EDLD+5364+Teaching+with+Technology.+Week+4.

This week I have learned the value of UDL in assessment. After this course I was thinking about the fairness of the assessment by making a standardized test for all the students using the same settings. The same media and time for solve the test does not mean equity. However different media could confound evaluation of their knowledge of skills as is stated by Rose and Meyer (2002). I confirmed that during the mid-term assessment made using the computer where some students were possible distracted by their inability operate properly the browser, mouse or the computer or because they were not familiar for them. In general the test scores were acceptable, but some particular cases are amid debate. However, I know that assessment for the 21st century should be dynamic and universally designed by providing a full range of customizations and adaptations for the individual characteristics and needs of the students. I understand that student-centered teaching also needs student-centered assessment. Some factors that could jeopardize the precision and accuracy during assessments are: student characteristics for their individual learning differences, the media characteristics, the lack of appropriate support for students and the poor integration with curriculum. ** Assessment:  ** Now we know that the assessment is an essential part of the lesson cycle and it should be modified to the diverse students needs to avoid this four factors as much as possible, and indeed we included Activities during in the classroom and questions during instruction to check for understanding, puzzles and word games in the computer lab as part of the formative assessment and the completion of test included in the chapter 14 as part of the summative assessment. ** Accommodations and Interventions:  ** Level 1 and 2 questions according to Bloom’s Taxonomy presented by the University of North Carolina, may be needed to accommodate students who appear to be performing below the expected level. In general, ESL strategies & the ELPS will be used to accommodate all LEP students. These strategies will include: partner work to practice verbal interaction; manipulative strategies to use objects to connect concepts; visual scaffolding which will provide language support through visual images; and strategies that will help connect language acquisition to the real world. For all LEP and/or SPED students seating is adjusted as needed for extra focus as well as the use of “privacy screens”. Student pairing is used as a learning strategy as needed. Extra time is given to respond to questions and extra opportunities to volunteer answers and to ask questions are used to encourage class participation in a safe and student-centered learning environment. Finally, we also made some amendments to the Plan of Action regarding the alignment of the activities with the with the State Standards as follows: “ **I. Final Presentation, group collaboration using Prezi software ** **Texas Technology TEKS ** Chapter 126. Texas Essential Knowledge and Skills for Technology Applications Subchapter A. Elementary, downloaded from  []  Ch 126.3 Technology Applications, Grades, 3-5, Section B, Knowledge and Skills, No. (11) (B) which states The Student is expected to: use presentation software to communicate with specific audiences.  **ISTE NETS and Performance Indicators for Students (NETS-S) ** Indicators No. 2 and 4, downloaded from []  **II. The students should acquire their knowledge from online sources as stated in: ** **<span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt;">Texas Technology TEKS **<span style="color: black; font-family: 'Calibri','sans-serif';"> Ch 126.3 Technology Applications, Grades, 3-5, Section B, Knowledge and Skills, No. (5) (A): The student is expected to “acquire information including text, audio, video, and graphics…” <span style="color: black; font-family: 'Arial','sans-serif';"> **<span style="color: black; font-family: 'Calibri','sans-serif';">ISTE NETS and Performance Indicators for Students (NETS-S) **<span style="color: black; font-family: 'Arial','sans-serif';"> <span style="color: black; font-family: 'Calibri','sans-serif';">Indicator No. 3, downloaded from <span style="color: black; font-family: 'Arial','sans-serif';"><span style="font-family: 'Calibri','sans-serif';">[] <span style="color: black; font-family: 'Calibri','sans-serif';"> <span style="color: black; font-family: 'Calibri','sans-serif';"> **III. Student will take part in a group “blog” which will serve as a means of assessment:** <span style="color: black; font-family: 'Arial','sans-serif';"> **<span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 10pt;">Texas Technology TEKS **<span style="color: black; font-family: 'Calibri','sans-serif';"> Ch 126.3 Technology Applications, Grades, 3-5, Section B, Knowledge and Skills, No. (8): The student is expected to: (A) use communication tools to participate in group projects and (C) participate with electronic communities as a learner, initiator, contributor, or mentor. <span style="color: black; font-family: 'Arial','sans-serif';"> **<span style="color: black; font-family: 'Calibri','sans-serif';">ISTE NETS and Performance Indicators for Students (NETS-S) **<span style="color: black; font-family: 'Arial','sans-serif';"> <span style="color: black; font-family: 'Calibri','sans-serif';">Indicator No. 2, downloaded from <span style="color: black; font-family: 'Arial','sans-serif';"><span style="font-family: 'Calibri','sans-serif';">[] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Texas Essentials Knowledge and Skills TEKS. Science Third Grade: **<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">3.2(A **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">) Plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology. <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">3.2(B) **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> Collect information by observing and measuring. <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">3.2(C) **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> Analyze and interpret information to construct reasonable explanations from direct and indirect evidence. <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">3.2(D) **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> Communicate valid conclusions. <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 10pt;"> **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">3.9(A) **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> Observe and identify characteristics among species that allow each to survive and reproduce. <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 10pt;"> ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Source: **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Texas Education agency. <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 10pt;"> [] ”<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> Also, we included the amendment to address the different student needs as follow: “ **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11.5pt;">Addressing different student needs: **<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11.5pt;">One strategies to address the differences within the population is by introducing a variety of activities using technology and by varying the level of difficulty. One activity using MS Paint, MS Word, MS Excel and MS PowerPoint is guided by the teacher. However, it could be adapted to the different level of knowledge that the students may have. For instance, it is expected that a G/T student utilizes more elements from these programs and a student that needs to master some abilities probably could make a less sophisticated work. By developing these activities the students integrate the technology to the curriculum. <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11.5pt;">For the challenges that the student with hearing impairment, we have designed the activities with proper written instructions and vivid colors. For the blind student, the suggestion is to design a bingo game which incorporates sound and engrave the cards according to the image represented or use Braille system in the cards in addition to the program (still in development at this moment). ”<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 10pt;"> ** References:  ** <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> Rose, D., & Meyer, A. (2002). // Teaching every student in the digital age: // Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved March 20, 2011 from [] The University of North Caroline at Chapel Hill (nd). // Levels of Questions with Bloom's Taxonomy. //Retrieved March 20, 2011 from []