Summary of Ch 6 and 11 for Technology Integration for Meaningful Classroom Use

1. Kristin Adams
Ch 6 & 11

2. Customizing Student Learning Activities
As educators we know that
every student learns
differently. It is our goal
to determine in what ways
our students learn best and
develop activities that
address their abilities and
preferences to optimize
their learning potential.

3. Differentiation
 Differentiation – providing flexibility during teaching in terms of
content, process, and product, based on the needs of your students.
 Utilizing technology to support the diverse learning needs in an
attempt to “level the playing field”.
Two types of differentiation
 Differentiated Instruction
 Universal Design for Learning

4. Differentiated Instruction
 Differentiated Instruction – purposefully designing instruction to
accommodate the known needs of one’s students and providing them with
different content, strategies, and means of demonstrating the desired
learning goals
What does Differentiated Instruction look like in the classroom?
 Know your students learning profiles (their abilities, interests and learning
preferences)
 Proactive instruction, not reactive
 Provide flexibility and choice
 Flexible grouping based on ability, interest, and learning preferences
 Different products that demonstrate knowledge
 Utilizing technology to differentiate instruction

5. Universal Design for Learning
 Universal Design for Learning – an approach to instruction in which teachers
remove barriers to learning by providing flexibility in materials, methods, and
assessments
 Originally intended for students with special needs
What does Universal Design for Learning look like in the classroom?
 Technology is instrumental in this process because it provides the most flexibility in
planning, implementing and assessing learning
 Teachers can transform common software and hardware into a variety of formats so that it
is easier for a student to see hear or understand
 Guidelines are based off of the idea that three primary neural networks influence learning
because of the multifaceted nature of the brain
 Implement these three networks using technology by setting learning goals, taking action
by providing learning activities, and assessing student progress to monitor and evaluate
student growth

6. Three Primary Networks that influence
learning
Three neural networks that influence learning by the way that each network
reacts to stimuli, prompts responses, and promotes engagement, along with the
degree of influence each has over the other can be unique to that individual
 Recognition Network – neural networks in the brain that help to identify
sensory data, such as objects, facts and patterns
 Strategic Network – neural networks that control processes for planning,
executing and monitoring your actions
 Affective Networks – neural networks that relate to feelings and emotions,
and which influence motivation for and engagement with a particular goal,
method, medium, or assessment

7. Assistive Technologies
 Assistive Technology – any item, piece of equipment, or product system used
to increase, maintain, or improve functional capabilities of individuals with
disability
 These technologies can be utilized by all students especially with those with
disabilities which may require such assistive technology devices in their IEP’s
 Accessibility features – features built into hardware and software that provide
greater access to the technology, especially for people with disabilities
 Available Software
 Word processing
 Word-prediction software
 Communication tools
 Augmentative and alternative communication devices
 Multimedia tools

8. Diversity and Cultural Understanding
As educators we know that
every student learns
differently, we also know
that all students have
different cultural attributes
and experiences that
influence their learning.
Our goal as educators is to
be aware of cultural
differences and use those
to promote learning in all
students.

9. Learner-Centered Strategies
Using cultural responsive instructions students will develop knowledge and skills such
as personal, moral, social, political, cultural and academic with in a single activity
 Cognitive needs can be met by creating a culture of thinking and doing (hands on)
 Metacognitive needs can be met by reflective thinking
 Social needs can be met by creating a safe collaborative environment in your
classroom.
 Teacher modeling
 Questioning
 Quality Responding
 Peer interactions and discussions
 Reflective journals

10. Equitable Access
 “…providing equitable access to appropriate digital tools and
resources.”
 Digital divide dilemma
 Access to up-to-date hardware, software, and connectivity
 Access to meaningful, high-quality, and culturally responsive content and the
opportunity to contribute to that content
 Access to educators who know how to use digital tools and resources
 Access to systems sustained by leaders with vision and support for change via
technology

11. Promoting Cultural Understanding and
Global Awareness
 Culturally responsive teacher – understand and capitalizes on the unique
cultural attributes and experiences of students to promote student
achievement
 As a cultural responsive teacher you also take steps to understand your
culture and background, the culture of the community, school, and peers.
 Evaluate your own cultural experiences and that of others
 Work with students to develop cultural understanding
 Respecting cultural diversity in the classroom