The video: The Brain Research states that everyone’s brain is different thus everyone has a different way of learning. Recognition, strategic, and affective networks are all aspects of the what, how, and why of learning and they describe our learn abilities. Recognition networks allow us to see associate letters and words with how a lesson is being presented. It essentially allows one to recognize what we must comprehend in order to truly learn what is being taught. Strategic networks allow us to plan and organize the information being shown to us. Our brains organize the information needed to write a paper or solve a math problem. Affective networks basically answer and show if students are interested or challenged by a particular topic.
Principles of Universal Design for Learning video details the brains three networks and explains how educators can meet those needs. With these three items comes the task of creating a basis on how to effectively and efficiently reach all three networks in their students. Each student is different and may or may not have a learning disability; therefore each student should have unique means of being taught. The educator must understand this and seek the understanding simply not to teach just as they have been, but too expand their learning and adapt it to meet the needs of each student.
The Diversity of Learners video explains just how diverse our student body is and what we as educators can do to reach every student with their specific needs. There a number of learning disabilities and behavior issues that can create learning problems not only for that student, but the entire class may be affected. Teachers must be able to teach each student in a way that the student is comfortable learning. Simple enough, no one student is the same therefore there needs to be different ways of teaching.
The Universal Design and Universal Design for Learning video describes new technology as well as states that due to our diverse student population things have been created to assist students with difficulty learning the “traditional” way. Items designed to help those with disabilities can also help those who are not disabled. Each student can benefit from the use of adaptive technology.
The readings focused on settings objectives, that is, ensuring your teaching is on track to help students learn what you intend for them to learn. The text book details some great ways to assist the educator in tools that will help them stay focused. Applications such as word processors and brainstorming programs can make sure teachers stay on track as well as allowing their students new and innovative ways of learning. Data collection tools and surveys are another idea to assist teachers with keeping on course with their learning objectives. There are a number of web based systems used to assist educators with creating rubrics as well as staying connected with their colleagues and students. From blogs to simple emails, the possibilities of education are endless when technology is incorporated.
A read from Technology-Enriched Classrooms: Effects on Students of Low Socioeconomic Status, pp. 389-409 was quite enjoyable. It studied children in classrooms with and without the use of technology such as computers. The study found that children exposed to technology and those taught with a teacher trained in technology scored higher on math components than those children who were taught without the use of technology in the classroom. Students who were able to use technology also were more likely to have higher self-esteem levels due to the fact that they were able to use the technology and make higher scores on tests. It makes sense, one always feels a greater sense of achievement when they are successful.
Another reading also brought some positive ideas to light among students using technology in the classroom. It was stated that students who were exposed to technology were able to learn more in less time due to computers and other technological resources. It was also found that students who used technology were more likely to enjoy their studies and attending school. The negatives come in the form of students becoming distracted from their work by the internet as well as computer games. Technology and computers are great for learning; however factors such as internet usage and gaming must be controlled.
Discussion: This week’s readings were very “real” and opened my mind to new ways of using technology. The quote that stood out to me the most in this week’s reading was “Research shows that when students are allowed to set some of their own learning goals, their motivation is higher than when they pursue only teacher-set goals” (Hom & Murphy, 1983). I firmly believe that everyone has their own way of learning. One can learn from many different aspects, but there is always one or two direct ways one can learn that they are comfortable and most efficient in. There is no one way of learning, period. Everyone learns a certain way, and then we factor in those children with special needs and other learning disabilities. Those children may have a certain way of learning and retaining information, it is the job of the teacher to research these other education outlets and incorporate them into the classroom. It just makes sense to me, if one is do anything for any reason they should have some sort of input. When their own input is made and made know, it makes achieving that goal that much more special.
With the use of technology in the classroom, students have many vehicles of learning. From my own experience, teacher –set goals are appropriate but if the student has their means of learning and motivation their minds and drive to reach their goals are optimized. Sometimes teacher have “one” style of teaching that does not respond well with their students. Given the opportunity to maximize their learning capability, students that are able to set some of their own educational goals will reach them and more.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
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