EDLD+5364+Week+Two+Update

Week Two Update 11/28/2009 **
 * EDLD 5364 Teaching with Technology

The second week of my Teaching with Technology course has given me a great deal to think about. There were a lot of videos and readings that had to do with the latest brain research and the impact of technology on student learning. I experienced an 'ah-ha' moment when I heard in the first CAST video clip that "know where' has become just as important as "know-how' and "know-why" to the learning process. In today's digital world, there is no need to keep huge banks of encyclopedias and other reference materials because all of that information and even more current data is available to this generation at the click of a mouse. I was introduced to the concept of Universal Design for Learning or UDL, which follows the guidelines used in architecture and product development. According to the [|CAST] website, "Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all." I researched other websites that also discussed the UDL and found an interesting one called [|greatschools.com]. The author, Nancy Firchow, describes the UDL as a 'cutting-edge classroom approach' that helps students learn better. She says "Today, your child's teachers compensate for variation among their students by adapting how they present information, structure assignments, and test for understanding. UDL uses computer technology to create an educational environment that allows all students, including those with learning disabilities, to succeed in general education classrooms with minimal use of assistive technology." She went on to explain how the UDL is based on architectural principals and used the ramp as an example. Ramps were created to give the physically handicapped access to buildings and other places. Like the ramps, the UDL has built-in accommodations that enable all learners to be successful with a minimum use of assistive technology.

I was especially impressed when I watched a video from the Center for Applied Special Technology website that featured David Rose, the chief scientist for CAST. He said that "The way we learn is as different as DNA or fingerprints." Each learner is unique and we need to try to address this when planning our learning designs. The article //Teaching Every Student in the Digital Age// from the CAST website states that "learners cannot be reduced to simple categories" because "they differ within and across all three brain networks, showing shades of strength and weakness that make each of them unique." According to our readings and the videos, technology is making it possible to address the individual learner's needs better than ever before. Often, as a primary classroom teacher, I find this to be true. My students are never all on the same level and it makes quite a challenge to meet their individual needs with the time constraints that I have in the school day. By using the technology that is available to me, I can offer additional practice of concepts already taught, add enrichment materials for the gifted students, as well as provide my students with a 21st century-style education. I use the Word Processing Applications, Brainstorming Software, Data Collection Tools and Web Resources listed in Chapter One of //Using Technology with Classroom Instruction that Works// on a daily basis in my classroom. I teach at a Title I school and we have a lot of low and economically disadvantaged students who greatly benefit from this practice. I noticed that this is backed up by the research included in the article by Michael Page, //Technology-Enriched Classrooms:Effects on Students of Low Socioeconomic Status.// I know it is working for my students and, according to Mr. Page's research, many others also.