EDLD 5634- Week 2: Reflecting on Knowledge Learned

Video Reflection
This week’s videos helped me understand about a variety of technology strategies that positively affect student learning. The videos emphasized that in our 21^st century classrooms we have a mix of students, with a wide range of learning styles and learning capabilities and/or disabilities. As teachers we need to realize that “one method, one size” does not fit all and that every student is different and their needs are different as well, and we must use alternative methods for teaching to this diverse group of students. Another key piece of information that was portrayed in the videos was the “Three Brain Networks.” (1) Recognition Network, or the “what” of learning, is the network where students gather facts, identify and categorize information. (2) Strategic Network, or the “how” of learning, is the network where planning and performing take place. It is where students organize and express ideas. And (3) Affective Network, or the “why” of learning, it is where students become engaged, motivated, and challenged. Most importantly in the implementation of a plan, would be to implement a Universal Design of Learning (UDL) to accommodate a wide variety of learners. UDL is a philosophy that allows teacher to re-think critical elements in education like goals, materials, methods, and/or assessments. As teachers, we must use technology’s power and flexibility to include all students. Within the UDL, there are principles of design that help teachers customize for individual differences in each of the three brain networks. Universal Design Curriculum offers multiple means of representation, which facilitate learning for students because they are given various methods and choices that engage them in the learning.

Reading Reflection

In this week’s reading, I learned ways to teach using technology to set objectives to focus direction for learning.  It is important for teachers to establish instructional goals for students because it establishes a direction for learning. It is important to set goals that are specific, yet flexible. It is important to communicate these goals with students and parents, and to allow them to be a part of the planning. Students are most engaged, when they are given the opportunity to make choices. Technology plays a major role in supporting the goal setting process. It helps enhance organization and communication, and it gives the teacher the necessary tools for teaching to a diverse group of students. Technology integration strategies impact student motivation and self-esteem because students are given choices and opportunities that engage them in their learning. Technology enhanced classrooms can positively impact all students, including low socioeconomic students because technology offers a multiple mean of engagement and expression. Technology also impacts student achievement in various content areas because students will be much more engaged and have a much more positive attitude in a class when they are given technology-based instruction. Teaching with technology impacts student performance on Classroom Assessments, District Benchmarks, and/or Standardized Tests. In our last reading for this week, I learned the Universal Design for Learning (UDL) is a design that helps teachers make a plan that will provide both opportunity and challenge for all students according to their own learning abilities. The UDL will also give students an opportunity to use technology for learning and to challenge them to expand their knowledge. Our jobs as 21^st century teachers in a technology-based learning is to use this resource to understand how students use and learn with technology, and to provide support and pose appropriate challenges for each student to enhance their learning.

Work Cited

 

Videos

Lessonbuilder.cast.org (nd). Diversity of Learners. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos

Lessonbuilder.cast.org (nd). The Brain Research. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos

Lessonbuilder.cast.org. (nd). Universal Design and Universal Design for Learning. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos 

Lessonbuilder.cast.org (nd). Principles of Universal Design for Learning. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos  

Readings

 

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Chapters 1, 15-38.

 

Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409. Retrieved from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830

Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf.  

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. Chapter 1. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/