EDLD 5364 Teaching with Technology is a course that I
thought all of the courses in the Educational Technology Masters Program would
be like. As educators, we need time to
research and develop lessons and activities that integrate technology and
address all students’ needs. In this
course, we learned about a specific lesson plan model, the UDL. “Universal Design for Learning is a set of
principles for curriculum development that give all individuals equal
opportunities to learn.” (Rose & Meyer, 2002) Most teachers adapt
their lessons and modify at the time of instruction for students with special
needs, but less experienced teachers need time to practice this skill. Every teacher, new or old, needs to spend
time researching and staying current on new modifications and technologies
available to help all students participate in learning. The UDL model explained the steps necessary
to include all students and discussed the three brain networks. The networks are affective, strategic, and
recognition. “As our knowledge of the
distributed processing in the brain grows, we know that the students do not
have one kind of intelligence or one way of learning; they have many. To
accommodate these many ways of learning, we can use what we know about how each
brain network operates to make our teaching methods and curriculum materials
flexible in specific ways.” (Rose & Meyer, 2002) The UDL model should be retaught at
professional development opportunities throughout the years at schools.
Another wonderful tool discovered in this class is using the
book builder from the cast.org website.
Creating an eBook allows students to access the content at home or
repeat the book several times at school.
eBooks also give teachers the ability to create coaches throughout the
book to help when students are having trouble.
eBooks are not only for teachers, but for students. This would make a fabulous end of unit
assessment. The best way to test
students’ understanding is to see if they can explain the concept to someone
else.
I also feel like we learned a great deal about the
professional development surrounding new technology teachers need in order to
be successful. “Simply putting computers in schools does not mean effective technology
integration has occurred. Teachers must see the connection between new hardware
and software and their educational applications in the classroom.” (Pitler,
2005) Schools receive money and administrators make plans to purchase new
technology without consulting with the IT department or considering the money
and hours their teachers will need to become familiar with the technology. Far too often, good technology sits in the
corners of classroom collecting dust because the teachers were not trained
properly.
I feel that I am a better instructional
technologist after completing this course.
I have a new outlook on ways to modify for all students with technology
and to make sure that teachers are comfortable with the technology they are
being asked to use.
References:
Pitler,
H. (2005). McRel technology initiative: The development of a technology
intervention program final report (Contract Number ED-01-CO-0006). Aurora,
CO: Mid-Continent Research for Education and Learning. (ERIC Document
Reproduction Service No. ED486685) Retrieved from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED486685&ERICExtSearch_SearchType_0=no&accno=ED486685
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 1-7. Retrieved from
http://www.cast.org/teachingeverystudent/ideas/tes/
