ITSE+Standard+TF-III

**Apply and Implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning.** I found the concept of using technology as a way to differentiate the learning environment to meet the needs of all learners, especially English Language Learners and those with extreme learning and physical disabilities very powerful. “Tomlinson (2001) defines differentiating instruction as giving students multiple options for taking in information, for making sense of ideas, and for expressing what they learn” ( Duffield, & Wahl, 2005, p. 2). With technology being able to change and adapt to the learners needs, a more diverse group of students can benefit from its use. I used the idea of meeting every student’s needs into consideration with each activity in this standard.

Once the teachers had their units planned, I facilitated the process of determining what technology skills the students would need, how to manage technology resources and how to ensure the diverse needs of the students were met. I found the self-contained and inclusion provided the most challenge when planning for students learning with technology. “Providing multiple representations of patterns through a variety of media, formats, organizations, levels of detail, and degree of depth includes more learners by offering both choice and redundancy. Choice enables those with disabilities affecting a particular modality to access the information via another one” (Rose, & Meyer, 2002, p. 4). In all cases, I assisted the teachers in providing a variety of ways to represent the concepts and design projects to assess the students’ learning. As the teachers implemented their plans, we would review what did and did not work and made changes as necessary. When a problem that arose in which research was not available to solve, I would turn to the discussion boards to possibly obtain ideas from my colleagues.

I was required to do in-depth research to provide the appropriate support for the teachers. Much of the research focused on project-based learning which allow students to develop a “wide range of skills that are required to learn and live in an increasingly digital world…that reflect the emerging learning opportunities that technology enables and that the world requires” (Boss & Krauss, 2007, p. 26). I want to become proficient at designing problem- or project-based learning units in order to provide professional development for the teachers. Working with teachers who are currently using project- or problem-based lessons, should provide me with a source for collaboration, as we share ideas and tips. I wonder if using project- or problem-based learning will provide an environment for student learning that will support their success on the new STAAR exams?

Boss, S., & Krauss, J. (2007). Real projects in a digital world. //Principal Leadership//, 8(4), 22-26.

Duffield, J., & Wahl, L., (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. //WestEd//. Retrieved March 5, 2012 from [].

Rose, D., & Meyer, A. (2002). //Teaching every student in the digital age: Universal Design for Learning.// Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved on May 5, 2011, from [|http://www.cast.org/teachingeverystudent/ideas/tes/]