EDLD+5364+Week+2

Teaching with Technology Week 2 Reflection In week two of Teaching with Technology course, the topic focused on the positive impact of using technology meaningfully in the classrooms. According to the two case study articles by Schacter and Page there were evidences of higher academic achievements with those students who were engaged in learning using computers. “On average, students receiving instruction involving computers attained higher academic achievement than did 58.2% of those in traditional-instruction-only classrooms.” (Page, 2002) There were some cases where academic achievement did not grow, however, in both cases there were evidences of more student engagement in learning when they used computers. This evidence supports Page’s finding that using computers created positive self-esteem. In the report it indicated “self-concept and achievement were strongly related. Many other studies have resulted in significant levels of correlation between self-esteem and achievement.” (Page, 2002) Another aspect of the case studies that is encouraging is the fact that they found evidence of achievement growth among the special education students when they used computers in learning. “The literature contains many cases where students with special needs have experienced increased levels of performance and support when engaging in instruction involving computers.”

What I found most interesting in Schacter’s report is that the quality of how technology is used in the classroom determined the achievement levels. In one study, students where asked to create their own software program using Logo programming language. The results showed that “students who designed fraction software for other students using Logo learned fractions better than students taught fractions using conventional methods. Students who used Logo to design software learned Logo better than students who received Logo programming instruction only.” Clearly these kinds of evidences support that students learn best when they have hands-on experiences, which also supports the constructivism theory.

In week two, I also learned about the CAST (Center for Applied Special Technology) organization and the Universal Design for Learning (UDL). CAST’s brain research focuses on three areas of the brain and they identified them as networks. The three areas are recognition network, strategic network, and affective network. Recognition network gathers information and categorizes them. It identifies letters, words, or an author’s style. Recognition task is the “what” of learning. Strategic network plans and performs tasks. It is the “how” of learning. It organizes and expresses our ideas. When we compose essays or solve math problems we are engaging in the strategic tasks. Affective network keeps us interested, challenged, and excited. It is the “why” of learning. Using the brain research CAST has developed a philosophy and methodology called Universal Design for Learning. It allows teachers to re-think about goals, materials and methods, and assessments. UDL focuses on differentiating instructions to meet the needs of today’s diverse classroom population. “A universally designed curriculum offers multiple means of representation to give learners various ways of acquiring information and knowledge; multiple means of expression to provide learners alternatives for demonstrating what they know; multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn.” [1]

= When I read about UDL it reminded of Specially designed academic instruction in English (SDAIE), which was heavily emphasized in the 1990’s and are still in use in many schools. Although SDAIE methods have been developed to address the needs of the English learners the techniques are beneficial for all learners just like UDL. What I find UDL more in-tuned with today’s learners is the fact that it’s based on current brain research and technology is the forefront of the methodology. =

[1] 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, [|http://www.cast.org/teachingeverystudent/ideas/tes] Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from []. Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), pp. 389-409. Retrieved March 3, 2011, from the International Society of Education at []