Week 2 EDLD 5364

Setting instructional goals narrows what students focus on (Pitler et al, pg. 17).  Teachers who set instructional goals that can be personalized by the students is helping them to stay engaged in the process of learning.  Some tools for goal setting are word processing and software that allow for personalization.  A teacher can save a template of a KWL chart and then have each student save their own version of the learning objectives.  These digital plans can be shared with parents and can help the student to stay focused on the end result (Pitler  et al, pg. 20).  Students who come from a low socioeconomic, at-risk, or other disadvantaged background report higher satisfaction and motivation from education that integrates technology.  Schools who have integrated technology into the classroom have been able to increase their graduation rates (Page, 2002).

There are many hypotheses for what could be causing this report in higher self esteem.  Page (2002) suggests that perhaps these students view technology as a novelty since they may not have access to it at home.  My idea is that perhaps the students see that they can achieve through this medium and that they are relieved from the social interactions that happen between regular classroom teachers and students who are perceived to be low achieving.  Another possibility is that students see technology as a viable field of work for them in the future and they want to take advantage of the education that is presented about technology or using technology.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development.

Rose, D., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology web site, http://www.cast.org/teachingeverystudent/ideas/tes/

Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology.

Page, M.S. (2002). Technology-Enriched Classrooms: Effects on Students of Low Socioeconomic Status.  Journal of Research on Technology in Education, 34 (4), 389-409.  Retrieved October 5, 2009 from the International Society of Education at http://www.iste.org/AM/Templane.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfn&ContentFileID=830