This week the focus on our readings and videos are on the
impact of technology to students and the classroom. In the student-centered
learning environment it is important that all students be allowed to
learn. This includes all students in
diverse learning levels. I currently teach classes in the Career and Technology
(CTE) area of Family and Consumer Sciences, where students from all levels,
Gifted and Talented (GT) to Special Education (Sped) are included.
The readings that addressed the need
for differentiated instruction to meet the needs of these varying levels of
students were the most interesting to me. Pitler focuses on the objectives
teachers and students need to concentrate on to accomplish the goals of
learning. In this he addresses the use of technology, such as e-mail, blogs and
communication software, to set and communicate goals and objectives (Pitler,
Hubbell, Kuhn, & Malenoski, 2007). He and his colleagues also state that
“this is not only a great tool for setting student objectives, it also is a
wonderful way to differentiate student learning” (Pitler, Hubbell, Kuhn, &
Malenoski, 2007) . Schacter also
concludes in his piece on current research, “there is, however, evidence in
some of these studies that learning technology is less effective or ineffective
when the learning objectives are unclear and the focus of the technology is
diffuse” (Schacter 1999). I find this true in my classroom, as all students
seem to enjoy and learn from using various types of technology. I use
technology not only in delivery of instruction, but to manage assignments and
homework, through the use of a learning management system. I use this LMS to communicate the goals
and objectives of daily learning. I
have found that when the students have a clear understanding of the goals and
objectives of learning, they can easily go to work on the assignment, project,
or activity, and they are more in tuned to what they should be learning. When
objectives are not clearly stated, the students are lost and confused, often questioning
and seeking more guidance.
I found one statement in Page’s writings on using technology
for differentiated students to be interesting. “At-risk students who had
obviously been alienated from their peers have, after computers were introduced
to the learning environment, been consistently observed interacting closely
with other students in computer-aided assignments (Diggs, 1997)” (Page 2002).
Once again I find this true in my classroom.Students from all learning abilities and socioeconomic
backgrounds begin working together to complete the assignments successfully. I am
surprised at how they all help one another. Some students will have a better understanding
of the material more than others. Another statement I found interesting was, “Computer
technology, when integrated into the classroom for significant periods of time,
may also have more significant effects among students classified as low
socioeconomic status” (Page 2002). My school is currently at the end of a three-year
grant program in which technology and computers were immersed into the
classroom. We are currently
waiting to view the results of student achievement from the past two years to
see if the technology has indeed improved overall student achievement, and
where, if needed, we can make improvements.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.
(2007). Using technology with classroom
instruction that works. Alexandria, VA: Association for Supervision and
Curriculum Development, Chapters 1, 15-38.
Schacter, J. (1999). The
impact of education technology on student achievement: What the most current
research has to say. Santa Monica, CA: Milken Exchange on Education
Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf.
Page, M. S. (2002). Technology-enriched classrooms: Effects
on students of low socioeconomic status. Journal
of Research on Technology in Education, 34(4), 389–409. Retrieved from the
International Society of Education at
http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830
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