EDLD+5364+Week+2+Reflection

This week’s readings have spanned the last decade and have made me aware that as early as the 1990’s, the incorporation of technology into education was being studied and evaluated for its effectiveness. The Milken Exchange composed a very succinct study which found that (in 1999) computers actually did not have a positive effect in every area they were studied, and that the level of effectiveness of educational technology is influenced by the specific student population, software design, educator’s role and level of student access to technology. These factors, both individually and in combination, can create an ineffective atmosphere for technology centered learning. Another reading focused on technology and its benefit to the nontraditional student. I found it interesting that this article was written a few years after the Milken Exchange study, and that the findings were more conclusive that, although classroom technology may not be the cure-all for many educational ills, it does appear to contribute significantly to the academic achievement and self-esteem of elementary students of low socioeconomic status. I would go further, based on my personal experience, to state that technology significantly contributes to the learning success of all students. Many of the readings this week seemed to summarize what I have known as a technology educator, but had not put into words the positive impact teaching with technology has on students. From this week’s videos, I learned there is an incredible amount of information on the Internet regarding differentiated instruction for students. Another name for this differentiation is the Universal Design for Learning. Just like society makes accommodations for special needs groups, educators should do the same.  Schacter, J. (1999) //The Impact of Educationo Technology on Student Achievement: What the Most Current Research Has to Say.// Santa Monica, CA: Milken Exchange on Education Technology. Retrieved on March 2, 2011, [] Page, M.S. (2002) Technology-enriched classrooms: Effects on students of low socioeconomic status. // Journal of Research and Technology in Education, //34(4) 389-409. Retrieved March 1, 2011 from the International Society of Education at [|www.iste.org/A]M/Template.cfm?Section=Number_4_Summer_20021&Template=MembersOnly.cfm&ContentFileID=830