EDLD+5364+Teaching+with+Technology+Week+2

 Week 2 Reflection The readings this week focused on research conducted that focused on technology integration in classroom instructionand its effects on student learning and achievement. UDL, or Universal Design for Learning was also addressed as a method for reaching all learners while integrating technology. Research results in multiple studies showed many positive student outcomes . In the study conducted by Page, significant improvements were seen in the Math achievement test scores of those students whose learning was infused with technology versus those students in the same school who were in the control group and not supplemented with technology The same study also found that self-esteem increased in low socio-economic elementary students who were in the experimental group with technology enriched learning as compared to those who were not (Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. //Journal of Research on Technology in Education, 34//(4), 402.). In the technology enriched classrooms a more learner-centered environment was evident along with not only instruction led by the teacher but also by students within computer station work groups (Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. //Journal of Research on Technology in Education, 34//(4), 403. ) Overall, this study indicated many positive outcomes as a result of technology integration in the classroom.

Other studies also showed the same type of results. John Schacter examined all of the current research related to this topic and found that in over 700 studies conducted on the use of technology in the classroom, students were positively impacted, especially in their performance on student achievement tests, when they had access to computer aided instruction, integrated learning systems technology, higher-order thinking simulations/software, collaborative networks, or programming/design technologies (Schacter, J. (1999). //The impact of education technology on student achievement: What the most current research has to say.// Santa Monica, CA: Milken Exchange on Education Technology, p. 9. Retrieved on October 5, 2009, from [].) Obviously, much research supports the use of technology as a productive and positive means for increasing the achievement and learning of our students.

Universal Design for Learning was also addressed this week. I learned from Chapter 1 of Rose and Meyer’s book, //Teaching Every Student in the Digital Age: Universal Design for Learning//, that UDL hones in on facing the challenges presented in reaching diverse learners as well as upholding high learner expectations. The authors go on to relate how Special Education Director and Technology Specialist, Donna Palley, of Concord, New Hampshire schools describes UDL. She says that UDL is the point where cross-curricular units, multi-sensory teaching, differentiated instruction, multiple intelligences, technology use, assessments based on performance, as well as other learning aspects intersect and come together(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 1. Retrieved on October 5, 2009, from []. ) Basically, I learned that UDL is a means for planning instruction infused with technology by which all students may be reached and learn regardless of the disabilities or obstacles they face.