Week
three, I continue with implementing an effective game plan modeling after the
Universal Design of Learning or (UDL).
Reviewing the NETS-T standards within focus on “Promote and Model
Digital Citizenship” and “Develop Digital Age Learning Experiences and
Assessments”, I will increase my objective of “taking more action” and
“monitoring” with use of technology through a number of educational websites
developed for diverse with diverse needs.
Universal design for learning (UDL) suggests that teachers can remove
barriers to learning by providing flexibility in terms of options for
materials, methods, and assessments (Ross & Meyer, 2002). That being
said, with the use of implementing 21st century thinking into the classrooms
with technology as a backbone for resources and assistance, barriers can be
broken and students with special needs can learn.
In
efforts to increase my approach of “taking action” in this learning experience
of utilizing computer resources, my learners and I have agreed to involve parents
and staff to assist in making the project a success. Despite unprecedented competition for their
time, parents' involvement in schools is on the rise. Parents are recognizing the connection
between their involvement and their children's success (Hench, D. 1996). If parents share the same accountable
as the teacher’s and administrators to a child’s success, much learning can be
accomplished reducing the barriers of foundation or a lack of from our
learners.
Using
KWHL’s for monitoring promotes independence form the learner, which is the
effect needed for learning to positively take place. For example, 21st century students seem to give
more effort when personal pride is at stake or when they can use the class
lesson as an actual life experience.
The obstacles that can occur with KWHL’s include the learning factor
with diverse needs students or exactly how much is learned each week. To reduce this barrier, a
pretest/posttest exam will be given and recorded at the beginning of this
project, then during the final week.
Today's students are
increasingly turning to technology as a means to gather information,
communicate, and learn (Marino, 2010). In fact, preliminary research suggests
that secondary students with disabilities
often rely on technology more than their peers without disabilities (Lenhart et
al., 2003).
The problem that seems to arise often is the limited computer resources
we have to instruct, implement, and build foundations for the students to
comfortably move forward.
Resources
David Hench, S. W. (1996, Sep 03).
Cennamo, K. Ross, J. &
Ertner, P. Technology Integration for Meaningful Cassroom Use. A
Standards-based Approach 2009.
Matthew, T. M., & Constance, C. B. (2010).
Conceptualizing rti in 21st-century secondary science classrooms: Video games'
potential to provide tiered support and progress monitoring for students
with learning disabilities. Learning Disability Quarterly, 33(4),
299-311.
