EDLD+5364+Week+3

=Week 3 Reflection=

This week’s focus was on student-centered learning with technology. Learning with technology has been discussed throughout the class, but we zoned in how using technology can actually individualize instruction for diverse learners. Alternative forms of feedback are available to give more success to students who struggle with the usual pencil and paper regime. Students can use word processing software to type their compositions instead of writing them. With the availability of spell check, this could create a whole new world for a student with dyslexia. Classroom response systems are wonderful ways to allow students anonymity when demonstrating knowledge on a subject. When discussing the pros of using Classroom Response Systems in //Using Technology with Classroom Instruction that Works//, Pitler (2007) stated “The perceived anonymity of the responses makes for more honest answers and thus more accurate assessment; students are neither deterred by the fear of “looking stupid” in front of their peers nor swayed by the answers of others” (p. 46). I have several students that could gain self-confidence if I was able to give them immediate feedback.

I researched several types of digital tools that could help struggling students. Blogs and wikis allow people to collaborate on projects without the time restrictions of a face-to-face meeting. Using these types of tools to respond to classroom instruction allows students the chance to take extra time at home that they might not have in class to express themselves. Of course, typing allows for ease of response as well. Some classroom teachers are even implementing the use of e-mail, texting, and web conferencing as communication tools. Teaching our students to collaborate and communicate effectively is a monumental task that will help define their future.