Reaching and Engaging All Learners Through Technology: Reflection

At the beginning of the next school year, I will create and customize a survey to use with my students to identify their interests, learning styles, multiple intelligences, and learning profiles. This way, I will be able to better plan my lessons and differentiate my instruction. The technology I will use will depend on what I analyze in the inventory results. I will always allow students to use the internet in my classroom. It is important that I model how to evaluate information on the web there for relevancy, validity, and how to detect scams within a website.
As I analyzed my current level of implementation of Universal Design for Learning (UDL) instructional methods, I saw that I could have use the various goals, instructional methods, materials, and assessments that could allow all my students to learn at their own pace and acquire the skills they need to enter the world that awaits them. Howard (2004), states that UDL focuses educators on developing flexible curricula that provide students with multiple ways of accessing content, multiple means for expressing what they learn, and multiple pathways for engaging their interest and motivation. My primary focus will be for my students to get the most out of technology that my school will permit. By taking full advantage of the flexibility, adaptability, and power of technology, will allow me to reach multiple means of representation, expression, and engagement.
One of my biggest challenges in my classroom is engaging students and getting them excited about learning. Smith and Throne (2007), points out that an interest-driven learning environment engages children. Armed with this information, I will use the interest inventory to gain insight on what my student’s likes and dislikes are. If I see that a student in my science class likes art, I will permit him to add artwork to his science projects. If a student in my history class likes music, I will permit him to add music to his Ben Franklin story board assignment. The one thing I here yearly from my students is, “Why are we learning this?” Research tells us that the teachers who are most successful in engaging students develop activities with students' basic psychological and intellectual needs in mind, BREWSTER, and FAGER, (2000). So another adjustment is to engage students by providing them to choices in their learning. Allowing them in the decision making on what they want to learn with the realm of meaningful real world relevancy, will put the responsibility back on the student. When students are excited about learning, and esteem is high, then achievement is imminent.


References

Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. International Society for Technology in Education, 31(5), 26–29. Retrieved from the ERIC database.

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

Brewster, C. & Fager, J., October (2000), Increasing Student Engagement And Motivation: From Time-Ontask To Homework, Northwest Regional Educational Laborator, Payette, Id