Learning From The Best

Having the ability to belong to a social network that includes other educators has been exceptional. In a matter of seven weeks, I have gained numerous new resources that I can now implement in my class. Many of the resources will enable my students to not only generate projects, but they enable them to publish their work to a global audience. The ability to have online resources is key to my classroom because they enable every student to have the same access and learning tools without family income or available resources being an issue.

Throughout the last few weeks, I created a place where I could list as well as put a short explanation in regards to each resource presented on my social network. Along with the explanation, I also listed possible lesson ideas or units for each resource. With this being said, all of the tools I listed are ways for me to meet the requirements of UDL and DI. The three principles of UDL ask for representation, expression, and engagement within the classroom. By utilizing the various sources on my network, I can easily fulfill these three criterion. For instance, many of the sources offer multiple ways for students to learn content. Some enable voice features, graphic organizers, and other forms of manipulatives. Take for example the following resources: http://www.wordle.net//, http://www.tikatok.com/, http://www.googlelittrips.org/, and/or www.wimba.com/products/wimba_voice. By utilizing these sources, I can give my students choices on how they choose to have their content represented; essentially I then “tailor instruction to fit the needs of each learner" (Bray, Brown, & Green, 2004, p. 55). Also, these sources enable students to select their own activities to obtain and present their knowledge. Students can choose from various avenues that fit their learning styles and how they choose to express their learning. They are tremendous tools for meeting students where they are, and not expecting too much or too less (Laureate, 2009b). Furthermore, technology in itself is engaging to students. It requires them to illustrate higher level cognitive skills as they search for information, apply the information, and generate a project that demonstrates their learning. In this sense, technology requires students to become independent learners because it “promotes a high degree of accountability for one’s own learning, concept-based problem solving, and collaborative learning" (Smith & Throne, 2007, p. 18). All of these resources help with DI because classrooms are filled with diversity. By utilizing the resources on my social network, I can offer instruction that fits the needs of all my learners by varying the content, process, and product.. Without a doubt, with technology I can personalize the learning experiences of my students.

I have already started the process of integrating technology into my classroom. To begin with, I have received funding from my school to buy licenses for my students to access specific online products. In this case, I was able to buy voicethread accounts for my students so that they can begin utilizing this tool immediately. After several meetings with the technology department, they are generating a school wiki and blog forum that teachers can access and set up accounts for their students because “Web pages/sites, blogs. podcasts. digital videos/stories, and wikis also are authentic ways for students to demonstrate and share their learning with others” (Salend, 2009, p. 52). So, at this point I have already accomplished a lot of my technological needs before the beginning of the school year. Through these tools, I feel that I can open a whole new world of reading and writing for my students; plus, technology enables class to be more engaging as well as prepare students for the global workplace (Laureate, 2009a). I plan on using many of the online tools for my students to showcase their learning through varying means. Not only that, but the act of utilizing these tools will further enhance the learning process in ways beyond the traditional classroom.

Without a doubt, I have gained valuable knowledge from fellow teachers and experts in the field of education. The resources, feedback, and expertise that I have received have enabled me to transform my classroom into a 21st century learning environment. I realize more than ever that it is not about me as a teacher, but about my students as learners. In other words, they need to drive the learning process, not me. I need to provide them with various opportunities to showcase their learning through the principles of UDL and DI with technology enhancing both these features.



References

Bray, M., Brown, A., Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA.: Corwin Press.

Laureate Education, Inc. (Executive Producer). (2009a). Knowing your students. Reaching and engaging all learners through technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009b).Introduction to Differentiated Instruction. Reaching and engaging all learners through technology. Baltimore: Author.

Salend, S. (2009). Technology-based classroom assessments. Teaching Exceptional Children, 41(6), 48–58.

Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education. Retrieved from Education Research Complete database.