Designing and
implementing student-centered learning using technology such as; computers,
digital cameras, scanners and editing software is where this week’s readings
and videos led us to. This helped our group with are ULD lesson. We were asked
to design a lesson that implements activities that require the use of technology
that will assist special needs students and diverse learners. Additionally, the
readings and videos provided additional resources that assisted both teacher
and learner in implementing student centered projects and lessons that involve
technology.
Pitler’s book Using Technology with Classroom Instruction
That Works, explains the importance of designing and implementing
activities and lessons supporting cooperative groups. Pitler mentions a variety
of ways to teach technology while allowing students to work considerately and
collaboratively. Blogs, wikis, online courses, instant messaging, voice, video,
and multimedia projects provide an array of opportunities for students to share
and produce assignments. In the reading from the research document, Solomon
mentions the importance of administration leading by example and establishing
funds for various technologies. Administration is always looking to see if
teachers are using technology in lessons and activities then send a mixed
message when they see students using their own smart phones for research. The
inevitable question that teachers often time receive is why are they allowing
students to use cell phones in class? Many times they dismiss that the class
room may not have enough computers, tablets, i Pads, or other internet capable
devices for the students to use for research.
Pitler, H.,
Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: Association for Supervision
and Curriculum Development, 139-154
