The reading and video assignments for this week addressed ways to teach all students. They showed how a technology rich classroom can have a positive effect on learning due to its flexibility in meeting students’ educational needs and learning preferences. The videos showed how technology in learning environment not only improves student achievement, it also increases student motivation. The videos from Edutopio.org profiling students Luis and Cameron do a great job of demonstrating how technology plays a role in the student learning and personal lives (Edutopia.org, Luis, Cameron, nd).
However, when using technology in the classroom it needs to be thoroughly planned and teachers should support their lessons by selecting the appropriate technologies (Pitler et. al, 2007, pp. 217). Universal Design for Learning (UDL) in a lesson planning format that reaches this goal. UDL tries to meet the needs of all students with an understanding that all students are different and learn in their own unique ways. UDL lessons are designed to be flexible and customizable to meet students’ skills, needs, and interests. UDL also tries to target the three primary brain networks that gather and categorize information; recognition, strategic, and affective (Cast.org , 2009).
The reading this week also addressed the tools that can be used to contribute to student learning. The UDL Book Builder was explored to allow us to see how eBooks can be created for classroom use. The eBooks ability to read back text can be beneficial to students with low reading abilities or learning disabilities (Rose & Meyer, 2002, Chap. 6). The Solomon and Schrum (2007) text discusses many tools for students to “learn, explore, and present their knowledge” (pp.77). Blogs, wikis, podcasts, videos, and many other Web 2.0 tools can be used for that purpose (Solomon & Schrum, 2007, pps. 80-97). The Pitler et. al. text discusses ways to provide feedback to students to improve their learning. Tools such as data collection and grading software, wikis, blogs, e-mail, and video conferencing can assist teacher in providing students the feedback they need (Pitler et. al., 2007, pps. 41-58). All of the tools will help to improve the classroom learning culture.
Cast.org (2009). Cast UDL book builder. Center for Applied Special Technology. Retrieved on March 17, 2012 from http:// http://bookbuilder.cast.org/
Cast.org (2009). Model UDL lessons. Center for Applied Special Technology. Retrieved on March 17, 2012 from http:// http://udlselfcheck.cast.org/
Edutopia.org (nd). Digital Youth Portrait—Cameron. Retrieved on March 12, 2012 from http://www.edutopia.org/digital-generation-profile-cameron-video
Edutopia.org (nd). Digital Youth Portrait—Luis. Retrieved on March 12, 2012 from http://www.edutopia.org/digital-generation-profile-luis-video
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works.Alexandria, VA: Association for Supervision and Curriculum Development.
Rose, D., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology web site, http://www.cast.org/teachingeverystudent/ideas/tes/
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technologyin Education.
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