Digital Blog Post #G-EME2040

Chapter 10 discusses "Promoting Success for All Students through Technology."  The three concepts I wouod like to discuss that I drew from the materials are:  Differenciated Instruction, Universal Design for Learning and Assistive Technologies.

Differenciated Instructions, or DI, approach where different methods are used for different learning needs.  DI is broken down into four areas: Readiness, Interest, Learning Profile, and Affect.  Readiness is achieved when prior experiences prepare the student for learning and for the learning environment. The student takes life lessons and familiararity nd applies them to the current situation.  Interest is defined by the students curiosity and commitment to learning.  If the student is interested and excited about a particular subject or activity, the chances for success go up.  Learning Profile is how the students learn best, whether it be formal or informal strategies, traditional or hands on demonstration.  Affect is how students regard themselves and the school as learners or learning establishments. (Maloy)

Universal Design for Learning, or UDL, applies recent advancements in understanding how the brain processes information to the design of curriculum. (Maloy)  In other words, classroom lessons are designed around different learning styles.  UDL is based on the concept from the architecture field and is defined in the following terms:
----Multiple means of representation-- Give learners various ways of aquiring information and                   knowledge. (Maloy)  Working in small groups or centers
----Multiple means of expression- Provide learners alternatives for demonstrating what they know.          (Maloy)   Some students can regurgitate information through test answers while others are terrible       test takers but can use visuals such as graphs and power point presentations to show mastery of a         subject.
----Multiple means of engagement- Tap into learners' interests, offer appropriate challenges and                 increase motivation (Maloy).  Getting to know students on an individual level is paramount.                 What makes an individual tick?  What gets thier attention?

Assistive Technologies allow teachers to apply the concepts of DI and UDL to the classroom and put into practice.  Assistive technology allows students with disabillities to translate text and understand spoken word and data with aids of supportive tools such as text to talk or talk to text software and interactive white boards.  The challenge for teachers is finding the time, resources, and tools to implement DI and UDL into everyday lessons.


Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc