The challenge in developing technology to expand the learning needs of Hillary (Just Your Average Kid: Cennamo, et al., 2009, p. 118) focuses on flexible strategies Universal Design for Learning [UDL] offers teachers in the classroom (Rose & Meyer, 2002, cited in Cennamo, et al., 2009, p. 117). In my early days of teaching, I was influenced by Vygotsky’s constructivist outlook in determining the best course of action for developing lesson plans. In a Constructivist learning environment, children use their prior knowledge and schemas to help them make inferences and relate to the text they are reading (Dixon-Krauss, 1996). Developing our GAME plan to include UDL is a logical extension of the Vygotsky mindset, where all students would meet established learning goals through flexible means (Cennamo, et al., 2009, p. 121). One way I would apply this model with Hillary in my classroom is by having many books available for access by electronic tablet for download. This would also benefit all students since accessing the books would be available on classroom computers. I would also include books that have anecdotal expository stories, graphic novels, and funny history stories in order to spark interest in a particular literary topic.
As technology has developed exponentially since our course text (Cennamo, et al., 2009) was written, instruction still involves setting goals, communicating outcomes, and reflecting on the value technology helps student understanding. Since UDL helps all children capitalize on their strengths, finding the appropriate technology for Hillary today will involve personal hand-held devices allowing for adaptation of assistive technologies and applications. Hillary could use programs to help her with reading, blogging, and writing assignments. For example, cloud-based servers would keep Hillary’s (and the other students as well) work safe for her/his eyes only. Dr. John Ross describes the importance of teachers providing access to technology for all their students (Laureate Education, Inc., 2009). Since technology is readily available, our job is to adapt these tools in the classroom. Howard (2004) mentions that even though initial lesson planning is time consuming, the results are worth the effort (p. 29). For example, Hillary could focus on using hand-held tablets to become familiar with different types of print and words from a whole language and word recognition point of view.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Dixon-Krauss, L. (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. White Plains, NY: Longman Publisher.
Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. Learning and Leading with Technology, 31(5), 26–29. Retrieved from the ERIC database.
Laureate Education, Inc. (2009). Meeting students’ needs with technology: Part I. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
As technology has developed exponentially since our course text (Cennamo, et al., 2009) was written, instruction still involves setting goals, communicating outcomes, and reflecting on the value technology helps student understanding. Since UDL helps all children capitalize on their strengths, finding the appropriate technology for Hillary today will involve personal hand-held devices allowing for adaptation of assistive technologies and applications. Hillary could use programs to help her with reading, blogging, and writing assignments. For example, cloud-based servers would keep Hillary’s (and the other students as well) work safe for her/his eyes only. Dr. John Ross describes the importance of teachers providing access to technology for all their students (Laureate Education, Inc., 2009). Since technology is readily available, our job is to adapt these tools in the classroom. Howard (2004) mentions that even though initial lesson planning is time consuming, the results are worth the effort (p. 29). For example, Hillary could focus on using hand-held tablets to become familiar with different types of print and words from a whole language and word recognition point of view.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Dixon-Krauss, L. (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. White Plains, NY: Longman Publisher.
Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. Learning and Leading with Technology, 31(5), 26–29. Retrieved from the ERIC database.
Laureate Education, Inc. (2009). Meeting students’ needs with technology: Part I. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=