Brittany+Winders

This is my Webpage I created with html for ISTC 301.


 * This is the Voki that describes the importance of technological standards for pre-service and classroom teachers.**

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 * Personal Narrative on UDL and CAST:**

In today’s changing society, it is important that the curriculum and techniques used in classrooms meet the needs of the diverse students. Students are from different backgrounds, ability level, religions, personalities, and most importantly—learning styles. It is important to incorporate the techniques of UDL in the curriculum and lesson plans because it is effective in reaching the needs of the learners in the classroom. My experience with the CAST website taught me of the benefits, techniques, and necessity of UDL.

The learning style survey resulted in a visual learning style. However, the results were very close with that of kinesthetic and I do believe that accurately represents my learning style. My results from these types of quizzes usually results in visual or kinesthetic answers. In some areas, like reading and writing, I learn best through visual models, by myself, with diagrams and such like the results told me. However, in areas such as math and science, I learn much better with a hands-on approach and working or studying in groups. I do generally do most of the study skills they had mentioned for visual learners—however, most college students try every type of studying tool at some point or another.

The CAST website was a great informative and useful tool. It has a lot of information in multiple ways of expression about UDL and how to apply it to the classroom. The activities are very informative and the information is easy to comprehend and understand the importance. I found a lot of interesting information in the online textbook as well. In the chapter I did for my group project, it focused on a particular school that incorporated UDL in their curriculum. In my teaching, it may be beneficial to use their concept of “mentor” UDL teachers. These teachers are trained in UDL practices then promote enthusiasm and teach other teachers the practices. This would be beneficial because it would create more enthusiasm in the school with peer mentors and the likelihood of UDL working increases. I can incorporate the UDL basics discussed in the text in my teaching in the way I form my lessons. I should focus on creating lessons that present the key information in multiple ways to reach the most amount of learners in my classroom. I also need to give students options of how they want to express their learning so they can obtain the skill of transferring knowledge and applying it. For example, I may give the option to build something and explain the trigonometric functions relative to the building, write a paper about the use of trigonometric functions in different architecture, or work with a model and explain to me one-on-one the trigonometric functions in the model.

The two activities I participated in were very interesting and informative. The building a garden allowed me to see how different skills and challenges can all be brought together to accomplish a common goal, which is a great base to use in a classroom culture. As a teacher, I need to identify the strengths and challenges with each student and then accordingly plan how to reach them and have them help each other to obtain the guidelines of the curriculum. The identifying the parts of the picture allowed me to realize how people perceive things differently. In a classroom, students will each get something different out of the information I present so it is important to make sure I present the key information in multiple ways.

Differentiated instruction is the only way to have a successful classroom in today’s society. Integrated classrooms have learners with so many different backgrounds, abilities, and learning styles so it is important that teachers differentiate their instruction so students can be successful in gaining the skills necessary to continue through their educational careers. The CAST approach seems very successful and adaptable. I think it is a great website for information and resources about using UDL in differentiated instruction. I would like to know how these techniques could be applied in secondary levels. I did not see much information on that and I think it would be great to have resources for differentiated instruction and UDL in secondary classrooms where differences increase even more. UDL is the face of today’s educational classroom and it is the way to reach the majority of learners and have students succeed in becoming independent learners.


 * Personal Narrative on Assistive Technology:**

 I learned a lot from the websites and videos in Part I relative to the technology available for individuals with disabilities. Assistive technology can be low-tech or high-tech. Examples of low-tech are things such as bookstands and reachers and high-tech technology are things such as software programs, alternative and augmentative communication devices, wheel chairs, and patient lifts. These different types of technology are critical in the lives of individuals with disabilities because they allow these people to communicate, access curriculum, and in some cases, live on their own.

 Many of the sites left impressions on me. These second website, the US Department of Education, was very informative. It has information on the different programs under IDEA, different grants for technology for students and individuals with disabilities, and most importantly—teaching resources for students with disabilities. It has resources for every content area, information on different software programs, different multimedia presentations for different subject areas, and interactive websites to reinforce learning.

 Technology provides students with diverse learning needs many promises and much greater potential. For students with disabilities, assistive technology is the bridge that allows students to access the general education curriculum, communicate with peers and teachers, use materials in school, and work much more independently than they could have before this technology was developed. For students with different learning styles, technology gives teacher multiple ways of expressing and presenting information, which allows students of all learning styles and abilities to retain the key information. Technology also gives teachers the ability to allow students to respond to information and show their knowledge in multiple ways. This provides students with more promises in accessing the curriculum and they can achieve their utmost potential because of the multiple means of expression.

 Currently, I am a note taker for a student in my math class. He uses a wheel chair to move around campus. From my experience, I know that the student needs individualized help in note taking because he cannot take notes on his own. However, I also learned that different individuals have different preferences. Another student in my class has a stenographer who types notes of everything said in the class and the student I take notes for prefers student notes. I also know that with some disabilities, students need direction in how to act appropriately in social settings. The student in my class calls out frequently and sometimes comes across rude to the professor. In the inclusive classroom, the teacher is now responsible for teaching students with disabilities the curriculum and social skills. Many times, we have to move the desks around a bit to fit the individual’s wheel chair in the room. I also learned in the experience that modifications have to be made in the setup of classrooms to accommodate students with disabilities.

 From this assignment, I will carry on a lot in my future as an educator. I now have many resources that will help me plan lessons, modify assignments, provide extra resources to students at home, learn about different disabilities, learn about the governmental procedures associated with IDEA, and the different technology available for students and individuals with disabilities. I know the importance of presenting information in multiple means of expression and the importance of being able to adapt lessons and assignments to individual needs. This is a crucial element of teaching in the modern age because we have students of so many different backgrounds and abilities in the classroom. As a teacher, it is our job to meet the needs of each student and help them succeed. With this realized mindset, I now have the motivation and resources to help each student achieve in my future classroom.

GLOG ASSIGNMENT:

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 * Toondoos**:




 * Photobabble:**

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 * Virtual Field Trip Reflection:**

Virtual field trips are a new wave of educational activities that have changed the classroom. The purpose of a virtual field trip is to give students something tangible in their mind. It is an accurate visual of different topics they are learning so they can make a greater connection to the new learned material. When I took a virtual field trip for ISTC 301, I had a great experience. I have always wanted to visit Europe at some point in my life and it was exciting to find out that there are websites that I can visit to explore some of the fascinating art I want to see in person one day. The website about the Louvre allowed me to explore the beautiful art and building itself. The Museum of Natural History was almost surreal. It was as if I was actually at the museum and I could go through the different hallways and explore the different areas in a panoramic setting. My nine-year-old niece was with me as I did this activity and she has never been to the museum before and she loved the activity. She wanted to look at each animal and now wants to go there herself.

Incorporating virtual field trips in the classroom is a fantastic idea. Instead of talking about content in abstract forms, virtual field trips give students something tangible and real to see and explore. This makes learned material more relatable for students, and in many ways, more accessible. I could use plenty of these experiences in my math classroom. If I was teaching a geometry lesson, I could have students visit something like the different art masterpieces in Europe, find the dimensions of each, and use them to manipulate equations to find how much stone was used. There are also math museums such as the National Cryptology museum or the National Air and Space museum that allows students to explore how math is used in “real” life. This is a great technique in math classes because of the stigma in America’s schools that math is always hard and something students will not fully understand. This shows them that people can use math to create and do things in life. Seeing math be applied in real situations makes it a lot more approachable. In the cryptology museum, they would learn how ciphers are used to encrypt emails and text messages, things they use in everyday life. Virtual field trips are a great accessory to the classroom that enhances a lesson and makes learning more relatable for students.


 * Knot Picture:**

Here is the link to my Digital Story on Archimedes:


 * Final Reflection:**

The access of technology in the classroom is critical for student achievement. In today’s classrooms, teachers have students of all backgrounds, native languages, ability levels, and interests. In order to reach the needs of each individual student, it is imperative for teachers to use technology to do this. Technology is the bridge to the gap between what the teacher needs to instill in the students and engaging students with their interests and abilities. Technology allows students to pursue their individual interests when researching a topic. For example, in a history class, students could research different aspects of the 1920s—the effects on women, the political aspect, the economic aspect, or the change in lifestyle. Students are still receiving important knowledge, but they can study what interests them and then the information will be solidly retained. Then, teachers can have the students share with the entire class so everyone learns. Technology such as Khan Academy allows for students of different ability levels to practice their math skills and work at their own pace. So, if students need extra help and practice they can do that, or if they’re ready to move on, they don’t have to be held back by students still struggling. They can continue to work on problems that challenge them.

One of the most critical factors in the creation of standards for today’s public school curriculums is UDL. With the increase of technology in the home, studies have found that students now have shorter attention spans and tend to multitask. Technology is important to give students with shorter attention spans or other learning disabilities access to the general education curriculum. There are numerous amounts of assistive technology that allows for this to happen. Computers in the classroom can read for students with low-vision, speech-to-text technology for students with low motor skills, and multiple ways of expression so teachers reach the variety of learners.

Most important of all of technologies functions is the enrichment it brings to the classroom. Gone are the days of books and notes and in are the days of fun assignments in which students can stop dreading school. Students can now provide feedback on their learned knowledge through different models—essays, PowerPoint’s, movies, songs. Students can then feel comfortable in showing their strengths and therefore showing the most amount of knowledge they learned. Teachers can also use many of the different websites that provide interactive activities that captivate the learners. There are websites for virtual fieldtrips, exploration of instruments, games to reinforce vocabulary in many subjects, and much more. Technology is critical for keeping students “tuned-in” to the lesson and for the students to be able to access the general education curriculum.

**The difference between how I viewed technology in the beginning of the semester and the end lies in how technology can be used in the classroom. Before, I thought technology was only used to help students with disabilities access the curriculum. However, after the class I realized technology could be used for the benefit of all students. Technology helps students have hands-on and interactive lessons in which students have richer educational experiences. They can be an active participant in their own learning and be thoroughly engaged. Technology is critically important in the classroom. I believed that before the class, but after the class, I know how important it is to incorporate into as many lessons as possible because it benefits all learners.**