1Digital Immigrants, Digital Natives and UDLMarshall Jones, Lisa Johnson and Lisa HarrisLearning Environments• Learning vs. experiencing• Different expectations• Different way of thinking/processing• Different way of communicatingWhat’s a teacher to do???Digital Immigrants• Grew up in an analog world– Records and typewriters• Information as atoms– Data is professionally produced and distributed• State of mind vs. generation gap2Kids Today…• 200+ cable channels• 30 Million + websites• 122,000 books• Volumes of information• Immediacy of informationPDA’s, Cell Phones, iPods• Handheld technologies impact the social fabric– How? – Discuss with a neighbor. What are the positive and negative aspects?• Ubiquitous nature could impact the future of technology in education– Why? – Discuss with a neighbor. What has to change for technology in education to be “ubiquitous”?Not Just the Technology• Many people today manage informationand learning differently than 20 years ago– keyboarding versus writing– Looking up information versus memorizing– Cross curriculum thinking versus single subject learning– Scanning versus deep reading– Need/expectation for instant information3Why is this important?• Classroom environments reflect a digitalimmigrant perspective but our students are digital natives– Not just the technology but also the way learning takes place– A possible communication gapQuestions to Consider• Did classes in your senior year of high school meet your learning needs? – Why or why not?– Address the issue from a physical classroom perspective and from a learning preference perspective.• How does your answer connect to the nine strategies listed on pg. 8-9?• How does this impact what you think about teaching and learning?Universal Design for Learning• Helping all students achieve by:– identifying and removing barriers from teaching methods and curriculum materials. • Three kinds of flexibility: – representing information in multiple formats and media. – providing multiple pathways for students’action and expression. – providing multiple ways to engage students’interest and motivation.4Universal Design for Learning• Modifications made for some help all:– Curb cuts–Elevators– Television captioning– Touch screens– Graphic organizers – Multimedia– Can you think of any examples?Universal Designs for Learning• Gather in a group of three or four.• Consider the three main principles of UDL:1. Providing multiple representations of information.2. Providing multiple options for expressingknowledge.3. Providing multiple options for engaginglearners.• Gather around a computer and generate examples of activities in which you been involved or observed that represent these principles. Place each person’s name by the examples they give.• Save to tshare under Harris/UDL Examples (give your group a “name” to save the
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