Inspired by readings for our first class session, I embarked on my first integration of technology into the classroom. This week my students used computers to research a series of "big questions" to guide the development of their persuasive presentations. I watched as my students eyes lit up with each click onto a new link; they were amazed by how they could view information in a variety of formats - text, video, audio, and images. They found cartoons connected to the topics that intrigued them, identified websites with readable content and informed their peers of the best search terms to find these resources. What began with a list of links prepared by myself and another teacher turned into a web of connectivity and a heightened awareness of the wealth of information on the internet.
Why do I share this experience? Simply put, at heart, I am a paper and pencil kind of girl. Though I use my blackberry to check my email, I cannot part with my agenda that contains a daily to-do list. Written under Friday - "print technology readings." As I was preparing to complete this to-do, I began to realize that is not what this course is about. If we were supposed to be reading printed copies, we would have a course manual. I decided to give it a try, with a pen and and notebook in hand of course. As I read the material, I realized that I needed to approach these readings with the same zeal and patience with which my students apporoached technology. They did not read a source and move on, rather explored links, giving meaning to the "web." I, on the other hand, was still driven by the desire to check a reading off my to do list. I found myself struggling to be patient and take the time to explore.
What I find fascinating is that we constantly talk about how kids today are so used to fast paced media that they have short attention spans. After reading this weeks' selections and considering my own experiences within the classroom, it is clear that we have to consider how we present information within our classrooms so that it can be learned by students who come to school with a variety of experiences and needs. I am intrigued by the integration of principles of UDL with digital technology and I am interested in learning more about how to design a curriculum that embraces these principles.
Nikki, I too felt some of the same ways you did. I am often tempted to print out the articles, but it is easier for me to read and highlight important information with "pen and paper." Yet I too forced myself to read it online, and write notes as I went on paper. Maybe one day I will be able to do everything online, notes and all. I find it interesting how much harder it is for us, to change with technology but when you introduced the activity with your class they embraced it whole-heartedly.
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