Taking EDLD-5317: Resources for Digital Environments at Lamar University has been a transformative experience. This course not only deepened my understanding of educational technology but also empowered me to evaluate digital tools through a critical and pedagogical lens. As an educator with a passion for innovation, I found this course aligned perfectly with my professional goals—especially my ongoing work on a goal-setting app for middle school students.

 

Learning Outcomes and Course Impact

     Throughout the semester, I engaged in assignments such as the Publication Outline, Rough Draft, Peer Assessment Rubric, and Media Project, each of which pushed me to explore the practical applications of digital environments. These activities helped me reflect on how digital tools can support student motivation, engagement, and personalized learning.

     One of the most meaningful aspects of the course was the exploration of learning theories and their relevance to digital environments. I found myself revisiting the foundational ideas of John Dewey, who emphasized experiential learning and the importance of connecting education to real-life experiences (Dewey, 1929). Dewey’s philosophy resonates with my goal-setting app, which encourages students to reflect on their progress and set meaningful academic and personal goals.

     Jerome Bruner’s theory of discovery learning (Bruner, 1966) also influenced my thinking. His emphasis on scaffolding and active engagement helped me design features in my app that guide students through goal-setting phases while allowing autonomy. Similarly, Lev Vygotsky’s concept of the Zone of Proximal Development (Vygotsky, 1978) inspired me to include peer collaboration and teacher feedback mechanisms in the app, ensuring students receive support tailored to their developmental needs.

     Jean Piaget’s stages of cognitive development (Piaget, 1964) reminded me to design age-appropriate goal-setting prompts that match students’ abstract reasoning abilities. I also drew from Seymour Papert’s constructionism (Papert, 1993), which advocates for learning through making. This led me to include creative goal visualization tools in the app. The course encouraged me to stay current with educational technology trends. My innovation plan for the goal-setting app was further shaped by recent research on goal-setting strategies for middle schoolers. 

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Contributions and Rubric

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     From the start, I committed to engaging deeply with all course materials—readings, videos, and resources. Each assignment, whether it was the Publication Outline, Rough Draft, Peer Assessment Rubric, or Media Project, was revised with intention. These revisions weren’t just about polishing—they reflected my evolving understanding of how digital tools can support student learning. 

     One of the most meaningful parts of this course has been the collaboration with my incredible group members—Melissa, Marie, Jene, and Elizabeth. We’ve been together since the beginning of this master’s program, and their support, insights, and feedback have been invaluable. We actively participated in all group activities, shared constructive feedback, and built a learning community that truly elevated our work. 

     I also took on leadership responsibilities within our group, helping guide discussions and contribute additional posts that sparked deeper thinking. My forum contributions were grounded in research and theory, drawing from educational thought leaders like Dewey, Bruner, Vygotsky, Papert, and Piaget. Their ideas helped me evaluate digital tools and design learning experiences that are developmentally appropriate, socially engaging, and cognitively enriching. 

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Final Thoughts

Overall, my final self-score was 97.5 points. I realized that EDLD-5317-D21 has equipped me with the theoretical grounding and practical tools to lead in digital environments. I feel confident in my ability to evaluate emerging technologies, design student-centered digital experiences, and advocate for innovation in my school community.

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References

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Bruner, J. S. (1961). The act of discovery. Harvard Educational Review.

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Dewey, J. (1938). Experience and education. New York, NY: Macmillan.

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Harel, I., & Papert, S. (Eds.). (1991). Constructionism. Norwood, NJ: Ablex Publishing.

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Piaget, J. (1964). Cognitive development in children: Development and learning. Journal of Research in Science Teaching.

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Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.