Reflection on EDUC-6714 Reaching and Engaging All Learners Through Technology
As I toured our new high school last evening with my husband, I noticed that an elevator had been installed amidst the disarray of broken down boxes and dust (yes, I know, there’s still a lot of work to be done before September 7th). I had to keep from boorishly announcing to everyone, “Hey, that’s an example of Universal Design for Learning?” I can imagine my husband cringing at my lack of social graces and seemingly arrogant I-know-something-you-don’t-know comment. The point is, however, I am oddly amazed that I now constantly notice signs of UDL in everyday life. I consider the injustice of having a brand new high school that students in wheelchairs cannot access. Wow! I am so glad our society is at least attempting to be all inclusive in the 21st century. As we continue our tour, I note that teachers have access to voice enhancement necklaces for hearing impaired students, and I see the ramp access down into the brightly lit cafetorium. But then I am reminded of what Dolan and Hall (2001) suggest, “It is a dreadful irony that students with disabilities have better access to school buildings than they do to the curricula within them” (p. 22). So, as I begin my seventh year of teaching, I can hardly contain my excitement regarding differentiated instruction (“DI”) based on the principles of Universal Design for Learning (“UDL”). I feel challenged to meet the needs of every student, but I no longer feel that challenge is out of reach. The introduction and in depth look at the principles and suggested techniques of UDL have empowered me not only as a professional, but as a human being.
Remember in undergrad when your education methods teacher first mentioned the idea of differentiation? I remember thinking, “What, huh? You mean we have to do something different for each student that walks through our door? Are you crazy? This is not what I signed up for.” And for years, I kept that same disposition despite that fact that I was well aware of the uniqueness of each student. I simply could not wrap my mind around how to effectively reach each child where they were. Studying the principles of UDL has helped me to see that DI is the requisite way of teaching; students deserve it; teachers can accomplish it; technology can help to make it a reality. It is the humane thing to do – just like providing an elevator.
One reason I now see DI as a requisite way of teaching is the fact that I have a better understanding of the workings of the brain. Rose explains how the brain is made up of three networks: recognition, strategic, and affective. He goes on to explain how each student “differs within and across all three brain networks, showing shades of strength and weakness that make each of them unique” (Rose and Meyer, 2002). UDL illustrates a clear connection between the networks of the brain and the need for DI. For example, the principles of UDL suggest that teachers provide “multiple means of representation, multiple means of action and expression, and multiple means of engagement” (CAST, 2009). By following these principles, teachers can reach more students because each student’s brain is looking for information in different ways. There is no one-style-fits-all lesson. If I intend to meet my students’ needs, I must provide content through text, video, and graphics. Likewise, I must provide them with a variety of ways to process and demonstrate their knowledge – honing in on their strengths and scaffolding their areas of weakness.
When a teacher can effectively utilize technology in the classroom, matching a student’s needs to the appropriate technological supports, differentiation is taking place. The first step is getting to know each student – their interests, their intelligence preference, and their readiness level. The second step is to determine the learning objective. The learning objective is a non-negotiable. As Tomlinson suggests, when implementing DI we have one solid set of goals with different avenues to reach them. (Laureate Education, Inc., 2009a).
By collaborating with my peers at our Walden Ning site, I have acquired quite a collection of websites that provide ideas on how to use technology to differentiate. Storing these sites on my Portaportal, adding to this list of resources, and continuously revisiting these sites for ideas on how to differentiate using technology both excites and motivates me to try new things in the classroom. In addition to the online resources, there are differentiation projects and activities such as ChoiceBoards, Tic-Tac-Toe, WebQuests, I-searches, RAFT writing projects - all of which will become constants as I plan for my students.
According to Rose (Laureate Education, Inc., 2009b), UDL provides alternatives so that every student can learn. Digital media, word processing adjustments such as changing color or font, providing summaries for some students and not for others, providing additional background knowledge for ELL students, individualized vocabulary lists, implementing text-to-speech capabilities – all of these are examples of how to differentiate in the classroom. Some of these strategies are simple and simply require student consideration, but some of these accommodations are only made possible through the availability of technology. So now it becomes a matter of investigating available tools and matching them to the needs of the student.
Getting to know students in a more varied way – noting their interests, surveying their learning styles, and continuously pre-assessment to determine their readiness level - is one immediate change that I plan to make as this new academic year dawns. Always considering how I can use technology to differentiate is a second, more on-going change I will make. As my tour through the new high school continued, one of the best things I spotted was the area in my room where four computers will soon be installed. The technology is ready and available; I just need to seek out and use it to meet the needs of my students.
References
Center for Applied Special Technology (“CAST”). (2009). UDL guidelines, version 1.0.
Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
Dolan, R. P. and Hall, T. E. (2001). "Universal Design for Learning: Implications for Large-Scale Assessment." IDA Perspectives 27(4): 22-25.
Laureate Education, Inc. (Executive Producer). (2009a). What is differentiated instruction? Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009b). Universal Design for Learning. Reaching and engaging all learners through technology. Baltimore: Author.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
Monday, August 16, 2010
Saturday, July 24, 2010
What is UDL?
The following link will take you to a prezi entitled Universal Design for Learning. This information would be presented to staff members to explain how the concepts of UDL can be used to assist all learners in the classroom.
http://prezi.com/5r9jlev9maim/universal-design-for-learning-lori-hudson-walden-university-educ-6714/
References
CAST: Center for Applied Special Technology. (2007). Universal Design for Learning
(UDL) Guidelines - Version 1.0. Retrieved from http://www.cast.org/
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
Video: http://www.youtube.com/watch?v=tmjrzipjQvM
Video: http://www.youtube.com/watch?v=PYi6tvFxghw
http://prezi.com/5r9jlev9maim/universal-design-for-learning-lori-hudson-walden-university-educ-6714/
References
CAST: Center for Applied Special Technology. (2007). Universal Design for Learning
(UDL) Guidelines - Version 1.0. Retrieved from http://www.cast.org/
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
Video: http://www.youtube.com/watch?v=tmjrzipjQvM
Video: http://www.youtube.com/watch?v=PYi6tvFxghw
Thursday, June 24, 2010
Reflecting on my GAME plan…
To be quite honest, until this course I had never heard of “ISTE” and the National Education Technology Standards. It only makes sense that all of this exists – I mean, we do live in the age of technology. And just because many of us work in districts where technology still seems to be on the back burner (few computers, little training, etc.), there’s no reason to think that the powers that be haven’t thought of national standards in technology for teachers and students to adhere to. With that said, I am thankful for the GAME plan strategy. I will reiterate my feelings of being overwhelmed at the thought of mastering the continuously improving use of technology in the field of education. Being able to pinpointing a Goal, plan an Action, Monitor my progress, and Evaluate my attempts, provides me with a focused route that encourages my autonomy and growth as an educator. Otherwise, I would be headed in all sorts of directions – trying to master everything, without really mastering anything.
Considering my most recent GAME plan:
My first goal was to improve upon ISTE Indicator 1(b) that suggests teachers “engage students in exploring real-world issues and solving authentic problems using digital tools and resources.” Probably the most interesting thing I learned about during this Walden course was problem-based learning. Obviously authentic experiences and real-life chances to make a difference is not only motivational for students, but it encourages students to become responsible citizens of the world. Enhancing these sorts of lessons with social networking opportunities provides students with multiple perspectives. Problem-based learning with social networking promotes the idea of a flat world where the students from around the world can contribute to the solution of 21st century ideas. This is an extremely exciting idea; one that challenges teachers and students alike to face real-world issues in a real-world collaborative.
My second goal was to progress more in the area of ISTE Indicator 4(b): “to address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.” One of the most helpful pieces of new information was the study of the Universal Design for Learning. I was unaware of all of the UDL learning tools - some of which are readily available such as online calendars for student organization, online tutorials, and visual tools such as making a font bigger. The UDL website (http://www.udlcenter.org/aboutudl/udlguidelines) offers a multitude of ideas that I am anxious to study and experiment with.
In considering my second goal, this course reminded me that wireless responders are also a great way to not only engage and assess, but to “provide equitable access” of all students to technology and content. With wireless responders, only the teacher knows who is “getting it” and who is not. Students have no embarrassment. In addition, this activity provides ample time to discuss why one answer is correct over another.
I am very anxious to somehow find the time to experiment with these new-found ideas. I do plan to implement my problem-based learning lesson, together with its accompanying social networking and digital storytelling lesson, because students are given the opportunity to improve upon their city in a way that could really affect their lives. In addition, I plan to implement as many UDL strategies that I can. I feel like in the past I have taught to the middle. I don’t know if this was simply a survival strategy to use as I learned new content, or whether it was because I was unaware of all of the UDL learning tools that are available. Regardless, I am excited to try to meet the needs of all of my students by implementing 21st century skills into my classroom.
Considering my most recent GAME plan:
My first goal was to improve upon ISTE Indicator 1(b) that suggests teachers “engage students in exploring real-world issues and solving authentic problems using digital tools and resources.” Probably the most interesting thing I learned about during this Walden course was problem-based learning. Obviously authentic experiences and real-life chances to make a difference is not only motivational for students, but it encourages students to become responsible citizens of the world. Enhancing these sorts of lessons with social networking opportunities provides students with multiple perspectives. Problem-based learning with social networking promotes the idea of a flat world where the students from around the world can contribute to the solution of 21st century ideas. This is an extremely exciting idea; one that challenges teachers and students alike to face real-world issues in a real-world collaborative.
My second goal was to progress more in the area of ISTE Indicator 4(b): “to address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.” One of the most helpful pieces of new information was the study of the Universal Design for Learning. I was unaware of all of the UDL learning tools - some of which are readily available such as online calendars for student organization, online tutorials, and visual tools such as making a font bigger. The UDL website (http://www.udlcenter.org/aboutudl/udlguidelines) offers a multitude of ideas that I am anxious to study and experiment with.
In considering my second goal, this course reminded me that wireless responders are also a great way to not only engage and assess, but to “provide equitable access” of all students to technology and content. With wireless responders, only the teacher knows who is “getting it” and who is not. Students have no embarrassment. In addition, this activity provides ample time to discuss why one answer is correct over another.
I am very anxious to somehow find the time to experiment with these new-found ideas. I do plan to implement my problem-based learning lesson, together with its accompanying social networking and digital storytelling lesson, because students are given the opportunity to improve upon their city in a way that could really affect their lives. In addition, I plan to implement as many UDL strategies that I can. I feel like in the past I have taught to the middle. I don’t know if this was simply a survival strategy to use as I learned new content, or whether it was because I was unaware of all of the UDL learning tools that are available. Regardless, I am excited to try to meet the needs of all of my students by implementing 21st century skills into my classroom.
Wednesday, June 16, 2010
The GAME plan process helps to develop proficiency in technology
According to the International Society for Technology in Education (“ISTE”), there are five National Educational Technology Standards (“NETS”) for teachers. Each one of these standards can be intertwined with State standards to promote student proficiency not only in grade level content, but in the area of 21st century skills. Each of the NETS directly refers to some form of technology in its definition. For example, Standard 1 promotes teachers sharing their wisdom by way of “virtual environments”; Standard 2 requires that teachers “design and develop digital-age” experiences for their students; Standard 3 asks teachers to consider a “global and digital society” instead of just the classroom environment; Standard 4 encourages teachers to keep in mind “digital citizenship and responsibility” as they implement technology; and Standard 5 promotes continued professional development in the areas of 21st century tools.
With that said, the ISTE insists that we, as educators, not be left behind in this fast-paced, exploratory environment of technical advances. As stated, we must “transition schools from Industrial Age to Digital Age places of learning” (NETS-T, 2008). However, it all seems a bit overwhelming. As I admittedly am a digital immigrant, as opposed to a digital native like my students, I am aghast at the amount of information, skills, and strategies that my profession is expected to learn, practice, master, and teach in the midst of planning curriculum, grading, managing a classroom, having a family, and simply living life. When? How?
Using the GAME plan process can help me master one goal at a time. For example, one goal I have for the upcoming year is to become more proficient at using the SmartBoard. What actions am I taking? I am attending early summer / late summer workshops offered by our district, as well as reviewing premade lessons on the web. I will monitor my progress and evaluate my learning as the academic year unfolds.
Using the GAME plan process can help me tackle one NETS goal at a time. I can SLOWLY make progress.
Likewise, students can also implement the GAME plan process. ISTE provides six NETS for students. Again, each of these standards promotes growth in the area of technology: creativity and innovation, communication and collaboration, research, problem solving, digital citizenship, and technology operations are all highlighted in these six standards for students.
As students and teachers wade through waist-deep options, instructions, and trials of various software and internet experiences, the GAME plan process can be used. For example, if I were to introduce myself to students at the beginning of the year through the use of Digital Storytelling, being able to create a Digital Story could become a Goal for my students. They could individually decide what Actions they will take to reach this goal – do they want to settle for still pictures, or reach for video? Formative assessment opportunities will help them Monitor their progress. Finally, by encouraging them to Evaluate their gain, students have a concrete way of seeing growth. The GAME Plan process is a motivating factor. The evaluation phase gives them something to look forward to; it’s an opportunity for them to share the growth that they have made.
References:
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
With that said, the ISTE insists that we, as educators, not be left behind in this fast-paced, exploratory environment of technical advances. As stated, we must “transition schools from Industrial Age to Digital Age places of learning” (NETS-T, 2008). However, it all seems a bit overwhelming. As I admittedly am a digital immigrant, as opposed to a digital native like my students, I am aghast at the amount of information, skills, and strategies that my profession is expected to learn, practice, master, and teach in the midst of planning curriculum, grading, managing a classroom, having a family, and simply living life. When? How?
Using the GAME plan process can help me master one goal at a time. For example, one goal I have for the upcoming year is to become more proficient at using the SmartBoard. What actions am I taking? I am attending early summer / late summer workshops offered by our district, as well as reviewing premade lessons on the web. I will monitor my progress and evaluate my learning as the academic year unfolds.
Using the GAME plan process can help me tackle one NETS goal at a time. I can SLOWLY make progress.
Likewise, students can also implement the GAME plan process. ISTE provides six NETS for students. Again, each of these standards promotes growth in the area of technology: creativity and innovation, communication and collaboration, research, problem solving, digital citizenship, and technology operations are all highlighted in these six standards for students.
As students and teachers wade through waist-deep options, instructions, and trials of various software and internet experiences, the GAME plan process can be used. For example, if I were to introduce myself to students at the beginning of the year through the use of Digital Storytelling, being able to create a Digital Story could become a Goal for my students. They could individually decide what Actions they will take to reach this goal – do they want to settle for still pictures, or reach for video? Formative assessment opportunities will help them Monitor their progress. Finally, by encouraging them to Evaluate their gain, students have a concrete way of seeing growth. The GAME Plan process is a motivating factor. The evaluation phase gives them something to look forward to; it’s an opportunity for them to share the growth that they have made.
References:
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Wednesday, June 9, 2010
Real world issues dealt with through social networking?
One of my goals was to pursue ISTE Indicator 1(b) that suggests teachers “engage students in exploring real-world issues and solving authentic problems using digital tools and resources.”
This week’s resources regarding implementation of social networking can assist in meeting this goal. When considering real-world issues, for example the Gulf of Mexico Oil Spill, students from around the world have an opportunity to question authorities, collaborate on solutions, and question the risk versus value of off-shore drilling, when they work in a social networking environment. Pursuant to Davis (Laureate Education, Inc., 2009), social networking benefits students by allowing them to not only interact with peers from around the world, but to interact with experts. This provides students with new perspectives, new ideas, and new feedback – other than that of the teacher.
As the summer closes in, I have made it a personal goal to plan at least one full-fledged problem-based learning (“PBL”) unit that incorporates the use of social networking. I am thinking students would first develop a relationship with their peers through social networking, prior to a PBL being introduced. It is also obvious that I would be required to collaborate with any other educators that were involved; we would need to agree upon a PBL, the educational standards being addressed, and the length of the unit.
I am looking forward to perusing the sites for social networking in order to set up a collaborative for next year. The benefits are not just for students; teachers also benefit from meeting and working with others outside of their immediate area.
Lori
9th grade English
References:
Laureate Education, Inc. (Executive Producer). (2009). Davis, V. (Speaker) Spotlight on technology: social networking and online collaboration, part 2. Integrating technology across the content areas. Baltimore: Author.
This week’s resources regarding implementation of social networking can assist in meeting this goal. When considering real-world issues, for example the Gulf of Mexico Oil Spill, students from around the world have an opportunity to question authorities, collaborate on solutions, and question the risk versus value of off-shore drilling, when they work in a social networking environment. Pursuant to Davis (Laureate Education, Inc., 2009), social networking benefits students by allowing them to not only interact with peers from around the world, but to interact with experts. This provides students with new perspectives, new ideas, and new feedback – other than that of the teacher.
As the summer closes in, I have made it a personal goal to plan at least one full-fledged problem-based learning (“PBL”) unit that incorporates the use of social networking. I am thinking students would first develop a relationship with their peers through social networking, prior to a PBL being introduced. It is also obvious that I would be required to collaborate with any other educators that were involved; we would need to agree upon a PBL, the educational standards being addressed, and the length of the unit.
I am looking forward to perusing the sites for social networking in order to set up a collaborative for next year. The benefits are not just for students; teachers also benefit from meeting and working with others outside of their immediate area.
Lori
9th grade English
References:
Laureate Education, Inc. (Executive Producer). (2009). Davis, V. (Speaker) Spotlight on technology: social networking and online collaboration, part 2. Integrating technology across the content areas. Baltimore: Author.
Tuesday, June 1, 2010
Evaluating Your GAME Plan Progress
Goal: to “engage students in exploring real-world issues and solving authentic problems using digital tools and resources.”
This was my goal from day one of this Walden course. I am a true believer in the correlation between authentic, meaningful lessons and student growth and engagement. I am very excited about this week’s topic – problem-based learning – because it directly addresses and will help me to meet the goal of my GAME plan. Earlier in the course, I had resolved to search the internet to learn more, interview local politicians, and conduct surveys in order to meet my goal, but this week’s resources, discussion, and application has shown me an exciting new approach. By presenting students with a real-world situation in which they can collaborate to find real-world solutions, they are effectively exploring issues and solving problems – the goal of my GAME plan.
This week’s resources have offered a multitude of activities that will help me to apply 21st century skills to my lesson plans to meet the needs of my students as they pursue real-world issues. Cennamo, Ross & Ertmer (2009) suggest using technology to create presentations, initiating online discussions of the project itself, enhancing the final project by uploading photos and video, and using online resources to track student activity. Dr. Ertmer suggests some additional ways in which to use technology: keeping a problem log, using E-journals, and using organizational tools to keep track of progress (Laureate Education, Inc., 2009). All of these suggestions offer exciting new challenges to both me and my students.
There are plenty of things I still need to learn in order to make these grand ideas a reality in my classroom. For example, my biggest concern is time – or lack of it. I need time to play around with these things. Although we hear over and over again that our students are digital natives, and most of them can successfully meander their way around anything techno, I certainly do not want to plan a technologically integrated unit that I have not tried myself.
Currently I do not see the need to adjust my GAME plan. I reiterate my enthusiasm over problem-based learning and how this instructional approach fits my existing goal like a glove. I am excited and anxious to jump into my assignment and watch my students become more autonomous and engaged!
Lori
9th grade English
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Ertmer, P. (Speaker) Spotlight on technology: problem-based learning, part 1. Integrating technology across the content areas. Baltimore: Author.
This was my goal from day one of this Walden course. I am a true believer in the correlation between authentic, meaningful lessons and student growth and engagement. I am very excited about this week’s topic – problem-based learning – because it directly addresses and will help me to meet the goal of my GAME plan. Earlier in the course, I had resolved to search the internet to learn more, interview local politicians, and conduct surveys in order to meet my goal, but this week’s resources, discussion, and application has shown me an exciting new approach. By presenting students with a real-world situation in which they can collaborate to find real-world solutions, they are effectively exploring issues and solving problems – the goal of my GAME plan.
This week’s resources have offered a multitude of activities that will help me to apply 21st century skills to my lesson plans to meet the needs of my students as they pursue real-world issues. Cennamo, Ross & Ertmer (2009) suggest using technology to create presentations, initiating online discussions of the project itself, enhancing the final project by uploading photos and video, and using online resources to track student activity. Dr. Ertmer suggests some additional ways in which to use technology: keeping a problem log, using E-journals, and using organizational tools to keep track of progress (Laureate Education, Inc., 2009). All of these suggestions offer exciting new challenges to both me and my students.
There are plenty of things I still need to learn in order to make these grand ideas a reality in my classroom. For example, my biggest concern is time – or lack of it. I need time to play around with these things. Although we hear over and over again that our students are digital natives, and most of them can successfully meander their way around anything techno, I certainly do not want to plan a technologically integrated unit that I have not tried myself.
Currently I do not see the need to adjust my GAME plan. I reiterate my enthusiasm over problem-based learning and how this instructional approach fits my existing goal like a glove. I am excited and anxious to jump into my assignment and watch my students become more autonomous and engaged!
Lori
9th grade English
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Ertmer, P. (Speaker) Spotlight on technology: problem-based learning, part 1. Integrating technology across the content areas. Baltimore: Author.
Wednesday, May 26, 2010
Monitoring my GAME plan…
I am continuing my journey to “address the diverse needs of all learners using learner-centered strategies providing equitable access to appropriate digital tools and resources,” pursuant to ISTE Indicator 4(b). It seems that I am constantly on the lookout now for ways to address this goal. As this year was coming to a close, I stumbled upon a valuable resource that allowed me to tackle my goal head-on. My final unit of the year was a review of the historical events alluded to in the movie Forrest Gump (1994). When reading a non-fiction article on the Kent State Tragedy, it came to my attention that many of my Inclusion students were unaware of the controversial 1960’s and 1970’s; therefore, I decided to end the year centered around this once very popular film. I had students conduct research on ten historical events; while my grade level students conducted their own search, my lower-level students were sent on a Webquest. As we watched the movie, students were impressed with Gump’s fictional role in these events. Just today, I prompted them to write a persuasive letter to our principal trying to convince him of the value of movies in the classroom. With this letter, I was able to incorporate digital tools that provided a scaffold for my lower level students. Using resources from the website ReadWriteThink, found at http://www.readwritethink.org/, my students were able to create a Persuasive Map and later use a Letter Generator to assist them in completing the writing assignment. I found these two digital tools to be extremely engaging and helpful for my students, and I plan to begin next year using these to help students stay organized. On a side note, I did have one student who has obsessive compulsive disorder and hates to work with computers; they are very dirty, you know. So, I was able to print out the map and letter form for him to complete with his pencil; he and I were both quite satisfied.
My main concerns right now is finding different leveled online text centered on a common theme. Typically I teach units based on genre and theme. For example, I do two short story units: suspense and relationships. Ideally, I want to find short stories at different levels that address these themes. Honestly, I am under time constraints as I finish up the year, so I have not exactly sifted through the gazillion online resources. Does anyone have any suggestions?
So far, I feel that I have simply become more aware of the option to differentiate with technology. It seems to be a much more practical way to meet the needs of students – partly because it avoids the copying and organization of the traditional classroom. Also, I felt that Dr. Ross made a good point when he said that in reality it is only small numbers of students who will need that extra support with any given lesson (Laureate Education, Inc, 2009). In other words, educators will not have to differentiate for every student, but they should know their students well enough to see when modifications and accommodations need to be made.
Right now, I do not feel the need to venture away from this particular goal. As Dr. Ross suggested, the main reason kids do not use Assisted Technology is because their teachers either do not know they exist or do not know how to use them (Laureate Education, Inc, 2009). I want to know. Therefore, I will continue down this journey of trying to find ways in which technology can be used to meet the needs of my students. It’s an exciting venture.
Lori
9th grade English
References:
Laureate Education, Inc. (Executive Producer). (2009). Meeting students’ needs with technology, Part one. Baltimore: Author.
My main concerns right now is finding different leveled online text centered on a common theme. Typically I teach units based on genre and theme. For example, I do two short story units: suspense and relationships. Ideally, I want to find short stories at different levels that address these themes. Honestly, I am under time constraints as I finish up the year, so I have not exactly sifted through the gazillion online resources. Does anyone have any suggestions?
So far, I feel that I have simply become more aware of the option to differentiate with technology. It seems to be a much more practical way to meet the needs of students – partly because it avoids the copying and organization of the traditional classroom. Also, I felt that Dr. Ross made a good point when he said that in reality it is only small numbers of students who will need that extra support with any given lesson (Laureate Education, Inc, 2009). In other words, educators will not have to differentiate for every student, but they should know their students well enough to see when modifications and accommodations need to be made.
Right now, I do not feel the need to venture away from this particular goal. As Dr. Ross suggested, the main reason kids do not use Assisted Technology is because their teachers either do not know they exist or do not know how to use them (Laureate Education, Inc, 2009). I want to know. Therefore, I will continue down this journey of trying to find ways in which technology can be used to meet the needs of my students. It’s an exciting venture.
Lori
9th grade English
References:
Laureate Education, Inc. (Executive Producer). (2009). Meeting students’ needs with technology, Part one. Baltimore: Author.
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