This document discusses designing student-generated digital mathematics textbooks using freely available online resources based on curriculum design principles. It advocates adapting the general curriculum into flexible, accessible materials using technologies like Universal Design for Learning and assistive technologies to meet the needs of diverse learners. Personalized education using these principles will allow students more flexibility in how, when, and where they learn. Schools may become community hubs providing various services in addition to education.

1. TECHNO-PEDAGOGIC CONTENT
KNOWLEDGE ANALYSIS
SEMINAR ON DESIGNING OF STUDENT TEACHER GENERATED
DIGITAL TEXTBOOKS BY ADAPTING FREE DOWNLOADABLE DIGITAL
RESOURCES IN MATHEMATICS BASED ON THE PRINCIPLES OF
CURRICULUM CONSTRUCTION
Submitted by,
BINTU GEORGE JACOB
CLASS NUMBER : 7
OPTION : MATHEMATICS
MOUNT TABOR TRAINING COLLEGE,
PATHANAPURAM

2. DESIGNING OF STUDENT TEACHER GENERATED DIGITAL TEXTBOOKS BY
ADAPTING FREE DOWNLOADABLE DIGITAL RESOURCES IN MATHEMATICS
BASED ON THE PRINCIPLES OF CURRICULUM CONSTRUCTION
NCLB brings various reform initiatives in education under a comprehensive
umbrella of commitments to support all learners, a single, standards-based curriculum
must be available to all. In the past, and to some extent remaining today, separate,
deficits-oriented programs served to isolate and marginalize diverse learners. The
traditional, one-size-fits-all curriculum necessarily resulted in a "blame-the-victim"
perspective to explain school failure and excuse the culprits. Now innovations in
technology hold the promise for facilitating a radical shift in thinking away from a fix the
learner perspective to a fix the curriculum outlook. In responding to the mandate for
curriculum access, participation and progress for students with disabilities, an opportunity
to improve the quality and outcomes of education for all learners presents itself.
This document has laid the groundwork for transforming the general curriculum into
flexible, accessible and user-friendly media and materials using technology developed
according to the principles of Universal Design for Learning (UDL). This document has
also acknowledged the value of, and need for, assistive technologies, where universally
designed resources do not yet exist. UDL and AT are not competing interests but
complementary in the form of a continuum from which assessment team members choose
options for optimal access and learning.
Curriculum will need to be flexible to fit the needs of an increasingly diverse student
body. Using the principles of Universal Design, curriculum will be personalized and
differentiated. Students will have options on how they approach learning. While one
student may learn a subject in a team with or without a mentor, another may use digital
media to progress step by step through a tailored learning program. Personalized
education will fit the individual rather than the individual being forced to adapt to the
educational system. Technology will be important but it will not be the driver. It will be
the facilitator of good curriculum. Just as education will break beyond the walls of the
classroom and provide options, the time for learning will also be flexible as more
blended-hybrid classes and online options appear even in lower grades. The face-to-face
class will still exist but the times for classes may become more flexible. Some students
may take regular classes in summer and be off at different times. As more and more
classes become available online, students may not be so fixed to one school. This will
create competition between schools and learning facilities locally and globally. Schools
will need to make better use of their facilities and will consider becoming multi-use
facilities that draw in partnerships from families, community and business. This view
would make schools a hub of the community rather than just a node in a network.
Schools may be used as centres for community activity, health centres and various other
activities related to community partners and citizenship.

3. USES
 Help teachers save time by removing the guessing game from their days.
Customized professional development and just in time teaching resources mean
educators spend more time teaching and less time prepping
 Engage students through multiple learning modalities using digital resources that
best meet their needs: video, reading passages, virtual labs, explorations, and
interactive atlases
 Maximize the use of digital resources through administrator usage reports that
identify usage patterns, helping school leaders make data driven decisions
 Access all Discovery Education digital resources through one simple username
and password
 Provide students with leveled informational science text and reading passages
specific to standard content areas
 Take students beyond theory to the more engaging world of practical
demonstrations and explorations
 Address multiple learning styles through resources such as leveled reading
passages, e-books, Fun-Damentals, and engaging video segments
 Help students learn to interpret data, draw conclusions supported by this data, and
practice important math skills with Virtual Labs and Explorations
 Track students’ understanding with online selected response assessments or Brief
Constructed Responses (BCR), which includes teacher scoring tools
 Encourage additional learning by enabling students to access middle school level
resources on particular topics
ADVANTEGES
 Social bookmarking tools
 Adding annotations to images and video.
 Developing effective annotations.
 Collaborative writing tools.
students and teachers can use these tools to construct digital commonplace texts for
collaboratively constructing knowledge in the classroom. In doing so, they are
transforming reading and writing instruction from responding to or writing autonomous
texts to collaboratively creating texts as repositories of shared knowledge, as illustrated
by a class wikibook. To engage in effective collaborative construction of digital
commonplace texts, students need instruction in defining their roles and responsibilities
based on a clear sense of purpose for contributing their material. Through producing
digital commonplace texts as repositories of knowledge, students and teachers perceive
each other