Completing the UbD template reinforced how a structured framework supports my innovation plan of integrating technology into Pre-K classrooms to enhance student learning.

 

By using UbD, I was able to clearly outline learning goals, assessments, and instructional strategies that ensure young learners engage with technology in a meaningful and developmentally appropriate way. The backward design process ensured that all technology use is purpose-driven, measurable, and aligned with student learning outcomes, providing clarity in how digital tools support early literacy and exploration. Additionally, the UbD template allowed me to refine assessments, such as formative checklists, small group discussions, and digital storytelling activities, ensuring that students develop foundational digital literacy skills in an engaging way.

 

Meanwhile, Fink’s 3 Column Table enhanced this process by encouraging deeper engagement and collaboration, ensuring that students not only use technology but also develop critical thinking, creativity, and communication skills.

 

By integrating both approaches, I ensured that the UbD template reflects a balance between structured assessment and interactive, hands-on technology experiences that align with Pre-K best practices.

 

My innovation plan is focused on helping administrators and teachers implement technology effectively in order to enhance student learning, and using UbD provides a clear roadmap for curriculum development, assessment alignment, and professional learning. Meanwhile, Fink’s approach highlights how emotional, collaborative, and reflective learning experiences contribute to meaningful technology use, ensuring that digital tools do not replace play-based learning but rather enhance it.