MIDL321 Universal Design for Learning and Developmentally Appropriate Technology and Interactive Media

Read Blum and Parett’s Universal Design for Learning and Technology in the Early Childhood Classroom and Saracho’s Developmentally –Appropriate Technology and Interactive Media in Early Childhood Education. List 5 practical ideas for each chapter  – content that will be helpful to you as a teacher.  

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8 thoughts on “MIDL321 Universal Design for Learning and Developmentally Appropriate Technology and Interactive Media

  1. 1st chapter
    1. Educators must shift their attitude from seeing differences as problems that need to be fixed to seeing differences in students as value. Most teachers try to change the child instead of changing the classroom instructions.
    2. The child always knows when the teacher is upset or frustrated with them. The teacher must always keep a positive attitude and always believe each student can achieve.
    3. I have never heard of the EXPECT IT-PLAN IT-TEACH IT model before but I believe that it would be useful in the classroom. It could help any teacher with the process of integrating technology into their classroom.
    4. In the text it mentions about how the activities are not random but child-centered for early childhood students. I believe that this statement is the same in middle level. You want to create learning opportunities for your students and the best way is by having the activities child-centered.
    5. I believe that the app, educreations, is an extremely beneficial piece of technology that can be incorporated into the classroom. I believe that the students would really enjoy showing off their work to others. Also, it allows technology into the classroom.
    2nd chapter
    1. As a middle level teacher, most students will know the safety that consists in technology. As a teacher, our job is to ensure that the students know the risks involving technology. Also, we need to teach them how to be safe and enjoy using the internet.
    2. When children are on the computer, the teacher needs to be close by. The teacher can have the students create web interfaces which show the students that the teacher respects their creativity. The teacher and student should work close on this project.
    3. Children are introduced to technology at a very young age. As teachers, we do not want to throw away human interaction but we do want to involve technological interaction. Computer skills include reading and writing which is beneficial to each child. By growing upon this, we can increase these skills.
    4. In situation three, the students interact with one of their teachers through a computer system. Their teacher is currently in another country but still is able to communicate with them. I believe that this could be helpful in a middle level setting. If a teacher would miss class and there is a substitute, the teacher could still have the students work on their assignments.
    5. It states in this chapter that early childhood teachers need to integrate technology in the classroom so children are informed about the nature, power and limitations of technology. I believe this to be true in middle level as well. The students are still learning about technology and need to be informed.

  2. First chapter
    1. New personalized technologies such as tablets and smartphones, wireless technology, and technologies associated with software development and the Internet have not only revolutionized the relationship that education professionals have with technology, but these current and emerging tools have become an active part of young children’s play and learning in the home and school
    2. Sees the role of the teacher as an educational leader and stresses how attitudes, beliefs, and the actions of teachers are crucial to the success of students in an inclusive environment.
    3. Children differ in the ways they perceive and comprehend information that is presented to them; thus, there is no single means of representation that will be effective for all young children.
    4. Today’s technologies “are flexible, digital, shared, dynamic, and interactive, and the use of such technologies aligns with UDL principles
    5. In order for young children to develop higher levels of information and technology literacy competence, they must use technology in play, during planned learning activities in the early childhood classroom, and at home.

    Second Chapter

    1. Young children understand their world through manipulatives, playing with digital and nondigital technology, and interactive media
    2. The Center of Educational Technology in Israel designed a kindergarten multimedia curriculum to promote young children’s (4–7 years old) mathematical concepts and skills about numbers and operations to engage them in self-regulated learning.
    3. Very young children have become consumers, creators, and distributors of media, tools, and technology. They may become separated into “digital natives” and “digital immigrants.”
    4. The commercial toys children use in play activities and the different kinds of entertainment media they use in their homes are usually technology-based. Young children’s technology usage continues to increase, and most families permit their children to retrieve and participate with web-based interactive games and activities that are developmentally- appropriate for young children
    5. Technology is a tool that offers young children opportunities to develop their cognitive, social, emotional, physical, and linguistic abilities. Although it concentrates on the young child’s individual needs, it does not substitute human interaction.

  3. 1st Chapter:
    1. I think teachers get set in this idea that their class is going to be the same each year, when in reality the students change from year to year. It is the teacher’s job to adapt their classroom to accommodate the students and the style that best fits their learning abilities.
    2. It is also important for teachers to have a positive attitude. I know that we are humans, too and face difficult situations in our own personal lives, but it is unfair for us to bring those emotions and feelings into the classroom. The moment we step into the school, we are taking on our role as the teacher. This role is crucial for students and we will have a better effect on them if we are positive and place their needs first.
    3. I agree with Jamie, I have never heard of the EXPECT IT, PLAN IT, TEACH IT method either. I think it would be a really useful way to go about teaching students because when you expect the best from them, plan the best and most informative way to teach them, and finally teach it to them, along with telling them that you expect the best from them; then I think your lessons would be way more efficient.
    4. I believe that for the students to really get the most out of technology, then they need it to be incorporated into their early education, play/free time, and when they are at home. Obviously, it is not beneficial if the kids are playing noneducational games or watching TV shows or movies on it. However, if the students are using it for educational purposes, then I believe this will make it easier for middle school teachers to use technology in their lessons. Students will be able to benefit tremendously from the ease that comes from using tablets vs. textbooks, or typing papers over always writing them, and occasionally having a quiz online.
    5. A final thing that I found important in the text would be the focus on having student-centered lessons or activities. I think as teachers we are so weighed down by the annual tests that students have to take and the standards we have to meet; that we forget about the needs of the students. If students need to spend more time on certain topics, then we should be flexible with that and ultimately remember that our jobs as teachers is to focus solely on their needs.
    2nd Chapter:
    1. Students are surrounded by technology, so it is our job as their teachers to teach them the importance of internet safety. They need to realize that everything they say or do on the internet is permanent and can never really be removed. Also, they need to be given opportunities to see the wonderful, smart things that are accessible through technology.
    2. During my PSII experience, my students were allowed to use Chromebooks quite often. The Chromebooks made it difficult to see whether the students were staying on task or looking at things that they shouldn’t have been. That is why when a teacher allows their students to use technology, they need to make sure that they are constantly walking around and viewing what the students are using that technology for.
    3. I remember when I was younger, I had a LeapFrog Pad. This was a “toy” but it actually was a piece of education based technology, which is quite popular for kids. Most toy commercials are about a toy that has technology incorporated into it, but it isn’t just technology. It is an active way for students to learn, which is something that can continue in the elementary and middle school levels.
    4. Terms that I have found to be really interesting to think about are the differences between, “digital immigrants” and “digital natives.” I am a digital immigrant because a lot of the technology that we have in today’s world I did not grow up with. For instance, ebooks are really new to me and I am uncomfortable using them compared to actual hard copies that I grew up using. Most students today are digital natives because they grew up with technology being integrated into everything that they do. As I previously talked about the toys today are very enriched with technology, where most of my toys required me to use my imagination and creativity.
    5. Technology can be really helpful for students that are English Language Learners and Learning Disabled. For instance, students could listen to audio books as they read along in the text, which would help them comprehend it better. Also, teachers could create tutorials or video the class for students that are unable to come to school, or that simply need to go back and watch in case they forget something.

  4. Chapter one:
    1. The first idea that I have is to simply incorporate technology. Kids are interested in technology and are more excited about learning when technology is involved. Even if it is as simple as a video, find a way to incorporate it.
    2. Include every student in a positive way. Students who are having a hard time making friends, students with disabilities, or students who are great students and have many friends all need to be included. Each student needs to feel included in the classroom in a positive way.
    3. Give the students a variety of ways to show what they have learned. Every student learns differently and sometimes giving them a test will not be beneficial to every student. Allow them to give presentations, make something, do a project, or make a test. Incorporate every learning style as well as you can.
    4. Use the EXPECT IT-PLAN IT-TEACH IT method. I have never heard of this plan before now, but it seems great!
    5. Keep using VoiceThread. I had a good experience with VoiceThread and this chapter talks about how awesome it is, so this is a resource we should all continue using.

    Chapter two:
    1. Use technology that is appropriate for the students that you are teaching.
    2. Remember that students most likely use technology at home and might know more about technology than you will.
    3. Use technology in ways to incorporate ELL students, students with disabilities, and different learning styles
    4. Do not use too much technology and make sure to have a back-up plan that does not require technology in case your technology is not working.
    5. Teach and remember internet safety. Keeping our students safe is always the top priority and technology can be dangerous.

  5. First Chapter

    1) In order to truly foster an inclusive classroom, a teacher’s “attitudes and perceptions” must be in the right place. Apart from merely maintaining an accepting, and positive attitude, a teacher also has to be proactive. As a teacher develops “authentic relationships” with all students, he or she must see their differences as “something to be desired and valued.” Instruction that is responsive to these differences can cultivate a successful, engaging learning environment for every learner. (Page 167)

    2) Technology is a pervasive element in today’s society, and is a resource that, when effectively integrated into the classroom, can be immensely beneficial. As students today are 21st century learners, teachers must foster information and technology literacy. Classrooms should take advantage of the available information and opportunities for “global interaction” that technology has to offer (via Internet, applications, etc.). (Page 170)

    3) When planning technology integration, teachers can refer to the EXPECT IT-PLAN IT-TEACH IT framework. This model outlines how to successfully incorporate technology-supported activities in a student-centered environment. In the EXPECT IT step, standards and learning objectives are set. The PLAN IT step consists of designing the activity (i.e. technologies to use, instructional strategies, assessment strategies). Then, actual implementation of the activity occurs in the TEACH IT step. (Page 171)

    4) There are countless Web 2.0 tools to assist in effectively meeting information and technology literacy goals. These also align with the UDL principles of multiple means of engagement, action and expression, and representation. MindMeister is one that I plan to check out! When integrating technology in the classroom, “planning is a key characteristic.” As necessary, teachers should collaborate with the library media specialist, in order to most effectively apply the UDL principles. (Page 175)

    5) Digital safety should always be considered when integrating technology. Teachers and media specialists must discuss with students how to use technology, in order to ensure student privacy and the proper care of digital tools. Students must also be supervised while they utilize technology. (Page 179-180)

    Second Chapter

    1) Technology is being used worldwide to enhance countries’ education systems. Educators strive to meet the standards of the International Society for Technology in Education (ISTE). The goals are for students are to “develop higher-order thinking skills, prepare to compete and succeed in [the] professional [world], learn in online settings, have school experiences in digital learning, and become digital age professional models for working, collaborating, and decision making” (p. 185). As teachers cultivate multimedia-rich environments, students encounter innovative, creative, and engaging learning experiences. (Pages 185-187)

    2) The text distinguished between the idea of children being “digital natives” or “digital immigrants.” My mind went to the thought that, as teachers, we will certainly encounter situations where some students do not have access to all the digital tools that others may. When implementing technology into the classroom, we must be cognizant this—whether it means being sure to adequately explain the technology being used or knowing that certain homework cannot be fairly assigned. (Page 187)

    3) When infused within the classroom in a developmentally appropriate way, technology provides students with “opportunities to develop their cognitive, social, emotional, physical, and linguistic abilities,” and can “help them learn reading, writing, and mathematics concepts” (p. 190). The text makes a point to state that technology “does not substitute human interaction.” Technology must support the learning environment, not control it. Teachers must not only maintain interaction with students, but also allow for peer-to-peer collaboration. (Pages 190-191)

    4) Teachers must be proactive when designing instruction with technology. They should carefully select classroom materials, as well as know what is available to assist students with additional or specific needs. For example, there are plenty of effective resources to help students with special needs or dual-language learners. (Page 192)

    5) The text discussed the issue of cyberbullying—a common problem that comes with today’s social networking world. Children should learn how to handle these situations before they arise. Teachers can talk to students about what cyberbullying is and what to do when it occurs. In addition to telling a trusted adult, they should “avoid responding to [cruel] messages… block bullies… [and] maintain a record of the harassing messages.” (Page 199)

  6. First Chapter
    1. The EXPECT IT – PLAN IT – TEACH IT method was something I never heard of before. The select, tech, arrange check, and implement system would be great to use in the classroom.
    2. Fostering an inclusive environment seems like a very basic thing to do, but it is very important. Including all students in activities and learning should be the first thing the teacher strives to do. It also states that to do this, a teachers attitude and perception must be in the right place which I though was a great point.
    3. Including technology in the classroom is a great way to obtain information and use it in the classroom. I have had good experiences with using technology in the experiences I have had to go to school and it is a great thing to have handy when you are teaching a lesson. \
    4. I plan to continue to use Voicethread because it was a great way to teach students about something in a simple and effective way. It was also very easy to give and receive feedback in a timely manner.
    5. From what I have read fostering an inclusive learning environment and being a leader in the classroom instead of a dictator is a great way to earn the respect of your students and also will help them learn when they are in a comfortable learning environment.

    Second Chapter
    1. I believe that having a backup for when technology fails is important, but you should always be ready for any situation, including using technology when some information isn’t available to you.
    2. Teaching internet safety and informing their parents that they have been taught internet safety is a great step to ensuring that students are using technology appropriately.
    3. Since students are using technology at an early age, we must be aware that they will know how to do a lot of things on the internet, but we do not want them to be fully dependent on technology.
    4. Technology can be used to teach students in all kinds of ways and can be used to suit any learning style.
    5. Be aware that some students may not have the access to the internet that the rest of the students have. Don’t fully really on the students to be able to do homework and projects out of class. If you do an activity like this, you should teach them how to get internet access and make them aware of any computer lab or library the community has access to.

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