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A Conceptual Framework of Technology for Learning and TeachingMain MenuTimeline of ExperiencesCriteria for EvaluationThe infographic flowchart provides a series of questions to evaluate the use of learning technology.ReferencesA list of works consulted in the development of this conceptual frameworkMichelle Sprouse1de4a95f4eb5fc659ccf175b23034301196396f1
(In)Equitable Access
12016-12-10T11:58:49-08:00Michelle Sprouse1de4a95f4eb5fc659ccf175b23034301196396f11384413Key question: To what extent does inequitable access to the technology affect students' learning outcomes, especially considering the least-advantaged students?vistag2016-12-11T11:09:04-08:00Michelle Sprouse1de4a95f4eb5fc659ccf175b23034301196396f1Key question: To what extent does inequitable access to the technology affect students' learning outcomes, especially considering the least-advantaged students?
A comprehensive examination of the equity of access balances concerns for access and implementation with the possible benefits. In the classroom, teachers should consider how equitably students will have access to the selected technology. If the technology requires Internet access or specialized hardware, which students would be disadvantaged or unable to work at home?
On a broader scale, Warshauer (2012) has raised concerns about the uses of technology for different populations of students, arguing that "simply passing out laptops can exacerbate inequality rather than reduce it" (p. 132). Equity then must include the ways students are taught and encouraged to engage with technology, not just access to the hardware.
While Clark (1983) is reluctant to view technology itself as capable of transforming learning, he does acknowledge that "certain elements of different media...might serve as sufficient conditions to facilitate the learning of students who lack the skill being modeled" (p. 453). Meyer, Rose, and Gordon's (2014) Universal Design for Learning framework echoes the potential for technology to provide diverse students with "multiple means of engagement," "representation," and "action and expression" (p. 59). Technology, including multi-media enhanced ebooks may provide students with disabilities access to the curriculum and simultaneously improve the outcomes for all students.
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12016-12-10T12:54:03-08:00Michelle Sprouse1de4a95f4eb5fc659ccf175b23034301196396f1Technology ConcernsMichelle Sprouse6Key question: What negative consequences might the technology bring?vistag3617032016-12-11T07:48:11-08:00Michelle Sprouse1de4a95f4eb5fc659ccf175b23034301196396f1
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12016-12-10T12:54:03-08:00Michelle Sprouse1de4a95f4eb5fc659ccf175b23034301196396f1Technology ConcernsMichelle Sprouse6Key question: What negative consequences might the technology bring?vistag3617032016-12-11T07:48:11-08:00Michelle Sprouse1de4a95f4eb5fc659ccf175b23034301196396f1
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1media/800px-VHS_cassette_tape_06.JPGmedia/800px-VHS_cassette_tape_06.JPG2016-12-10T05:36:29-08:00Michelle Sprouse1de4a95f4eb5fc659ccf175b23034301196396f1Order of Operations18My eighth grade self makes a music video for math class.image_header2016-12-11T11:35:27-08:00Michelle Sprouse1de4a95f4eb5fc659ccf175b23034301196396f1
1media/Screen Shot 2016-12-07 at 2.26.10 PM.pngmedia/Screen Shot 2016-12-07 at 2.26.10 PM.png2016-12-10T11:51:35-08:00Michelle Sprouse1de4a95f4eb5fc659ccf175b23034301196396f1Social Annotation9I find a way to see how my students think while reading. They share their thinking with the class.image_header2016-12-10T17:31:03-08:00Michelle Sprouse1de4a95f4eb5fc659ccf175b23034301196396f1
1media/room_base_3_by_dahomebase-d81050c.jpg2016-12-10T05:44:19-08:00Michelle Sprouse1de4a95f4eb5fc659ccf175b23034301196396f1Empty classroom7I walk into my empty first classroom with my students right behind me.image_header2016-12-10T05:54:07-08:00Michelle Sprouse1de4a95f4eb5fc659ccf175b23034301196396f1