Reflection - Technology plays a large role!

The insights I have gained from 6714D-1 Reaching and Engaging All Learners Through Technology, have and will continue to contribute to my effectiveness at developing instruction that integrates technology to support my students’ learning. I have learned a great deal about UDL (universal design for learning) and how it is designed to ensure all students in the general education classroom, including those with disabilities, struggling students and English language learners are provided the necessary accommodations in the general education classroom. Please check out my Prezi(2011) on UDL that I am very proud of at: http://prezi.com/xknxljgpwfir/technology-and-universal-design-for-learning/ From what I learned about UDL I will be focusing on obtaining grant money to purchase the following items to be utilized in my technology grade 5 and grade 7 classes as well as the project upgrade gifted and talented 6th – 8th grade program:
1. Text to speech software
2. Scanner and related technology to change text to digital media
3. Microphones for each computer
4. Headphones for each computer
5. Interactive whiteboard
6. Teacher laptop
7. Video conferencing hardware

We want our students to be life long learners and I strive to be one as well and believe this can be accomplished through the use of technology. I concur that in the real world they will be relying on technology for their jobs, collaborating tasks, and in their personal life as Megan Webster (2009) said in the virtual field experience video. Technology plays a large role! For me, the benefits of using technology to differentiate is twofold: first, the sheer number of materials available online, through applications, and on mobile devices; second, the ability to use technology in a transformative way, to do things in the classroom that were previously impossible such as video conferences, virtual tours, and the like.

I am excited that there are three projects I will work on this summer to implement this fall/winter of 2011. Already I have started a Farcebook template I created using the Adobe InDesign software for an 8th grade gifted and talented social studies lesson. A copy of the template is for purchase if you do not have the right software to create one at the following website: http://www.teachersdiscovery-english.com/item_details.php?item=150+300+P0000822&SBJ=English
Students will be grouped into certain time periods and take on a specific role within the group. This authentic lesson is student directed and positive reinforcement will not only be coming from me but the other group members/peers. Like Megan Webster (2009) said in the virtual field experience video, students will rise to the occasion. If we treat them like adults they will take on the responsibility. I want to give my students more of the roles I took on in the classroom when it comes to projects. Let them run with it and show me what they learned. A positive class environment would consist of one on one or group conferencing that would allow me to assess where group members are at. Exit cards would hold them accountable at the end of class periods and be given out on various days.

Another social studies project that would utilize technology is creating an iMovie or Power Point using songs that relate to the time period. One classmate posted a highly recommend link: http://yeli.us/Flash/Fire.html. Take a look - its very enjoyable and a neat video to watch. An 8th grade teacher had students do this for assigned decades. There are many ways students could create similar projects for all types of subject areas and I may even try this with math and science as well.

Lastly I have looked into video conferencing opportunities for my 8th grade students to meet with Holocaust survivors in September. The College of Saint Elizabeth Holocaust Education Resource Center is aiming to see if they can provide opportunities for my students to hear survivor testimony from Holocaust survivors right at my school. I hope to set up equipment in our Technology Lab and they would on their end in their Resource Center. This would enable them to have a survivor come to the College of Saint Elizabeth and "meet" my students through videoconferencing; such a program also would be planned so that my students could see the survivor and the survivor could see them, and students would be able to ask questions. “By providing an opportunity for serious Jewish-Christian Theological dialogue, it is opening doors through which many are experiencing mutual respect and understanding.” (cse.edu, 2011) The payoff of video conferencing is students will spend time learning how to relate to one another, cultivate a society and being responsible citizens. Students will be modeling trust and respect to one another as they speak with/interview survivors.

Education has come a long way from the traditional static environment where teachers are upfront, desks are in a row, and there is one open space. We need students to learn in different ways (using books, microscopes, Smartboards). The more we can put in a single learning environment the better. This would increase their chances of showing us what they learned. Students must be evaluated using multiple measures. Offering students’ options for learning, helping them attend to which approach works best for them, and guiding them to be attuned to whether they are learning effectively helps both myself and the students proceed productively. I have learned a lot from this class and will refer to the resources shared in my Google group.

References

The College of Saint Elizabeth (2011) Retrieved June 22, 2011 from http://www.cse.edu/about-cse/centers/herc/index.dot

Laureate Education, Inc. (Producer). (2009). Differentiating Instructional Elements [Video file]. Reaching and engaging all learners through technology. Baltimore, MD: Author

Prezi (2011). Retrieved June 22, 2011 from http://prezi.com/xknxljgpwfir/technology-and-universal-design-for-learning/