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One of the readings for this week focuses on setting objectives for student learning. It addresses the knowledge and skills that students gain from a lesson or unit. The generalizations and recommendations encourage student participation in personalizing their learning goals. Research shows that a student’s motivation is higher when they are allowed to customize part of their learning objectives. Technology supports the goal setting process by providing organization and communication tools. Some of these tools are Microsoft Word for KWHL and learning goals sheet, Inspiration for organization and brainstorming, data collection for surveys, web resources for creating rubrics, and communication software like blogs and e-mail for collaboration.

This week we read articles that focused on the impact that technology has on student learning. The first article addressed student achievement when using computer-based instruction. Students who used this method on average scored higher, learned more in less time, and developed positive attitudes. Teachers who received professional development on the use of computers had students performing many months in advance of their grade level. The second article focused on the effects of technology on students of low socioeconomic status. The article states how computers have increased interest, motivation, and self–esteem. This has had a positive effect on students with special needs. Research concerning students with a low socioeconomic status that have been provided with Internet access has shown increased achievements. The third article addresses the Universal Design for Learning (UDL). There is diversity among learners like ESL, special education, socioeconomic status, limited vision, and emotional problems to name a few. The Multiple Intelligences theory tells us that there are many multifaceted learning capacities. Consider the concept that when one sense is lost another is strengthened; this is the same as a learning disability in an area countered by a surprising ability in another. In knowing that we can learn differently there needs to be multiple means of representation to acquire knowledge, to show expression and to be engaged. We need to customize goals, materials, methods, and assessments to address the diverse learners. 