Think Critically and Reflectively Sub-Competencies

Develops a personal vision of inclusive educational practice

Describes the relationship between Educational Technology and the broader field of Education
Critically evaluates theory and practice

Develops a personal vision of inclusive educational practice

The post on my revised definition of LDT for EDCI 513 and the learning that brought me
to this new definition demonstrates the development of a personal vision of inclusive educational
practice. My first definition only focused on the use of technology in education. The
assignments and readings for EDCI 513 allowed me to become aware of and see the importance
of instructional design theories and their usefulness in LDT today as well as the usefulness of
analysis of both learners and the technologies to be used. This awareness and development in
thought is clear and evident in this post.
Describes the relationship between Educational Technology and the broader field of
Education
In my final post for EDCI 513 I reflect on the knowledge Id gained on learning theories
and the impact the discussions with my peers had on me as far as exposure to the many
professional opportunities available within Educational Technology. This included corporate and
health care education as well as K-12 and government education. Although my final paper for
this class was focused in the area I have the most experience working (corporate training), I did
gain valuable insights into what my classmates encountered in these various areas of education.
If given the opportunity to go back, though, I would probably focus my final paper in an area I
have little experience in order to gain more knowledge on the relationship between Educational
Technology and the broader field of Education.
Critically evaluates theory and practice
My final project for EDCI 531 on Project Based Learning (PBL) not only described what
PBL is and the learning theories in which it is grounded, but also looked to, as I said in the
project, convince the viewer of the merits of problem-based learning to engage students,
increase retention, and change the way students view learning. The project demonstrated how
behaviorism, constructivism, interactional learning theory and situated cognition influence PBL

and also showed how it can be used in the classroom environment and how providing students
with a problem first and allowing them to work towards the solution, gaining understanding
along the way, increases engagement and retention. I stated in this project, Problem-based
learning is grounded in theories that we know and love and believe in. Lets challenge ourselves
to foster understanding, learning, and retention in an environment Vygotsky, Bruner, Lebow, and
so many other theorists believe in.