EDLD+5364+Teaching+with+Technology+Week+3


 * Week 3 Reflection**

In the readings and through the assignments, much was learned about UDL, Universal Design for Learning this week. Universal Design for Learning provides students with instructional supports and challenging activities as well as meets the needs of diverse learners by addressing the three brain networks: recognition, strategic, and affective. Recognition, which is the "what" of learning, strategic, which is the "how" of learning, and affective, which is the "why" of learning along with the flexible methods and materials are at the center of the framework of UDL lesson planning.

UDL is extremely valuable in the instructional design of a lesson. Rose and Meyers convey that no matter which network teachers are addressing the best support that can be given is an individualized path to learning ((Rose, D., & Meyer, A. (2002). //Teaching every student in the digital age: Universal design for learning//. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved on October 5, 2009, from [].) UDL is the means by which that can happen for a student. The UDL Book Builder website says that UDL calls for multiple means of representation (recognition network), action and expression (strategic network), and engagement (affective network.) Learning activities such as electronic books and WebQuests contain within them activities that can reach students in all three of the brain network areas. I enjoyed building an electronic book this week and was thoroughly impressed with all of the embedded helps available for all different types of learners to take advantage of while learning. Technology indeed levels the playing field for many children today.

In fact, technology allows students at all levels to recieve immediate feedback during the learning process. Research by Kulik and Kulik (1988) has shown that the more quickly students recieve feedback, the more beneficial it is. Technology through activities such as learning games makes this possible and allows for immediate correction and redirection or reteaching rather than a student waiting until the end of a unit or lesson to recieve remediation (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development, 42.) In addition, 21st Century technological tools and resources available for educators and students today are numerous. Solomon and Schrum in their book, //Web 2.0: New Tools, New Schools//, describe many of the Web 2.0 tools available. Tools such as blogs, wikis, podcasting, and Flickr are mentioned as well as ways to use these collaborative tools in various subject areas to reach diverse learners. Collaborative tools provide real time feedback from peers as they work together to solve problems.

In conclusion, reaching diverse learners through careful planning using a UDL format and integrating technology into these lessons as a means by which the three brain networks can be tapped into provide the supports needed to ensure the success of all students regardless of their academic level or physical disabilities.