EDLD+5364+Week+4

 Week 4 has been an informative, illuminating WEEK! Here is the scoop on the readings: **
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 * #1. __McRel Technology Initiative: The Development of a Technology Intervention Program Final Report.__ Pitler, H. (2005). This is an incredible program that saves administrators and leaders from "reinventing the wheel" when it comes to training teachers how to integrate technology into instruction. It is an excellent resource that gaves step-by-step instructions for training and implementation. The benefits of this program include: it has been tried and tested, there is constant feedback and reassessment, and McRel provides training and follow-up where needed. Survey forms and other documents needed are already designed by McRel. **


 * #2. __Using Technology With Classroom Instruction That Works__, pp. 139-154. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Cooperative learning activities are created in order to have students "interact with each other in ways that enhance their learning." For students to be prepared for the future jobs of tomorrow, they need to "be able to learn and produce cooperatively." Working with others helps with the construction of meaning, understanding and new knowledge through their interaction with others. **


 * #3. __Web 2.0: New Tools, New Schools__, pp. 99-116. Solomon, G., & Schrum, L. (2007). Technology leaders an support professional development for teachers' use of Web 2.0 tools by helping them form learning communities to practice and experience the various technology tools themselves. Technology leaders can help teachers work through misconceptions and assumptions "in order to reconcile traditional beliefs with technology's potential." **


 * #4. __Teaching Every Student in the Digital AGe: Universal Design for Learning, Chapter 7.__ Rose, D., & Meyer, A. (2002). Various media types and the Universal Design for Learning framework provides opportunities to evaluate and assess students in a variety of ways appropriate for the students style of learning. Too often a "one-size-fits all" flat text is used to assess students, when this media may not truly reflect the learning of the diverse group of learners in the classroom. This chapter examines three areas of individual differences in learning: content recognition, strategic expression, and engagement. Assessments using UDL provide a "full range of customizations and adaptations as part of assessments" which will help teachers more accurately evaluate student learning/performance. **


 * VIDEOS: The videos this week showed what students can do when given the opportunity to use technology. The level of learning looks as if it has jumped at least two grade levels for the examples shown. Technology is THEIR world and education needs to accommodate students in learning with integrated technology. **