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This technology would also be useful for exploring history and anthropology and sociology classes, because students from around the world would have an opportunity to provide their opinions and ideas about culture, sociology and the world in which we live. Students would have an opportunity to provide information that detailed how technology and modernization have affected their culture and their way of life. These are all important considerations in modern society. The student could then take their own notes of the material; writing down what they feel is most pertinent.
Question # 4.
Would you be willing to share this technology with another classroom near your room?
Yes. It would be easy to share this technology with other classrooms. In fact, the units could be assigned to a classroom rather than to an individual so that all students had an opportunity to participate with and interact with each other using this unique and informative technology.
Question # 5.
Will this technology decrease your need to photocopy materials? If yes, please explain.
Question # 6.
Is there other information that you can provide that will be helpful to us in evaluating this request?
It is critical that students in today's modern world have an opportunity to review all the newest and innovative forms of technology available. Students would not abuse this technology, but would use it to better their knowledge and understanding of the world. It would save the school money in the long-term because so many students would be using the same units repeatedly to learn from. The investment is much the same as would be adding a computer to a classroom, only students would be able to take information home with them to contemplate and review.
It's long been a challenge in pedagogy to find a way to meet the needs of a diverse classroom; students have always presented a range of different cultural, linguistic, social and socioeconomic needs and backgrounds. In fact, in the academic research paper, "Culturally Responsive Differentiated Instruction" by Santamaria, it was found that ultimately, "The best teaching practices are those that consider all learners in a classroom setting and pay close
..control the environment by implementing a logical system (the teacher's, of course) of conditioning." (Tauber, 1999, p. 19) in this context the teacher is seen as an "interventionist" in that he or she has to control and dictate the learning and behavioral environment. "By accepting a position as a teacher, a person has not only the right but an 'obligation' to modify student behavior" (Axelrod, 1977, p. 158). In essence
Classroom Discipline Cook-Sather, a. (2009). "I'm not afraid to listen: Prospective teachers learning from students." Theory Into Practice, 48(3), 176-183. Cook-Sather's article describes a teacher education program she conducts at Bryn Mawr College and the results of a survey of teachers who went through the program. The program is called the Teaching and Learning Together (TLT). Through TLT, secondary education students at the college have substantial interaction with high school students from area
Students with special needs are at an increased risk fro having low self-esteem which can often impact their potential for achievement. The best way to overcome this is to reinforce students with positive behaviors and help them work through challenges they may be facing daily. Glasser (1984) developed a theory that suggests that students need to be taught to control their behavior in order to succeed, and thus the role
Classrooms are diverse environments, characterized by students from varying backgrounds, and with varying needs and skill levels. It is from this diversity and the recognition of how it contributes to the richness of a learning environment that the concept of differentiated instruction arises. Through differentiated education, students representing diversity have the opportunity to learn in environments that promote inclusion, unity, and understanding. An investigation into the effects of differentiated instructional
Rural special education quarterly, Vol. 23, Issue 4, 3-9. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=104&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Lake, V.E. (2004, August). Ante up: Reconsidering classroom management philosophies so every child is a winner. Early Chil Development and care, Vol. 174, Issue 6, 565-574. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Los Angeles County Office of Education. (2002). Teacher expectations and student achievement. Coordinator Manual. Marlow, E. (2009, December). Seven criteria for an effective classroom enviironment.