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Teaching with Technology Week 3 Reflection

Week 3’s topic focused on student-centered learning with technology. The Universal Design for Learning from CAST is an ideal resource to use when considering technology-enriched curriculum that would reach diverse student population. From last week’s readings it is evident that when students use technology they are more motivated and engaged. In this week’s video resource, //Welcome to Digital Generation//, it stated that learning with technology is “about engagement, self-directed learning, creativity, and empowerment.” The two students featured in this week, Luis and Cameron, are clear examples of how technology has enriched their lives and education. Luis uses technology in every aspect of his life, from emails, social network, helping his mom manage banking to being involved in community projects. Using technology has opened up opportunities for Luis to visit Chile and make presentation of his community project. I can see a bright future for him. I admire Cameron for his passion, creativity, maturity, and initiative. I see so many students who are so dependent on teachers to give them every answers and roadmap to their success. I believe this is due to our “test” culture in education. Students are very afraid of failure. They are accustomed to right or wrong mentality. Schools have not been encouraging alternative solutions and methods of learning. But in few occasions there are inspiring teachers who understand student like Cameron. His teachers saw spark in Cameron’s eyes when it came to using technology and allowed him to learn his way. He even helped his math teacher with a video that demonstrated the math concept visually. The video not only helped Cameron understand the lesson but also many other visual learners in the class. With increasing diversity in the classrooms it has become essential to use non-traditional teaching methods. The principles of Universal Design for Learning taps into current brain research and best practices in developing meaningful curriculum. The principles focus on customizing curriculum for individual differences through the three brain networks: recognition, strategic, and affective. The design offers multiple means of instructions, expressions of student learning, and engagement. In this week’s reading from Pitler’s book it stresses four key questions to address when planning a lesson or curriculum. They are: 1. What will students learn? 2. Which strategies will provide evidence of student learning? 3. Which strategies will help students acquire and integrate learning? and 4. Which strategies will help students practice, review, and apply learning? In answering these questions teachers should consider the state standards and Web resources that include text, audio, video, simulations, or virtual manipulative to address the diverse learners.

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, [] Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development. p. 41-58, p.217-225 Edutopia.org (nd). //Welcome to the Digital Generation.// Retrieved on Mar. 9, 2011 from [] Edutopia.org (nd). //Digital Youth Portrait—Luis.// Retrieved on Mar. 9, 2011 from [] Edutopia.org (nd). //Digital Youth Portrait—Cameron.// Retrieved on Mar. 9, 2011 from []