Moving forward with implementing an effective game plan, we now
have assistance of the Universal Design of Learning or (UDL). In reviewing the NETS-T standards within
focus on “Promote and Model Digital Citizenship” and “Develop Digital Age
Learning Experiences and Assessments”, our objective of “taking more action”
and “monitoring” with use of technology through a number of educational
websites developed for diverse with diverse needs has taken primary focus. 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
accountability as the teachers 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 from 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 Classroom
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.
