How can technology be used to facilitate instruction that recognizes and accommodates their interests, learning styles, intelligence preferences, and learning profiles? In this weeks' learning resource video, "Know Your Students" Dr. Smith and Dr. Thorne synthesized the pedagogical affect that student interest, learning styles, culture, and gender have in regards our students' learning performance. While most classrooms are auditory in nature, their student demographics may be reflective of visual and kinesthetic learners (Laureate, 2009)
Surveys should be given to students to identify their interests and learning styles. According to Dr. Tomlinson, educators can use technology to help support efficient learning by "allowing choice that encompasses multiple intelligences, concepts and interests" (Laureate, 2009). Bray defines technology as "the practical application of scientific learning" (Bray, Brown, & Green, 2004, pg. 30). He highlights how technology can enhance and assist the diverse learning needs and disabilities of students.
The student I've chosen to profile, "B," is an identified EC student with ADD, and Central Auditory Processing (CAP) cognitive disabilities. B isn't motivated to read and struggles with comprehension. One assistive technology that correlates with his IEP plan is the Nook. This assistive technology offers voice-recognition, allowing him to record and listen to himself reading the text on each page. This personalized experience can enhance the connection. Supportive technologies such as online links are bookmarked on the Nook. These links are used for remediation, extension and to "address issues of learning and the curriculum" (Bray, Brown, & Green, 2004, pg. 50). Tumblebooks offer animated, living books on a variety of levels and themes that B finds interesting. The books offer the flexibility that allows B to choose to independently read or have the books read to him. Comprehension tests and language activities in game form allow B to review and expand his learning. Internet-4-classrooms also supports the learning needs and objectives of B's IEP goals.
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.
Laureate Education, Inc. (Executive Producer). (2009). Knowing your students. Baltimore, MD: Author.