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~"Good teaching is good teaching, regardless of the setting" (Rice, 2012, p.39).
~iNACOL Standard B
~21 st Century Skills

(Rice, 2012, p.34)

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~Guide on the Side (Rice, 2012, p. 74)
~Designer of Learning Experiences (Rice, 2012, p.168)

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The Universal Design for Learning that I would focus most on in a future class would be Checkpoint 7.1: Optimize individual choice and autonomy.  When your learning is online, you have so many options for where, how, and when you can learn!  I would like to use full advantage of this opportunity for my students.  This is especially important as it could lead to more engagement, motivation, and self-regulation, other checkpoints in the Universal Design for Learning.
I would also focus on Checkpoint 3.1: Activate or supply background knowledge. By doing this, I could create a more authentic and meaningful learning experience. I don't think there's anything a student hates more than learning something just because it's going to be on a test. We need to show them that our content has context within the real world.

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~Google Suite
~Zoom

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Throughout this class experience, I have found that the screencasts and discussion posts have been both the more enjoyable asynchronous tools and also the most useful.  I feel like I learned a lot more in the discussion posts than I have in the previous online classes I've taken.  I attribute a great deal of that to the expectations for the discussion posts as set out in the first module as well as the level of interaction from our instructor.  Because my professor was actively involved and continuing the conversation, I felt the discourse held more weight, and I ended up spending more time not just reading the minimum number of posts but also going through other posts for additional insights. As Rice said, “Good facilitation of discussion boards can be complex and takes knowledge, skill, and a great deal of practice” (Rice, 2012, p. 147). This is certainly a skill I need to hone to become a better online teacher.

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I currently use Triventy, Padlet, Google Suite, and Prezi within my classroom.  Triventy has been a great tool for formative assessment and review.  I've used Padlet to make class newsletters about plot events in class novels.  My students use Prezi and Google Docs/Slides as tools for presentation and to show their understanding of the content.
In the future, I would like to include Flipgrid. This could be a great way for students to book talk their Independent Reading books, giving me insight into their learning and giving other students a way of filling their "to read" list. I would also like to incorporate blogs as a way to develop collaborative writing. Twitter is another collaborative tool I would like to use, but I'm just not sure yet how I could have students use it given their age and possible issues of parental consent.

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~Community Cohesion
~Affective Association
~Knowledge and Experience
~Interaction Intensity
~Instructor Involvement

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~“Be prepared for some challenges” (168, ch. 7)
~“...online education has the capacity ...” (Rice, 2012, p. 23)
~Instructor's Influence

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Dikkers, A. G., Whiteside, A. L., & Lewis, S. (2013). Virtual high school teacher and student reactions to the Social Presence Model. Journal of Interactive Online Learning,12(3).
INACOL. (2011, October). National standards for quality online teaching. Retrieved June 6, 2018, from https://www.inacol.org/wp-content/uploads/2015/02/national-standards-for-quality-online-teaching-v2.pdf
Rice, K. (2012). Making the move to K-12 online teaching: Research-based strategies and practices. Boston: Pearson.
The UDL Guidelines. (2018, January 26). Retrieved June 6, 2018, from http://udlguidelines.cast.org/

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Previously in my classroom, I have used pathways as a means to differentiate, especially in terms of pacing.  This goes along well with UDL checkpoints for self-regulation and autonomy.
In the future, I would like to turn my class into a flipped classroom.  I could see how I could better anticipate student needs through tools like Edpuzzle and could effectively differentiate for the day's activities. I would most likely do this through a blended learning model like Station Rotation which would allow me the opportunity to work with my students in small groups and get a better understanding of what they're comprehending and how best to deliver information to them.

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~How do online teachers deal with behavior problems, especially in terms of synchronous learning?  What do those consequences look like?
~Is there a reason why I should incorporate synchronous tools into a face to face setting?

~What does the average day look like for an online teacher?
~Do online schools review their teachers based on the iNACOL standards in addition to state standards?