EDLD+5364+Teaching+with+Technology.+Week+2.


 * EDLD 5364 Teaching with Technology. Week 2.**

During this second week I leaned basically that each student is unique and for this reason, they have a special way to learn. They individual way to learn is like a fingerprint of the DNA. This is the base for the new concept of the classroom: diversity of learning (Lessonbuilder.cast.org, nd).

In the school that I work, we have a high percent of economically disadvantaged students and English Language Learners. It could be helpful for us, to use the technology as a matter to increase the self-esteem of students and impact positively in their achievement. Also, Page (2001) cites that the introduction or technology in the classrooms is considered a factor that affects the student’s achievement positively, especially in mathematics and cited other authors that have worked before on that. Another finding from Sivin-Kachala was that rich-technology environments affect positively on students achievement on all major areas and attitudes on own self-concepts and toward learning improved consistently (Schacter, 1999).

One non-profit organization that has been working to develop technology and help education is the Center for Applied Special Technology. By watching their videos, I knew about the research made for this organization in how to address the different needs of the students that have some special challenges. They called the ULD or Universal Design for Learning and their goal is to expand learning opportunities for all individuals regardless of abilities. To accomplish the needs for the 21st Century classrooms, teachers must incorporate multiple ways to gain information and knowledge by integrating a wide research on multi-sensory teaching, multiple intelligences, differentiate instruction and the use of computers in schools. (Rose & Meyer, 2002).

Their research shows that the brain has three main tasks; the fist is based on recognition of and collection of facts, that they called the “what” of learning. The strategic task that helps to solve mathematic problems or help to planning is also called the “how” of learning. The third one is the affective task that responds to the ”why” and it is related with engagement of the students and how to spark their interest. Technology plays an important role on this new educational approach. (Lessonbuilder.cast.org, nd).

Besides all the features of the Universal Design for Learning, it can contribute to have a precise and inclusive curriculum for all the students by individualizing their goals and adapting the instruction to their particular needs. Another asset that teacher can have is ongoing assessments and immediate and useful feedback (Rose & Meyer, 2002).

Lessonbuilder.cast.org (nd). Universal Design and Universal Design for Learning. Retrieved on March 5, 2011 from []
 * References:**

Lessonbuilder.cast.org (nd). Universal Design and Universal Design for Learning. Retrieved on March 5, 2011 from []

Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389-409. Retrieved October 5, 2009 from the International Society of Education at http:/www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFile=830

Rose, D., & Meyer, A. (2002). The Brain Research. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved February 24, 2011 from [].

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 [].