EDLD+5364+Week+2

=__//** Week 2 Update **//__=

====This week, I learned about universal design for learning, or UDL. UDL refers to lessons designed to address the needs of all students. It works on the principle that all students have different needs. Built into lessons are multiple approaches that target different students' levels and learning styles. Technology is key to making UDL work. Using a variety of technological devices and software, teachers and students easily adapt material and assignments as needed.====

====As part of our assignment, my group members assigned roles to each member of the team and discussed what subject to base our lessons on. We also tried to narrow down the lessons as to what we would focus on. I believe, my group show think of another means to communicating. Not everyone checks our google document as often as others and to keep with deadlines I’m going to suggest a chat group of some sort and we will vote on one day out of the week to discuss the important pieces of our project. Google docs in a great way to collaborate, but we need something we can use in real time with everyone present. Now that I think of it, I did figure out that everyone can be on our google doc at once and even chat. So, I think I have just solved my own problem J. My group is on a great start with collaborating with one another as we work on our group project.====

====One of this week’s readings focused on how technology integration strategies impact student motivation and self-esteem. This seems to be proven not only in all student demographics, but also in non-traditional students and minorities, including low socioeconomic status (SES) groups. The studies presented showed that positive self-concept and achievement were strongly related to increased use of technology. These particular studies also seemed to show that students benefitted positively from exposure to technology by gaining a sense of accomplishment and a higher sense of worth. The students engaged more with peers resulting in increased collaboration and interactions. Surprisingly, this seem to generate significantly more creative projects from which they drew higher self esteem and better attitudes toward school overall. Computer –aided instruction (CAI) in math showed evidence of math achievement increases with the most profound positive difference in elementary aged students. Authors Swan, Guerrero, Mitrani, and Schoener “ conclude in their studies, that the less threatening environment, along with immediate feedback, individualized diagnostics, and greater academic support contribute to greater productivity among such populations” (Swan, Guerrero, Mitrani, & Schoener, 1990)====

Swan, K., Guerrero, F., Mitrani, M., & Schoener, J. (1990). Honing in on the target: who among the educationally disadvantaged benefits most from what cbi?. Journal of Research on Computing in Education, 22, 381-403.