Reflecting on Reaching

Reflection on Reaching and Engaging All Learners Through Technology
Paul W. McVey
Walden University






Professor Lambertson
EDUC-6714D-2 Reaching and Engaging All Learners Through Technology

December 26, 2010





Reflection on Reaching and Engaging All Learners Through Technology
Balance. This is what I need to strive for in teaching. In order to reach and engage all of my students; I must take a balanced approach in how I deliver instruction (content), how students critically think through and apply the information (process), and the information and feedback students get about their learning (assessment).
I must also balance the way that I present material and the choices that I enable students to make in their learning. Students show tendencies to learn by hearing (auditory), seeing (visual), and moving (kinesthetic). All students learn through these modes to some degree, but some show stronger predispositions toward one or two modalities. I need to make sure I provide opportunities on a daily basis for students to learn through hearing, seeing, and moving. Students making music videos through technology such as Animoto is a great example of how students can blend auditory, visual, and kinesthetic modes of learning. Students also demonstrate their knowledge through multiple intelligences, as described by Howard Gardner. I need to make sure I balance delivery, process, and assessment through different intelligences such as interpersonal, intrapersonal, linguistic, logical-mathematical, spatial, naturalist, musical, and bodily kinesthetic.
I really like how Universal Design for Learning and Differentiated Instruction provides means of gathering information about all students through the use of learning profiles and interest inventories. The idea that a teacher is like a doctor diagnosing a patient and then treating the patient by giving them what they need is refreshing look at the learning process. Both UDL and DI recognize that all students learn differently and have diverse strengths and weaknesses. These approaches attempt to maximize a student’s strengths and improve on the student’s weaknesses by developing relationships with the students and by using diagnostic tools such as pre-assessment. It is absolutely amazing how many learning tools are available with technology. Tools such as Survey Monkey and Smart Response systems can be used for pre-assessment, formative assessment, and summative assessment in an engaging way. UDL and DI also recognize that project and problem based learning models offer a more 21st Century skill approach to learning and provide more opportunities for customization and student choice. I personally feel that these open-ended response type projects and activities should be balanced with the realities of closed-response assessments and the need to hold teachers, and students accountable for essential information through the use of standardized assessments. But again, balance is the key word.
I am very confident in my ability to instruct students on how to use web 2.0 tools to creating meaningful, relevant products that will both demonstrate learning, and improve transferable 21st Century skills that will apply to other adventures in academia and the world of work. I know how design and differentiate leaning in how students input information, the “thoughput” of how they process information, and the “output” of how they are assessed on information. Because all of these approaches that I am learning and integrating involve a balanced approach. I know that I can effectively reach and engage all learners through technology.