a theatre educator. According to Newmann et al. (2007), students are more engaged and produce higher quality work when they see the relevance of their learning in authentic contexts. Chapter 2 of the text emphasizes that this value should be visible in the task’s purpose, audience, or application beyond simply earning a grade. Research supports that assignments designed with this goal promote higher-order thinking, deeper student investment, and sustained learning. In my 8th ...

                            About Me My name is Marshall Noble, and I'm from Kansas City, MO. I just finished my first year of teaching, and I am currently teaching summer school. During the school year I teach Speech/Debate and Theatre to 7th and 8th graders, but I'm currently teaching 9th grade math and swimming for summer school. I enjoy teaching middle school, and I am gunning for our high school theatre position. This is my second session at SEOS, and I'm hoping to graduate in August 2026. Outside of speech and theatre I enjoy playing games, sewing, watching movies, and the occasional light reading. Integrating Research into Middle School Theatre Global Collaborator indicator 3a asks students [to] use effective research strategies to find resources that support their learning needs, personal interests and creative pursuits.  Students in a middle school theatre class could address Missouri ...