Teaching+with+Tech+Week+5+part+3

Teaching with Technology has provided me with a wealth of information about the implications of teaching with technology, using technology strategies that impact students achievement and how to plan design and create effective learning environments and experiences supported by technology. As I reflect on the knowledge I gained from the assignment I am drawn to the UDL lesson plan. The UDL lesson plan process was very enlightening. Designing a lesson using this template guides you to effectively implement technology into a classroom of diverse students. I believe it can be very advantageous to student achievement. A UDL creates a differentiated classroom for all learners by the use of new technology applications and new approaches to learning. It is customized learning and students are given a multiply means to acquire knowledge. UDL motivates students and consists, how students express their learning and allows monitoring students through ongoing assessments. According to Rose and Meyer (2002) UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.” Consequently when I think of how the relationship between the new information I learned and the old information I previously acquired I am reminded of the constructivism theory. Constructivism theory states that we construct our prior knowledge into bigger ideas. A successful learner takes the knowledge they already know and incorporate it into new knowledge. Constructivism is not objective but subjective. It is centered on opinions. I believe I took the special education experience I had with assistive technology and incorporated into a bigger picture. It was easy for me to see how these tools were used in planning and integrating technology into the classroom when working with children with disabilities. I was more apprehensive about planning for GT students. I did not feel that I could adequately plan for instruction for them because of the lack of knowledge I had working with GT students. I believe my personal experience with the new information about how I learn will guide me to collaborate more with my colleagues. I was able to gain knowledge form them on how to implement GT instruction. Collaborating with my colleagues will definitely help me to gain knowledge and feel more comfortable in areas I am unfamiliar with. The strategies and approaches I used in completing my assignments was first to create a schedule. This helped tremendously because there were a lot of repetitive actions within the assignments. I felt that if I made a schedule and gave myself deadlines to meet it would be more efficient. The table or calendar allowed for me to see what I had accomplished and what steps I had to take next. The approach I took was to welcome feedback. Pitler et al. (2007) stated “The instructional strategy //providing feedback //focuses on formative assessment: giving students information about how well they are performing relative to a particular learning goal so that they can improve their practice.” I think this goes without saying that feedback is essential to everyone’s learning. I myself have benefited from it by receiving it from my colleagues throughout the group assignment (144). I have quickly learned that this assessment is very valuable and I will continue to assess myself by using others feedback. I believe the interaction between my colleagues was very affective and improved my performance as a learner. I was able to communicate effectively through emails and receive immediate feedback. The group I worked with was very informative as well as supportive. How I learned was not a new discovery. I believe that I have always been hands on learner. I have to take what I have learned and apply it. The hand on approach has more of an impact on me than any other type of strategy. I think that being able to make the connection of the new information and the old information is the key. I also believe that by learning you have to expand your resources. According to Pitler et. al.( 2007) “ A teacher who incorporates technology greatly expands the pool of resources, means of instructional presentation and support, and modes of product creation available to students, and is thus better equipped to meet varying student needs.” If I continue to expand my resources I will continued to be empowered (219). Subsequently when I say expanding my resources I do not just mean in my small school community. Again Pitler et al. (2007) makes the argument that “the Web has become much more than an electronic reference book; today, it’s a thriving medium for collaboration in business, education, and our personal lives (144).

Furthermore as lifelong learner I think that I would like to continue research on cyborg theory. T he cyborg theory was rather intriguing. This theory states that if we download information and link it to the human brain we can enhance our leaning. Kevin Warwick, the first cyborg, and a Professor of Cybernetics believes just that. He had a chip implanted into his arm. The chip that was connected to his nervous system was able to send radio frequency to a computer. This allowed Warwick to open doors and turn on lights in his house. He also had another chip implanted into his nervous system. This chip fires into nerve fibers and electrodes which send a signal to control things that are plugged into the computer. Warwick stated it was almost like having bat senses. It added another sense, ultra sonic. Warwick then went even further by hooking his nervous system up to his wife. The communication is almost telepathic. If the human brain can be linked not only enhances are learning but makes us intellectual superior as opposed to humans not learning and thinking as dimensional as a cyborg. In conclusion I would like to know what kind of impact it would have on our lifestyles and relationships if everyone had this innate sense and was linked to computers.

Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using Technology with Classroom Instruction that works. Alexandria, VA: Association for Supervision Curriculum Development, pp 144 and 219. Abbott, J(nd). Building Knowledge: Constructivism in Learning. Youtube.com. Retrieved on Oct. 5, 2009, from [] 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 http;//www.cast.org/teachingeverystudent/ideas/tes/// Warwick, K. (nd). Cyborg Life. Youtube.com Retrieved on Oct. 5 2009, from http://www.youtube.com/watch?v=RB_l7SY_ngI