This week’s readings and videos addressed several areas regarding the value of technology in our schools. Pitler et. al. discus the value of cooperative learning in Chapter 7 of Using Technology with Classroom Instruction that Works. Cooperative groups can enhance learning because students are able to construct meaning for new knowledge through their interaction with others. Cooperative groups should be small in size and grouped using various criteria. In the classroom informal, formal, and base (long-term) groups should be formed. Technology also plays an important role in cooperative learning. It provides structure for tasks and allows students to work together beyond the school walls (Pitler et. al., 2007, pps. 139-140).
Technology can also be used to accurately assess students’ progress. Through the use of UDL lesson structure and digital tools, assessments can be ongoing and can support individual differences. They can also track students’ progress while they lean and provide ongoing feedback to help them improve while they are learning. Technology also allows for flexibility in the way material is presented. It also provides multiple ways for students to complete assignments and become engaged in their work. All of these things result in allowing the teacher to more accurately meet the needs of their students and evaluate their understanding of the material (Rose & Meyer, 2002, chap. 7).
Professional development is also important to improvement of student use of technology and engagement in the classroom. Teachers typically receive training on a single day, but that is not enough. Teachers need ongoing development that will build an understanding through practice and reflection. Professional Learning Communities (PLC) can be an effective way to do this. Teachers can discuss and model best practices, and receive feedback and encouragement on a regular basis. Trust within a group can also allow teachers to convey their needs for improvement (Solomon & Schrum, 2007, pps. 99-110).
Developing a classroom environment were all students’ needs are being met to increase learning is the main purpose for using technology in the classroom. It is important to do everything in our abilities to do so. All of the material this week has been focused on that goal.
Pitler, H. (2005). McRel technology initiative: The development of technology intervention program final report (Contract Number ED-01-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED486685) Retrieved on March 20, 2012 from https://siglo21.epiclms.net/Learn/Player.aspx?enrollmentid=2482318
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 website, http://www.cast.org/teachingeverystudent/ideas/tes/
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.
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