Week 2 Reading/Video Reflection

This week we focused on technology-enriched classrooms and the Universal Design for learning system.

The UDL principles help educators customize for individual differences in each of the three brain networks. A universally designed curriculum offers:

A.      Multiple means of representation to give learners various ways of acquiring information and knowledge; 

B.      Multiple means of expression to provide learners alternatives for demonstrating what they know; 

C.      Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn.

D.     To reach each student, teachers need to customize learning using flexible tools, teaching methods, and assessments.

In one of this week’s readings, Using Technology with Classroom Instruction that Works, focuses on motivating the students by letting them be a part of setting goals for themselves and increasing the use of technology in the classroom. Research shows that, “when students are allowed to set some of their own learning goals, their motivation is higher than when they pursue only teacher-set goals,” (Hom & Murphy, 1983).

Technology enhances the goal-setting process by providing organizational and communication tools that make it easier to clarify the learning objectives. Technology also gives teachers access to resources that can help them identify and refine standards and objectives.

McREL’s research on setting objectives supports the following generalizations: 

1.      Setting instructional goals narrows what students focus on.

2.      Teachers should encourage students to personalize the learning goals the teacher has identified  for them. 

3.      Instructional goals should not be too specific.

Allowing students to take part in their own goal setting, is important. It gets the student involved on a much higher level. When technology is incorporated and is in the center of it all, students embrace it more and are more attracted to it. Students are engulfed in technology. What better place to make it available and coincide with teaching than the classroom! The more technology you have the more students will be involved and will make for better learning and higher achievements.

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

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_Summer20021&Template=/

MembersOnly.cfm&contentFileID=830

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.

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/

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