ETEC 524: Course Goals & "Flight Path"

Below is a course goal outline for which I hoped to achieve during the ETEC 524 course.

This is my 5th-7th course in the MET program. Recently, I’ve become the iPad program coordinator for our 1:1 device classrooms in grades 3-5. Simultaneously, I’m also the elementary technology teacher for grades K-5, and a quasi tech coach for my colleagues in the elementary school. There’s a lot happening in my life professionally, especially in terms of oversight with technology adoption in multiple classrooms, so this is the perfect time to take ETEC 524.

I started the MET program wanting to both grow professionally with my long term goal of tech administration, and also to better incorporate technology in my classrooms (and cross-curricularly between classes) at my school. After becoming the iPad coordinator, I have since tacked on even more questions to research and discover;

  • How can I best support teachers in a 1:1 device classroom to use their devices effectively? I’ll need to learn best practices for implementing 1:1 technology, best theories, and get a better understanding of my own personal conceptions of learning.

  • What makes a 1:1 device classroom more powerful to student learning than simply having a device but not revamping the current curriculum? Building off of SAMR theory, how do we get to Modification and Redefinition, and get teachers on board with these ideas as well?

  • What does connectivism have to do with cross-curricular units and inquiry (Roblyer, M.D., Doering, A., 2016)? (Our school is heavily based on cross-curricular units like those in BC, however we call them TDU’s). Is this part of my school’s pedagogy, and how can we blend the two together?

Weeks in ETEC 524 that I see being most beneficial for learning to create these outcomes:

  • This past week’s reading into SAMR has reminded me of the theory I have come across more, but this time introduced me to its author in person (very cool!) (Puentedura, R, 2010).

  • Week 3’s first 2 readings, looking into where we teach has implications for helping my colleagues discover ways to connect learning between classrooms and different classroom teachers for creating TDU’s

  • Week 4’s readings, specifically Ciampa’s, on mobile technology will hopefully give me a better understanding of increasing student motivation for learning (something I had not considered to this point).

  • While week 7 is not fully applicable to my goals, having a better understanding of theory in learning online should benefit my own practice in researching online.

  • The culminating project, creating a unit of learning, will allow me to continue to practice developing one of my TDU’s with another grade level team. There were some projects last year that were stand alone islands that I can already start to see some new connections from my readings already in order to better align them with other classes’ projects for better connecting student learning.


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 Theory_and_Practice_of_Online_Learning.pdf

Anderson, T. (2008b). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 45-74). Edmonton AB: Athabasca University. Retrieved from

Burnett, C. (2016) Being together in classrooms at the interface of the physical and virtual: Implications for collaboration in on/off-screen sites. Learning, Media and Technology, 41(4), 566-589. [LOCR]

Benade, L. (2017). Is the classroom obsolete in the twenty-first century? Educational Philosophy and Theory, 49(8), 796-807. [LOCR]

Puentedura, R. (2010). The journey through the SAMR model. IPad Educators: Sharing Best Practice in the use of Mobile Technology. Retrieved from

Roblyer, M.D. & Doering, A. (2016; 2012). Integrating educational technology into teaching, (6th or 7thEd.). Upper Saddle River, New Jersey: Prentice Hall.