My participation in UNR's Teaching with Technology (TwT) program (F18) has elevated my understanding and exposure to the diversity of teaching technologies available for strengthening course learning outcomes. The most important take-home message is the need for a pedagogically sound approach to integrating technology, and the emphasis placed on intentional approaches to introducing new tools into the classroom. For me, this program highlighted that the greatest strength of new educational technology may be in its ability to support UDL and a flipped/blended course design. By integrating educational resources into the pre-lecture (e.g. podcasts, vodcasts, TedTalks, YouTube videos), in-lecture (e.g. TopHat or other polling tools), and post-lecture (e.g. weekly review Canvas quizzes, discussion boards, publisher-content) structure of a course, students are given greater opportunity to engage and immerse in the content. This "flip" in scheduling knowledge acquisition to pre-lecture time shifts some of the responsibility for learning to students themselves. Although it may appear like a subtle schedule change, a flipped/active learning approach enables students to take stronger ownership of their own learning and to identify as scholars led by a "guide on the side" rather than a "sage on the stage". In fact, one of the critical advantages of active learning and UDL is in their emphasis on inclusivity, accessibility and diversity. The recognition that not all students learn the way you do should drive and inform our teaching methodology and EdTech tools can support a varied approach for presenting and representing content. As educators, this paradigm shift increases flexibility and reduces barriers to educational opportunity for all students rather than the select few who succeed in a traditional lecture format. In fact, even though students may succeed in a course in terms of earning a top grade, a course that requires only passive participation of students does not support long-term retention of content which should be the primary goal. Finally, this program introduced me to the idea of extended learning through digital projects, PBL and reflection. Although I had previously considered such projects as more feasible for smaller-sized courses focusing on English or History (i.e. blogs), the reality is that multimodal literacy is a required 21st century competency and there is a need to integrate these types of high-impact learning opportunities in our classrooms. I am very grateful to have had the opportunity to participate in UNR's TwT program and become a part of a small network of colleagues interested in improving and evolving as educators.