EDLD 5364 WEEK 4

EDLD 5364 Week 4 Conference Activity

I didn’t attend the web conference because I have grown accustomed to following the rubric, learning and performance objectives, and the to-do list which gives step by step tasks assignments for the week. I am happy though to know that if I have a question, there is a place to go for answers at minimum twice a week.  These conferences allow me to interact with others in our course as well as the professor; I can ask questions about upcoming assignments, find information about the entire program, and determine where I should be concerning other courses or important information.  The web conferences also gives us a chance to find group members for our collaborative projects and if for some reason I am unable to attend the conference, I know I can view it later because they are recorded.

EDLD 5364 Week 4 Assignment Part 1

Week 4’s readings, videos, and objectives focused on designing student-centered learning experiences with technology and providing rationale for technology activity design for diverse learners. Using Technology with Classroom Instruction That Works, Pitler discussed the importance of implementing learning activities strategies that support cooperative groups. He mentions a variety of ways to teach technology while allowing students to work cooperatively and collaboratively. Blogs, wikis, online courses, instant messaging, voice, video, and multimedia projects provide an array of opportunities for student to share and produce assignments.

It also focused on how giving the written test to all students is unfair and how testing separately from teaching and without the supports those students normally use provides an invalid perspective on what students know and can do. The solution: Universal Design for Learning UDL can help to increase the accuracy and fairness of classroom assessments UDL assessment is its ability to adjust too many individual differences and focus the questions on exactly what teachers are trying to find out. With flexibility in presentation, expression, supports, and engagement, we can reduce the common errors introduced by single-mode fixed assessments. Further, that same flexibility allows teachers to align assessment more closely with teaching goals and methods and thus, to assess students more accurately. With these technologies available in our classrooms, we will be able to create learning environments that not only teach, but also "learn" to teach more effectively.

Citations

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 7. Available online at the Center for Applied Special Technology Web site. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report (Contract Number ED-01-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED486685) Retrieved from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_  nfpb=true&_&ERICExtSearch_SearchValue_ 0=ED486685&ERICExtSearch_ SearchType_ 0=no&accno=ED486685

EDLD 5364 Assignment Week 4 - Part 2

https://docs.google.com/document/d/1LJeQ3Z5rv5ZFPnGZUE3AhBTR616R_2lEYMJs6VmWjTU/edit?pli=1