Individual Reflection #2

As a school administrator and instructional leader, I would expect to see a wide range of instructional technology included in the written, tested, and taught curriculum that is striving to meet the needs of 21st century learners. First, it would be my job to ensure that all instructional staff members are comfortable and competent with the use of technology as a tool for design and implementation of instruction, as well as assessment of student progress. As part of the curriculum, students would use software and Web 2.0 tools that would allow them to create their own products, expressing themselves through words, art, music, video, and multimedia presentations; this would include basic software such as word processing, spreadsheets, and multimedia tools available as stand-alone software as well as web-based technology. Once students have had experience with these basic tools, I would expect that all six purposes of technology would be addressed: connecting, collaborating, evaluating, accessing, conferencing, and reflecting (JHU). In addition to the use of computers and Web 2.0 tools, I would love to have tools such as digital cameras, video cameras, scanners, and SmartBoards in classrooms and in the hands of students. The ongoing, effective use of these tools would ensure that students are being prepared for the data-driven 21st century environment.

Many of the same tools that will prepare learners for the 21st century will also enable teachers to differentiate for the needs of all learners. As educators, we need to look at all avenues in which technology can support learners: presentation, engagement, expression, and assessment (CAST, 2007). Text-to-speech tools like Kurzweil can allow students who struggle with reading to access grade-level curriculum; likewise, audiobooks (such as through Audible Kids) and other digital text provide the opportunity for students to access texts at multiple levels of comprehension. Engaging students requires that we harness their interests and enthusiasm; presentation tools such as Animoto and ZohoShow allow for high-interest instructional presentations. Within the realm of engagement, tools for connecting and collaborating including Skype, Skrbl, YakPack and Writeboard encourage a high level of participation among students. Students should access and evaluate digital sources through sites such as del.icio.us. Throughout these activities, students could utilize screen readers to ensure access to print. Moving into the area of expression, students can use programs with word prediction and spell check features, such as Picture Word Power, Clicker5, and WordQue. Adding in programs such as Inspiration and Kidspiration, as well as web-based programs like Bubbl.us, would allow students to demonstrate their thinking through concept-mapping. Text-to-speech software and voice output devices are also imperative to differentiate for students who struggle with expressive language. Finally, students could use a variety of software and Web 2.0 tools to present their final projects for assessment. Blabberize, LetterPop, SlideShare, and Zoho provide students with alternatives that tap their strengths and support their needs. It is my hope that, over the next few years, many of the applications that are available as assistive technology software packages (such as text-to-speech, voice output, and word prediction) will be updated and available as Web 2.0 tools that students can access from any setting; this will be a boon to creating a culture of Universal Design for Learning. As an administrator, I would celebrate and promote the use of technology that ensures equal access to the curriculum for all students. Spotlighting effective use by teachers would create a culture that embraces instructional technology and provides appropriate tools for students.

References

Center for Applied Special Technology. (2007). About CAST. Retrieved February 7, 2009, from http://www.cast.org/about/index.html

Johns Hopkins University. Week 3: Curriculum and 21st Century Skills [PowerPoint Slides]. Retrieved from http://cte.jhu.edu/ELC3/FramesIndex.cfm?CFID=60563&CFTOKEN=40198709