Integrating Technology
Notebook
Stanley Weiblinger
Table of Contents
Select a topic below.
Universal Design for Learning
UDL is a set of practices that
focuses on accessibility for learning.
Research into learning indicates
that the brain processes
information in 3 ways, recognition
networks, strategic networks, and
affective networks. Recognition
networks process patterns our
senses encounter. Strategic
networks allow for planning,
execution and monitoring of
patterns. Affective networks apply
emotional significance to objects.
Universal Design for Learning
A great strategy for implementing UDL
is to review the strengths, weaknesses,
and preferences of the students in your
class. For example, one student is
Dyslexic and cannot efficiently read
from a PDF. This student can use
speaking software to read the PDF to
her, or get the article in print and use
reading tactics for comprehension.
Some students may have strengths that
should be utilized such as an ability to
draw. This student could create
sketches for his project. Allowing
students to pick their topics can also
motivate students by allowing them to
work with a preference.
Universal Design for Learning
Resources:
http://www.udlcenter.org/
http://www.cast.org/index.html
http://www.cast.org/teachingev
erystudent/ideas/tes/
Project Based Learning
PBL is an approach to learning where students
are assigned a series of projects that aid in the
development of various interdisciplinary skills.
PBL benefits from the implementation of a
Standards Aligned System (SAS). The six
circles of SAS include:
Clear Standards: Students know what they
need to accomplish
Fair Assessments: Assessments are aligned to
the standards
Curriculum: Big Ideas, Concepts, and
Competencies are outlined
Instruction: Aligning the instruction with
standards along with identifying the best
strategies for the job
Materials and Resources: Selecting the right
materials to meet the standards
Interventions: Safety nets to make sure that
all students succeed
Project Based Learning
My computer science courses are
project based. Objectives are listed at
the top of each assignment as well as
photo examples of properly complete
projects. Assignments match the
expected outcomes for the curriculum
in the context of concepts and bigger
ideas. Assignments are graded based
on how well students grow toward
these outcomes. Instruction is given to
supplement abstruse parts of the
project and interventions ensure that
students remain on the path to
success. Resources must of course be
present for students to complete their
projects.
Project Based Learning
Resources:
http://www.bie.org/
http://eduscapes.com/tap/topic
43.htm
http://www.edutopia.org/projec
t-learning
Virtual Learning
Virtual learning is when software is
used as an integral part of the
learning environment. Typically,
this involves the software working
through the internet. This software
can include demonstrations,
assessments, and games. While
virtual learning may be used as
distance learning, it is more
commonplace to see virtual
learning used to supplement a brick
and mortar classroom environment.
Virtual Learning
One great way that virtual learning has
been implemented is to supplement
math and reading courses. Students
that need remediation or additional
challenge can log into a virtual learning
environment to get the help and
challenge that they need. For example,
a student that has fallen behind in
math due to extended illness can use
free time during the school day or
afterschool to learn missed concepts.
An advanced student can log into the
same program during class to learn
deeper concepts that the teacher
would not normally have the
opportunity to cover.
Virtual Learning
Resources:
http://www.virtuallrc.com/
http://moodle.org/
http://www.virtuallearningworld
s.com/
Differentiated Instruction
Differentiated Instruction (DI) is a
strategy that accounts for the
variety of student learning styles.
Students are often at different skill
levels in various interdisciplinary
contents. DI is a UDL strategy for
maximizing the learning potential
of all students by introducing
adaptations to meet individual
needs. Components of a
curriculum that must be examined
in DI include content, process, and
products.
Differentiated Instruction
Teachers that use Differentiated
Instruction should examine their
curriculum in 3 ways. First, content
should be modified to ensure that
multiple materials are in use to
support instruction and that tasks
are aligned to objectives and goals.
Secondly, classroom processes need
to account consistently for flexible
grouping and teachers should use
carefully selected organizational
strategies to maximize effective
classroom management. Finally,
products must be monitored.
Students should be consistently
growing and challenged.
Differentiated Instruction
Resources:
http://www.cast.org/publication
s/ncac/ncac_diffinstructudl.html
http://www.newhorizons.org/str
ategies/differentiated/front_diff
erentiated.htm
http://differentiatedinstruction.c
om/
Personalized Learning
Personalized learning is best
achieved through personally
meaningful assignments. It is a
system that encourages students to
take charge of their own learning.
Students work on projects that
have a particular outcome, but the
topic and means vary. This
approach is worthwhile, but can be
difficult to establish which is why
this system is best established on a
building level. However, elements
of this system can be incorporated
in classrooms independently.
Personalized Learning
Personalized learning can be
implemented by allowing students
to select a meaningful goal.
Students in computer classes may
elect to create digital artwork
through Photoshop, or create a
game for distribution on Xbox Live.
Once the students have selected
their topics, they need resources
and guidance to reach their goals.
For instance, the Photoshop
student will need access to a
computer with Photoshop, the
internet, and tutorials to complete
the assignment.
Personalized Learning
Resources:
http://www.theaplus.org/person
alized_learning.html
www.principalspartnership.com/
personalizedlearning.pdf
http://www.e3smallschools.org/
pl.html
Games
Games can meet instructional needs in
many ways. Games can be used as the
goal of instruction. For example,
programming students can create a
guessing game. Games can also be
used to aid instruction. Software
designed for this purpose is referred to
as edutainment, educational
entertainment. Oregon Trail and Sim
City are classic examples of programs
that have underlying education value
through simulation. Some games can
be used to quiz students on facts.
Other games provide an environment
for students to test ideas and concepts.
Games
http://www.joystiq.com/2009/07/02/video-tourkodu-microsofts-diy-game-builder/
Kodu is a “game” from which other games can be
created. The above link is of a video that gives a
nice overview of the software. Aspiring game
creators can use this tool to create a variety of game
types. The software includes a number of tutorials
to introduce the user to different ways to
manipulate and modify the environment. Once
acclimated with the tools users can start building
their own unique game. Once completed, the user
can even submit the game to Microsoft to sell on
Xbox Live Marketplace in the Indie game section.
This game provides essentials to training and
motivating aspiring programmers. It offers a scaffold
to learning through the many tutorials. It offers a
meaningful goal in that the students can potentially
create and sell games.
Games
Resources:
http://www.gamesineducation.org/
http://www.etceteraedutainment.c
om/
http://edu.kde.org/
http://www.primarygames.com/
http://www.whitehutchinson.com/l
eisure/articles/edutainment.shtml
Picture Credits
Resources:
http://www.cast.org/research/udl/index.html
http://www.thinkingcurriculum.com/thoughts/index.php/categor
y/updates/
http://www.designshare.com/index.php/case-studies/yes-wecan/
http://www.ondemandclassrooms.com/virtual-learning.asp
http://www.p21.org/route21/index.php?option=com_content&vi
ew=article&id=38&Itemid=26
http://www.delib.co.uk/products_and_services/learninggames