This week, my
classroom will continue administering an effective model after the Universal
Design of Learning or (UDL) by reviewing the NETS-T standards, having a primary
focus on “Promote and Model Digital Citizenship” and “Develop Digital Age
Learning Experiences and Assessments.” My colleagues and I decided it would be
most beneficial for our learners by increasing objectives through “taking more
action” and “monitoring” with use of technology through a number of educational
websites developed for diverse needs students.
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). With a remedy 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. Parents are recognizing
the connection between their involvement and their children's success (Hench,
D. 1996).
Using KWHL’s for
monitoring my learners promotes independence from the learner, which is an
important effect needed for learning to positively take place. For example, through my experiences 21st
century students seem to give more effort when personal pride is at stake or when
they can use the class time as an actual life experience. The remainder purpose of KWHL’s is to reduce
barriers through monitoring. By doing
so, a pre/post-test exam will be given and recorded twice during this course in
the beginning, 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 important issues are that problems often seem to arise due to limited
computer resources we instructing, implementing, and building 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 Classroom Use. A Standards-based Approach 2009.
Matthew,
T. M., & Constance, C. B. (2010). Conceptualizing roti 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.
