Think back to Dexter's eTIPS article and the reading on UDL. What is the "value added" for the uses of technology we have been discussing in class this semester? How do they (or don't they) fit with UDL? Respond here and post a copy of your thoughts on your own blog.
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Universal Design is all about building different ways of accessing and utilizing information into the curriculum at the outset. The first ETIP given in the article is to consider what the intended learning outcome is, and to base the type of technology used (or not) on that goal. Both articles consider the use of technology in the planning stages, and both look to the goal of designing a lesson that works on some level for all children. UDL requires teachers to provide as many points of entry to a lesson as possible, for all types of learners. Lessons involving technology strive to provide the scaffolding students need to demonstrate proficiency in the task, while allowing them to represent that understanding in a variety of formats.
In terms of the tasks we've been required to do in class, Inspiration requires students think more deeply about content in order to organize and analyze the info to present it visually. In other words, they must synthesize the information they've learned, utilizing higher order thinking to build a stronger understanding of the content. Photostory can engage students while teaching them how to research and organize a story, in addition to learning about the content they cover. Teachers can then use the projects student produce as summative assessments, all while tracking progress along the way, which aligns with ETIPS and UDL's goals of flexibility of use.
The only barrier I see to use of technology is the school system's attitude and "ready access" they provide for integration of technology into the classroom. Without a positive, collaborative system, the use of technology becomes inefficient and unusable for lessons.
I think the most “value added” aspect of the technology uses we have touched on so far this term is the flexibility it lends to the concept of UDL. It gives teachers more tools for representation, expression and engagement in the learning process. The best example for me so far this term was the Tableau Vivant exercise. My first question was not why someone would use this as a teaching tool. That was immediately evident. I wondered why anyone would do this in the first place. I still wonder. But it really doesn’t matter. We now all know a fun, educational and ready exercise that could have numerous applications in the classroom.
I think that nearly all types of technology that are appropriate for classroom use, not just those that we have been using in class, add value to the teaching and learning experience and contribute to UDL. The vast amount of technology that is available to us as educators give us so many more possibilities to meet the needs and interests of diverse groups of students. I immediately think of web 2.0 and the ever-expanding list of websites that allow students to learn interactively and be creative with their school work. Web 2.0 resources are available for every grade level and for many different intelligence levels as well. I feel very comforted knowing that I will be able to find web 2.0 resources for my future students who may present great difficulties in learning. Not only are technology resources available for students with different intelligence levels, but I should also be able to find and utilize resources that allow my students to learn in ways that benefit them the most (i.e. visual, auditory, kinesthetic), which definitely fits in with the UDL model.
Universal Design for Learning is a way to create a curriculum that gives students all equal access. I think that this is very important in education, especially for special needs children. UDL's goal is to create instructional goals, methods, materials, and assessments that work for everyone. As a future educator, it is important to have this mind set – that everyone learns differently and it is important for students to be able to access the curriculum. Every child has different learning needs, and it is essential to recognize this. On one of the websites, UDL is broken into three categories: WHAT we learn, HOW we learn, and WHY we learn. Having this knowledge is important because it helps educators become more aware of the diverse learners that are in the classroom. Universal Design for Learning helps educators meet this goal by providing a framework for understanding how to create curriculum that meets the needs of all learners from the beginning. As far as what the value added for using technology in the classroom is, I personally feel that there is a vast amount of technology that is available for educators to use. While we have gone over in class some technology that is great for classroom use, I think that there are other technologies available that are wonderful for special education students, such as assistive technology devices, the smart board, and many computer programs, for example Lexia. With so much technology available to educators, teachers now have the best opportunity to meet the needs and interests of all students with the help of technology.
In eTIPS Dexter challenges teachers to consider what the “added value” is in utilizing technology when teaching. According to Dexter: “the phrase “added value” is used to designate that the particular packaging, delivery method or combination of services in a product brings extra benefits than one would otherwise receive.” (58) Dexter’s suggestion of an “added value” supports the premises of Universal Design for Learning (UDL) - “the central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts.” (CAST) In summary, technology, if used appropriately, can provide make learning accessible to all learners as sought by UDL.
Throughout the term we have discussed how the Web 2.0 can be a tool for teachers. Having given special attention to blogs and wiki’s, we have learned how the Internet is no longer just a search tool. Instead, with platforms like blogs, wiki’s and even twitter teachers can engage all their students in one lesson, by utilizing tools available to make that lesson most accessible to each individual’s learning style. While gadgets can’t solve the problems educators face today, combined with a well throughout lesson plan, interactive technology can engage individual learners differently, and choose the method that works best for them: online text, mp3’s that allow students to listen to books, or allow students to use the old fashioned version of texts.
We also know that teachers and students benefit from parent engagement, the Web can also provide interactive aspects to parents who may not be as engaged. A parent blog can connect them with the experience their child is having in school, and make them more engaged in the learning process.
Working with pictures and media is a great way to implement UDL in the classroom, as we did with Photoshop. In less than an hour I was able to take a photo of my students in Ghana and place them in the middle of New York City in a snowstorm. This would have been a great starting point for a discussion of globalization in class.
I think the tools we have learned thus far have provided us with new methods to provide an “added value” aspect to our lesson that is closely aligned with the goals of UDL.
"Chapter 4: Teaching Every Student TOC: Information & Ideas." CAST: Center for Applied Special Technology. Teaching Every Student in the Digital Age. Web. 04 Oct. 2011. .
The value added for the technology uses in the classroom and especially in UDL terms is that it creates a flexible curriculum which allows students with different backgrounds and learning styles to have the same opportunities to approach lessons and take away the same message as those who do not necessarily effectively learn from technology.
The technology we have been learning about in this course has been value added to the classroom. Exploring the usage of blogging and creating a wiki all bring value to the classroom and world of education by increasing communication between teachers, students and parents. There is also an alternative method of exploring and approaching new ideas instead of turning to dense textbooks, but a plethora of ideas and websites which can be specific to the lesson being taught in the classroom. Specifically blogging for teachers has added much value to the classroom. For me specifically I was introduced to hundreds and hundreds of bloggers that everyday teachers from around the country and maybe even around the world have created where they share ideas of what works in their classrooms and what doesn't as well as fun and new lessons. These modes of technology open up a doorway with remote access where people worldwide can exchange information and reflection of their personal experiences in the classroom and with students, which hopefully in turn will help users like us, new teachers.
The "value added" for the uses of technology we have been discussing in class this semester include communicating about individual experiences and learning and publishing information for an audience, like done with blogging. Also creating visual representations, giving students’ the ability to show others about what they have learned in a variety of formats. So far this semester we have seen the potential for using wikis, Wordle, Picnik, Photoshop, or Tableau Vivant to enhance lessons.
The uses of technology go hand in hand with the UDL principles - creating educational goals, methods, materials, and assessments that work for everyone. The UDL guidelines assist in creating curricula that meet the needs of every type of learner. Integrating technology provides ways to enhance the curricula and to individualizing instruction or making it more responsive to student’s interests and learning styles.
UDL's are a very helpful tool, however, I think we should remember that they should be used as learning tools and not as easier substitutes to the same material. For example, an animated, illustrated e-book with side notes for students is a good substitute for visual learners. However, if the book has no added "perks" and the same version and format is being read online rather than on the actual pages, what is the point? We can't lose sight of the basics just because technology is shiny and new. As educator, I believe that we really need to think about UDL's and how we are using them to our benefit instead of just replacing the old with the new for the heck of it.
Technology is very valuable as long as it supports student learning and is accessible to teachers. Schools must support teachers by making the technology they need available in classrooms. As teachers set learning goals for their students, they must choose which technologies will support these goals and which technologies will help their students succeed...
With regard to UDL, technology basically makes UDL possible. Technology allows teachers to go beyond a "one size fits all" model to differentiating among students. UDL addresses the needs of every student in a classroom; its premise is based on diversity. Technology allows teachers to use several approaches and meet the needs of a greater population of students.
Given the greater demands that teachers have today, I cannot imagine a successful classroom where technology is not utilized on a regular basis...
Educational Theory Into Practice Theory (ETIPS) software is a web based form of learning in technology. The extreme programming is really interesting-especially when one discovers all it can do. It provides students help, especially with differentiation. I like the different ways a teacher can use it in the classroom, too. It's key to have the school involved and supportive when implementing this in the classroom. I'd like to incorporate this with some of Apple's programs-such as something similar to photoshop- iCloud is one example. Check out the video:
http://www.apple.com/icloud/#video-icloud
The tools involved are inspiring to work with in my classroom.
UDL (Universal Design for Learning) helps teachers provide students multiple options for teaching in the classroom. The article touches upon different uses of technology such as digital media, electronic books, webpages, enhancements of text, adjustments to volume, and various other creative uses of technology and different programs. The article explains that teachers are able to accomodate all students, even students with various disabilities, through technology. The article eTips explains that teachers are responsible for using the technology appropriately in order to educate all students. I believe that technology can certainly enhance our curriculum and lesson plans only if it is used properly and effectively. Dexter explains that technology can bring knowledge into the classroom that the traditional classroom can't offer. I agree with this because the activities that we have been doing in class such as blogging, creating our own websites, group work with Tableau Vivant, and future assignments really take our class one step further.
We read articles and create posts to our own blog and read and respond to other blogs. This fits as UDL because we are able to to get an understanding for what everyone in the class is thinking about a particular issue. Blogging allows for creativity to be expressed in each individual's own unique way.
Furthermore, we take what we learn in class and apply it to our websites-in-progress. Programs such as Picnik and Photoshop will definitely come in handy but it is the responsibility of the teacher to implement it into the curriculum appropriately. I believe there is definitely "value added" for the uses of technology that we have been discussing in class this semester and they fit with UDL as long as all students are able to learn effectively.
The UDL article and eTips by Dexters are closely interrelated. UDL includes three principles to guide children’s learning such as representation, expression, and engagement. Effective technology integration adds value in teaching and learning. It brings more benefits to children in learning process than one would receive otherwise. All students are different. They perceive and process information according to their learning styles. Classes in American schools are extremely diverse. There are English language learners and students with special needs. They all need individualized approaches. Incorporating technology into the curriculum by taking into the considerations the UDL principles allows meeting the needs of all students. Technology adds value in learning in various ways. It makes learning more successful by providing access to up-to date information, providing learning-by-doing opportunities, helping students to construct meanings through visualization. In addition, it promotes collaborative work with classmates which enhances their expressive skills and increases motivation. For teachers, technology adds value by assisting to develop lessons and assessing children’s knowledge
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