Technology Integration: What I've Learned

11 Weeks of Technology Integration!

     A person can accomplish a lot in just 11 weeks. In the past 11 weeks, I have learned the true meaning of effective technology integration. I learned that technology integration is not simply using your classroom projector in class, but weaving technological tools into daily curriculum to enhance and personalize instruction for each student. I have explored and played with many Web 2.0 tools and learned how each tool can be applied to classroom instruction. As a result, my confidence in my ability to integrate technology has grown immensely.

     One of the most important aspects of technology integration I have learned is how to provide equal access to the digital world. I really liked reading the article "Let's Be Digital Multipliers: Eliminating the Digital Divide is Something Educators Can Do" by Mark Prensky (2009). In this article, the author discusses how educators should not strive to provide equal technology for each student, because this will really never happen. Instead, educators should provide enough technology for each student. Today's digital natives have been born and raised in a completely digital world, and educators need to teach them how to use technology so they will be ready to use it in the workplace (Schrum & Levin, 2009). Prensky identifies a "digital multiplier" as a person who can find creative solutions that bring every student, no matter their income level, into the digital world. All of today's students need technology in their lives. It is now the teacher's job to become a digital multiplier and integrate it as much as possible.

     Aside from providing students with future workforce skills, technology also helps to differentiate instruction. Technology aids in developing a curriculum which accommodates the Universal Design for Learning plan (UDL). UDL encourages a classroom practice that is more focused on student-centered learning than teacher-centered learning (Module nine, n.d.). To accommodate UDL, teachers can provide assistive technologies (such as speech-to-text software and communication buttons) to students with disabilities. Web 2.0 tools, such as Pearson Mathematical Laboratory, can track student assignments and progress while individualizing instruction. Websites like Animoto, VoiceThread, Google tools, and social media websites encourage active participation and provide teachers with ways to turn otherwise normal assignments into more engaging projects. WebQuests can be created on google to engage learners in a more interactive, inquiry-based format. Blogs are effective learning tools as well because they allow students the opportunity to reflect on their progress and comment on the progress of their peers. Blogs can be used for news, reviews, personal thoughts/experiences, and photos (Module three, n.d.). Desktop software such as Microsoft word processing, spreadsheets, and presentation softwares can also asset students in engaging in more thoughtful tasks.

     This course has given me both the tools necessary to integrate technology into my classroom as well as the knowledge to do so effectively! I enjoyed learning about the growing, ever-changing world of technology, and can't wait to learn more about it!

Resources:

Module 3: Technology and web 2.0 foundations (PDF format). Retrieved from Lectrue notes online https://bb.snhu.edu/bbcswebdav/pid-1829881-dt-content-rid-3484154_1/courses/EDU-533-14TW2-MASTER/EDU-533-14TW2-MASTER_ImportedContent_20131105031341/EDU-533-13TW1-MASTER_ImportedContent_20130724114756/EDU-533-13TW4-MASTER_ImportedContent_20130514030819/EDU_533_ModuleThree_Lecture.pdf

Module 9: Universal Design in K-12 (PDF format). Retrieved from Lectrue notes online https://bb.snhu.edu/bbcswebdav/courses/EDU-533-14TW2-MASTER/EDU-533-14TW2-MASTER_ImportedContent_20131105031341/EDU-533-13TW1-MASTER_ImportedContent_20130724114756/EDU-533-13TW4-MASTER_ImportedContent_20130514030819/EDU_533_ModuleNine_Lecture.pdf

Prensky, M. (2009, Jan-Feb). Let's be "digital multipliers": Eliminating the digital divide is something educators can do. Educational Technology, Retrieved from http://www.marcprensky.com/writing/Prensky-Lets_Be_Digital_Multipliers-ET-01-09.pdf

Schrum, L. & Levin, B. (2009). Leading 21st century schools. Thousand Oaks: Corwin.

Equal Access to the Digital World!

Equal Access to the Digital World!

     We are fortunate to be living in a time where teachers can promote equal learning of all students through the use of technology. In my opinion, the term "equal access to the digital world" implies that all students have a more equal access to a successful education through the digital world. There is a wide variety of tools available to assist students with disabilities in communication and learning.

     The video found by clicking here explains many assistive technologies for students who need help communicating. Some of the tools mentioned are: 

• We sign- sign language used by all students in class; Helps students benefit from visual cues
• Partner four- Made up of 4 blocks students touch to communicate
• Seven-level communicator- Helps students re-tell stories
• Story has velco with pictures to take on and off
• The communicator has a screen with word-maker pictures from story
• Students touch picture and go through whole story
• Step-by-step communicator- allows students to engage in conversations by pushing a button that has been programmed with an answer to a question the teacher asks
• Has a limitless range!
• Teacher can send home questions about students'  day at school, students press button and "tell about day at school!"
• Parent can also program answers so teacher can have conversations with the student
• Big-mac switch- Handles one message
• For teaching language skills and cause effect
• Good for people with low arm-mobility (Weibellk, 2008). 

These assistive technologies help students communicate their wants, gives them choices for activities, and gives control and power to be in charge of their education and help them feel like they're communicating. Assistive technologies help students have a more equal access  to education.

It is important that teachers promote learning for all students. There are many laws put in place which protect individuals with learning disabilities, which can be found in detail by clicking here. For example:

• IDEA is the main federal program which authorizes state and local aid for special education children
• ADAAA (Americans with Disabilities and Ammendments Act) & Section 504 of the rehabilitation act help improve access to accommodations for students with learning disabilities
• ESEA (Elementary & Secondary Education Act) / NCLB  (No Child Left Behind) challenges states and districts to improve student academic achievement (National Center for Learning Disabilities, 2014). 

These laws are put into place to assure that students receive equal opportunities to succeed. Assistive technologies are available to help students with disabilities in achieving equal access to the digital world!


References:

Weibellk. (Performer). (2008, March 07). Assistive technology [Web Video]. Retrieved from http://videos.disabled-world.com/video/29/assistive-technology-in-the-classroom

National Center for Learning Disabilities. (2014). Federal laws & learning disabilities- ncld. Retrieved from http://www.ncld.org/disability-advocacy/learn-ld-laws?gclid=COq_kov5j70CFa1j7AodHhIAVA