Engaging all Learnersthrough Technology

Marlene Anderson, Theresa Glass, Jennine Scott, Janet Tomy, Alison Wells

Theory – Constructivism Framework – Universal Design for

Instruction Through Differentiated Instruction

◦ Technology Teaching Methods Teaching Strategies Engagement Levelling the playing field in terms of disabilities

Background- General

Constructivism Definition:

Framework

Background- Universal Design

Framework Basic Components of Planning Pyramid

Pat Miranda, PhD.University of British Columbia

Types of Technology developed for our project:◦ Photoshop 3◦ Digital Social Stories◦ Movie Maker- Digital stories◦ Webquests

Background- Technology

Background - Technology Continued: Other Technologies considered in schools

Universal Design Principles:The original principles developed by architects, engineers

etc. are as follows: Equitable Use - The design is useful and marketable to people with

diverse abilities. Flexibility in Use – The design accommodates a wide range of

individual preferences and abilities. Simple and Intuitive – Use of the design is easy to understand,

regardless of the user’s experience, knowledge, language skills, or current concentration level.

Perceptible Information – The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.

Tolerance for Error – The design minimizes hazards and the adverse consequences of accidental or unintended actions.

Low Physical Effort – The design can be used efficiently and comfortably and with a minimum of fatigue.

Size and Space for Approach and Use – Appropriate size and space are provided for approach, reach, manipulation and use; regardless of user’s body size, posture, or mobility.

(The Center for Universal Design, 2009, p. 1-2)

Guidelines for Universal Design for Instruction: Guidelines and Definition:

◦ Class Climate: Adopt practices that reflect high values with respect to both diversity and inclusiveness.

◦ Interaction: Encourage regular and effective interactions between students and the instructor and ensure that communication methods are accessible to all participants.

◦ Physical Environments and Products: Ensure that facilities, activities, materials and equipment are physically accessible to and usable by all students, and that all potential student characteristics are addressed in safety considerations.

◦ Delivery methods: Use multiple, accessible instructional methods that are accessible to all learners.

Guidelines for Universal Design for Instruction Continued:

◦ Information resources and technology: Ensure that course materials, notes and other information resources are engaging and accessible for all students.

◦ Feedback: Provide specific feedback on a regular basis.

◦ Assessment: Regularly assess student progress using multiple accessible methods and tools, and adjust instruction accordingly.

◦ Accommodation: Plan for accommodations for students whose needs are not met by the instructional design.

Children’s Brains are only 25% developed at birth. The more stimulation a child has through all of it’s senses (hearing, taste, touch, smell, sight) the more rapidly further development will occur (M. Fox, 2008).

What do we know about children and learning?

30% of children who are not reading well by the end of Grade 3 are at risk of dropping out or failing to graduate (Canadian Education Statistics Council 2006) .

At least 30% of students do not have sufficient reading or writing abilities by the end of Grade 6 (Canadian Education Statistics Council, 2006).

1.68% of students will be labelled Developmentally Disabled with 85% of these children showing language/reading disorders (Warr-Leeper, 2008).

What do we know about children and learning?

4.73% of students will be labelled Learning Disabled with 90% to 100% of these students showing some form of language/reading disorder.

1% will be labelled Emotionally Disordered with 70% of these children showing language disorders.

In a community study of 1,655 five year olds, 60% of those who were diagnosed with a psychiatric disorder were also diagnosed with a language/reading disorder

(Warr-Leeper, 2008)

What do we know about children and learning?

Young people absorb an average of 8.5 hours of digital and video sensory stimulation a day. By twenty years of age the average individual has spent more then 20,000 hours on the Web, and over 10,000 hours playing video games

Studies suggest that individuals who spend a great deal of time on-line see an increase in their dorsolateral area of the prefrontal cortex. This region is associated with decision making, integrating complex information, and short-term memory.

(George, 2008)

What do we know about children, learning and technology?

The educational model used to be based on increasing students overall stored information. Now information becomes obsolete quickly. As information is now retrieved easily through technology, education needs to shift to help students know where to find the information they need.

Technology helps us to develop new and efficient ways of finding, synthesizing, and communicating information. This allows learning to take place with a broader audience.

( George, 2008)

What do we know about children, learning and technology?

ReferencesBurgstahler, S. (2009). Universal Design of Instruction (UDI): Definition, Principles, And Examples.

Seattle: University of Washington. Retrieved September 5/09 from http://www.washington.edu/doit/Brochures/PDF/instruction.pdf

Canadian Education Statistics Council. (2009) Pan Education indicators program. Retrieved September 19/09 from http://www.cesc.ca/mainE.html

Fox, M. (2008) Reading magic: Why reading aloud to our children will change their lives forever. New York: Harcourt inc.

George, L. (2008, November) Dumbed down; The troubling science of how technology is rewiring kids’ brains. Macleans, 11 (17), 56-59.

Miranda, P. (2009). Workshop on Universal Design. University of British Columbia.Warr-Leeper, G. (2008) . Communication at the heart of education. University of Western Ontario.