As part of my CEDP journey, I explored the integration of educational technology through two key approaches: one that enhanced my delivery and classroom facilitation, and another that directly engaged students in using technology to support learning and critical reflection.

1. Enhancing Teaching Style with Padlet

Throughout the last few semesters, I incorporated Padlet as an interactive tool to support participation and student feedback. This platform allowed me to create a more dynamic and responsive learning environment, across all contexts, including in-person, and asynchronous settings. I used Padlet in a variety of ways:

• To gather student questions or reflections during and after lectures;

• As a tool for brainstorming and idea mapping during discussions;

• To support exit tickets, where students posted what they learned or questions they still had;

• And to highlight voices from quieter students who may not always speak up during live sessions.

This use of Padlet improved the flow of communication between students and myself and allowed me to adjust content and delivery based on their needs in real time. It also fostered a sense of shared space, where students could see and build on each other's ideas, especially through the likes, up/down votes, and polls. Moving forward I will continue to utilize Padlet as it has been a helpful tool that both the students and I found useful. 

2. Engaging Students Through AI and Reflection

In my course Activism and Advocacy through Social Media, I designed a final assignment that asked students to critically engage with generative AI tools as part of their learning process. Students were given the option to use tools like ChatGPT, Lumen5, and others to help them brainstorm, outline, or develop parts of their advocacy projects. However, the assignment also required them to submit a critical reflection that addressed:

• What prompts they used with the AI tool;

• How they evaluated the quality and accuracy of the output;

• What changes they made to improve or personalize the content;

• What they learned about the limitations and opportunities of AI in advocacy-related work.

• Ethical concerns or issues related to using AI 

This dual focus of both creative use of AI and critical reflection encouraged students to think deeply about how these tools can support, but not replace, human insight and ethical decision-making. Their reflections revealed thoughtful engagement, with many students recognizing that while AI can be helpful to create quick and easy videos, or memes when provided with clear prompts, and it streamline certain tasks, it lacks the nuance and lived experience necessary for effective advocacy without critical reflection and thought.  From an instructional perspective, this assignment helped me see how AI can be used not just as a content generator, but as a teaching moment, and a way to foster digital literacy, ethical reasoning, and self-awareness in the classroom. The reality is we aren’t getting away from it, so setting clear guidelines and parameters can help students use it constructively and deepen their learning.  

Using Padlet for ongoing participation and AI for critical engagement demonstrated how educational technology can support deeper learning when integrated with intention. These tools didn't just supplement my teaching; they created new avenues for connection, creativity, and reflection. I plan to continue evolving these approaches to ensure my students are not only learning content but also learning how to navigate the tools and challenges of a rapidly changing digital world.