EDLD+5364+-+Week+2

Week 2 of EDLD 5364 (Teaching with Technology) has primarily focused on establishing an arguement for integrating technology into the classroom. Through the discussion of research-based articles and videos, a foundation was built that stressed the importance of diversifying instruction in the classroom. From this, we were able to build a case for the importance of technology integration in the classroom as a way of aiding teachers in the pursuit of a more universally accomidating curriculum. In this week's videos, research and methods used at the Center for Applied Special Technology (CAST) were explored. The videos began by discussing the diverse population of students that are in today's classroom. "Learning disabilities...English as a Second Language, emotional or behavioral problems...and physical disabilities..." are only a few of the special populations that teachers are asked to reach. (__Diversity of Learners__) The Center for Applied Special Technology has spent much time reseaching the way in which people learn so that educators are better able to reach each student on an individual basis. Research shows that there are three primary aspects to learning, "recognition networks:gathering facts...strategic networks: planning and performing tasks...affective networks:are students engaged and motivated?" (__The Brain Research__) These networks are programmed to respond differently to stimuli depending on a person's background, culture, and experiences. As previously discussed in Week 1, it is imperative for educators to understand these background experiences so that material is relevant to students and constructivist learning can take place and students are able to network their learning in appropriate and meaningful ways. The CAST videos went on to show how research-based means of technology implementation can effectively reach a number of students and allow them to appropriately build upon their recognition, strategic, and affective networks. CAST has established strategies that improve the learning environment for all students through the use of technology integration called the "Universal Design for Learning", or UDL. "Universal Design for Learning uses technology's power and flexibility to include all students" and to increase their understanding of content, dispite their abilities. (__Universal Design and Universal Design for Learning__) UDL allows learners to be reached on an individual and meaningful level through "multiple means of representation...expression...and engagement" so that (based on the brain-based research conducted through CAST) students are reached on all networking levels. (__Principles of Universal Design for Learning__) Technology opens countless doors for teachers to reach students in all aspects of their learning networks so that individualization is a regular part of the classroom and the Universal Design for Learning is accomplished.

The readings for this week's unit of study also built a strong case for the use of technology in the classroom as a means for reaching all students on an individual and meaningful basis. Through chapter 1 of __Using Technology with Classroom Instruction that Works__, Marzano discusses the importance of establishing "learning objectives that are specific but flexible". (Marzano, 2007). Through setting clear goals and objectives, teachers are able to better assess how successful their students are based n their understanding and application of said objectives. "Technology enhances the goal-setting process by providing organizational and communication tools that make it easier to clarify the learning objectives. Technology also gives teachers access to resources that can help them identify and refine standards and objectives." (Marzano, 2007) In a study conducted by M.S. Page, it was found that "technology-enriched classrooms appeared to score significantly higher in...test scores" and that "the inclusion of student interaction...affected positive student learning outcomes". (Page, 2002) Page also found evidence that "technology-enhanced classrooms aid in raising the self-esteem levels of low socio-economic elementary students". (Page, 2002) Perhaps there are other contributing factors, however, building on the idea of constructivist theory, most students feel very comfortable with technology and, therefore, may feel more comfortable and capable in classrooms where technology is a regularly used tool. John Schacter's book, __The Impact of Education Technology on Student Acheivment__, showed similar findings as that of M.S. Page as to the impact of technology integration in the classroom. Schatcter, however, found research that verified significant increases in assessment scores across all age ranges, not just elementary school. This research validates the need for greater technology implementation in the classroom; however, it is also important to stress the need for teacher education as to the correct usage of technology. It is crucial that teachers understand how to correctly incorporate technology into their curriculum so that it ties to a student's background (constructivist) and provides students with a greater awareness of where to find information (connectivity). This technological awareness, as seen in the videos and readings for this week, are proven to enhance student performance and student engagement, when implemented correctly.