Informed Decision-Making
I believe that informed decision-making means approaching technology choices with intentionality rather than relying on trends or convenience. It is about critically evaluating tools and strategies through the lens of research, pedagogy, and student needs. This process ensures that the technology integrated into the classroom is not only innovative but also purposeful, evidence-based, and aligned with learning outcomes. I do believe I have what it takes to make informed decisions in this area. Through my studies and practice, I’ve learned to balance curiosity about new technologies with a critical mindset that asks, “Does this tool truly enhance learning?” My approach emphasizes researching best practices, considering student accessibility, and applying reflective judgment before implementation. This gives me confidence that my decisions are both thoughtful and well-supported. One key artifact that demonstrates this ability is my series of AI blog assignments. In these reflections, I investigated the use of chatbots in education, initially with skepticism, but later with an informed perspective. I explored how AI-powered tools could support communication, provide quick feedback, and generate creative input, while also recognizing the need to validate their output with credible sources. I noted how the quality of results depended on crafting precise prompts and how pairing chatbot responses with external research improved reliability. These blogs showcase my ability to evaluate technology critically, adapt my strategies for effectiveness, and envision practical ways AI could support teaching and learning in the future.
I’ve spent a lot of time thinking about how Web 2.0 tools are reshaping the classroom—and honestly, it’s been a journey of both excitement and concern. I’m thrilled by how platforms like Google Docs, wikis, interactive quizzes, and online polls can bring students together in real time, breaking down geographical barriers and giving each learner a voice. Yet I’m also aware of the trade-offs: privacy, distraction, and the risk that technology could overshadow human connection. In this reflection, I want to explore not just what Web 2.0 can do for teaching and learning, but what it should do—and how we can balance its promise with its pitfalls.
I’ve always been both curious and cautious when it comes to AI — curious about what it can do, and cautious about what it might get wrong. So when my ETEC-527 assignment challenged me to really dive into AI tools this week, I saw it as more than just a task: it was a chance to test those boundaries. I used AI to map out lessons, brainstorm creative instructional designs, and compare tools like ChatGPT and Google Gemini. But with every “wow” moment came a “hold on” — AI’s inaccuracies, its ethical implications, and the responsibility we have as educators to ensure safety and accuracy. This post is about my adventure in AI: the good, the tricky, and everything I’m learning in between.
When I first heard the term social bookmarking, I admit, I pictured something simple—saving favorite links, maybe sharing a few among friends. But as I started using Diigo, I discovered far more: a tool for highlighting, annotating, organizing, and collaborating in ways I hadn’t expected. In this post, I’ll walk through what social bookmarking really is, how Diigo works from my own experiments, and why I believe this technology has serious potential for educators and students alike.