Technology to Support Assessment of the Comprehensive Classroom Technology

Having a student-centered technology in the classroom opens many doors for teachers and students. The opportunities are endless and progresses the way of teaching and learning. Student-centered learning engages the classroom more because it is designed in such a way to keep students on task rather than just busy work. Improves learning because students are able to have a learning that is set up to their needs. It all does depend on how the technology is being used and who is using it, but that is why when using this style teachers can set it up in a way that fits each student the best rather than trying to teach them all like one. This gives teachers so many options as well as students to progress in the classroom. Teachers use this form of teaching to balance the power and organize activities based on content. By balancing the power or shifting the power to the student it “gives students opportunities to practice mastering the material at their own pace. We all learn at different paces and when a student is given the opportunity to learn at their own pace we see an increase in their academic progress. Simply because they are learning at a pace that fits them the best. Take into consideration how any students are in a classroom, all the diversity that the teacher has to take into consideration when creating lesson plans. How does a teacher pick what learning style to address compared to the others, thankfully with the student centered style of teaching/learning and having technology to support that style they won’t face this problem. Instead they can focus on all the ways to address all the learning styles and students. In a student centered classroom teachers serve as a guide to the students, when help is needed, but for the most part it gives students the responsibility. Technology can be used to help students take ownership of their learning. Learner-centered teaching means creating assignments that allow students to practice building connections with the material, and evaluate their learning. As for the organization, students appreciate a structured, logical flow to their courses, and how you organize your assignments and activities can go a long way in minimizing confusion. Technology supports how you organize and communicate course materials and expectations and this only increases the learning” (Bart, 2011). Many speculate because they may find it difficult or think it will be difficult to apply technology in the classroom and meet the common core requirements. “Truth is that the Common Core requires students to develop the types of skills they learn best in a student-centered environment” (Krueger, 2014). Students are required to learn “reasoning, problem solving, and critical thinking. Student-centered learning environments have been touted as a means to support such processes” (Hannafin, 1997). Take into consideration when a student is assigned a research project they can multitask with technology get the best information effectively and easily. They can start their project be it a paper, presentation, etc and at the same time do the research that is needed. When we think of how technology can help learning and have an importance in a student centered classroom, just think of all the endless ways technology allows us to effectively teach a lesson, and have the student get the work done needed proficiently.



Works Cited

Bart, M. (2011, December 5). How Technology Can Improve Learner-Centered Teaching . Retrieved from Faculty Focus:

Hannafin, M. J., & Land, S. M. (1997). The foundations and assumptions of technology-enhanced student centered learning environments. Instructional Science, 25(3), 167–202. doi:10.1023/A:1002997414652

Krueger, N. (2014, March 29). 4 myths about student-centered learning. Retrieved from ISTE Connects Blog:

Assessment Technology


Answer Key:

  1. A
  2. False
  3. Something along the lines that the small hand tells the hour and the large hand tells the minute.
  4. B
  5. True

Measurement and Data (MD) is a content standard for first grade and part of that is being able to tell and write time. After the first lesson of how to tell time I will perform a formative assessment so I can see what information the students have processed and what needs to be worked on more.

Differentiating Instruction through Technology of the Comprehensive Classroom Technology Plan

“Differentiated instruction is an instructional theory that allows teachers to face the challenge by taking diverse student factors into account when planning and delivering instruction” (Glencoe/McGraw-Hill). As teachers we must always have the student’s best interest in mind. Meaning that when we create lessons we need to require the best outcome from that lesson. The students’ progress is very important and their progress depends on how well we teach the curriculum. At times this can get tricky because when we create lessons it has to meet a diverse set of needs. Not only are our classes filled with different style learners, but there are also very diverse students. These two aspects we must take into consideration when creating a lesson. Our lesson should meet more than one learning style. This is when we must have and give differentiated instruction. “Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance” (Glencoe/McGraw-Hill). This kind of instruction is successful because it meets all the students learning style. Most lessons will be set out to be just average and only meets like one or two styles at the most and this has not been successful. This is how we get students who fall below average and we must strive to help them improve and progress academically. With differentiated instruction teachers “match tasks, activities, and assessments with their students’ interests, abilities, and learning preferences” (Glencoe/McGraw-Hill). In order for teachers to use differentiated instruction they must know their students, view how they can integrate differentiate instruction into their curriculum, then come up with processes and techniques they can use. Once we have become familiar with this instruction we can begin to incorporate technology in it. When we incorporate technology into this instruction, it is “the planning and delivery of classroom instruction that considers the varied levels of readiness, learning needs, and interests of each student” (Differentiating Instruction Using Technology: Meeting the Diverse Needs of Students. 2008). Technology allows us to be creative and be able to have various lessons that meet different levels because of the diversity in the classroom. It has been said and researched that “teachers can differentiate instruction most effectively by using an array of technology tools” (Differentiating Instruction Using Technology: Meeting the Diverse Needs of Students 2008). Technology allows us to provide for all the different styles of learning by having many options.

Works Cited

Differentiating Instruction Using Technology: Meeting the Diverse Needs of Students. (2008). Special Education Technology Practice, 10(1), 21-26.

Glencoe/McGraw-Hill. (n.d.). Differentiating Instruction: Meeting Students Where They Are. Retrieved from Teaching Today:

The Role of Technology in Progress Monitoring. (2008). Special Education Technology Practice, 10(2), 21-26

Presentation Technology

Multimedia Presentation

Technology integration can be define as teachers using technology to develop students’ skills. Integrating technology into our classrooms is important and essential at this point because of the modern use of technology. Technology not only allows student to acquire basic skills but it helps them prepare for the real world as well. Many jobs now use technology and students can use the experience they have learned in school to have some knowledge in these areas. Technology allows more resources for students and teachers. It also allows them more creativity. “The Web connects students to experts in the real world and provides numerous opportunities for expressing understanding through images, sound, and text. New tech tools for visualizing and modeling, especially in the sciences, offer students ways to experiment and observe phenomenon and to view results in graphic ways that aid in understanding. And, as an added benefit, with technology tools and a project-learning approach, students are more likely to stay engaged and on task, reducing behavioral problems in the classroom (Edutopia Team, 2008).” Integrating technology into a classroom will “provide each classroom with more interesting, diverse, and current learning materials (Edutopia Team, 2008).” Many believe technology can have a negative effect on a student’s learning but “properly used, technology will help students acquire the skills they need to survive in a complex, highly technological knowledge-based economy. Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals (Edutopia Team, 2008).” Research has shown that the use of technology can help student learning there are barriers schools face that we have to take into consideration and resolve those barriers (Hew, K., & Brush, T., 2007). For example, resources, institution, subject culture, attitudes and beliefs, knowledge and skills, and assessment are some of the barriers. Strategies to overcome these barriers are having a shared vision and technology integration plan, overcoming the scarcity of resources, changing attitudes and beliefs, conducting professional development, and reconsidering assessments (Hew, K., & Brush, T., 2007). The biggest barrier schools face is resources. Without adequate hardware and software, there is little opportunity for teachers to integrate technology into the curriculum. Even in cases where technology is abundant, there is no guarantee that teachers have easy access to those resources. Access to technology is more than merely the availability of technology in a school; it involves providing the proper amount and right types of technology in locations where teachers and students can use them (Fabry & Higgs, 1997). Research has shown the positive effect technology has even though there may be some barriers research has found strategies to resolve these. A teacher’s job is to educate his or her students and help them reach their full potential academically. When technology is integrated it “changes the way teachers teach, offering educator’s effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun (Edutopia Team, 2008) so one can see why we should integrate technology into our classrooms.

Works Cited
Edutopia Team. (2008, March 16). Why Integrate Technology into the Curriculum?: The Reasons Are Many. Retrieved from Edutopia:
Fabry, D. L., & Higgs, J. R. (1997). Barriers to the effective use of technology in education: Current status. Journal of Educational Computing Research, 17(4), 385–395.
Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55(3), 223-252. doi:10.1007/s11423-006-9022-5

Technology to Support Communication

Delacruz contends that “recent studies of both adult and youth Internet users consistently confirm that millions of people use social networking sites and other forms of electronic communication to maintain and strengthen social ties, to manage and facilitate existing relationships, to plan and coordinate schedules, and to seek and exchange important information (Delacruz 2009).” The goal for many schools is to have access and open communication at every level of the educational system. “Through technology teachers will enhance instruction, engage in professional development, track student progress, and communicate with families about their children’s education. Research studies stated that technology delivered meaningful contents” (Jonassen, Peck,& Wilson, 1999) and when use in a systematic manner it would thrive. The biggest conflict between teacher and parent communication is the schedule. Through technology this problem has been resolved because different technology allows parents and teachers many options to communicate at any time. Voice-mails allow the teacher or parent to leave a message about the concerns and when available the call will be returned. Most parents find phone calls and voice-mails to be their best choice for communication because everyone knows how to do it. With the new advances in technology many teachers use email to communicate with parents because it is fast and effective. The great thing about email is that it is free to get and easy to use. If one can’t get to a phone or have time to make a call it is fairly simple and easy to reply or construct an email. Not only can technology be used to have teachers and parents communicate with one another but it can also keep parents updated on their students’ progress. Teachers have the ability to post grades online and keep them updated regularly this allows parents to keep track of their child’s performance. “A more broad-based or community oriented program might entail content presented via technology. For instance, if a school recorded lectures or used available recorded lectures. These lectures can be used outside of the classroom because they can be posted to the school’s website (Martin, 2013).” Allowing students to gain access and if needed the parents can get access to these lectures as well. “This use of technology to deliver content has the potential to facilitate community discourse based on the lectures that are being used in the classroom. Web-based community outreach or traditional types of marketing can be used to help increase community participation in the related academic discourse that grows from the recorded lectures posted on-line. Student projects can be similarly recorded, posted, and advertised to allow students to construct their own community discourse based on creative work, research, or other ideas (Martin, 2013).” Another reason technology is a great form of communication is that students can “receive feedback about their work in respectful and efficient ways (Keamy & Selkrig, 2013).”

Delacruz, E. M. (2009). From bricks and mortar to the public sphere in cyberspace: Creating a culture of caring on the digital global commons. International Journal of Education & the Arts, 10(5).
Jonassen, D. H., Peck, K. L., & Wilson, B. (1999). Learning with technology: a constructivist perspective. Columbus, OH: Merrill Prentice Hall.
Keamy, K., & Selkrig, M. (2013). The Effectiveness of Protocols When Pre-Service Teachers Engage in Online Collaborations: An Exploration. Australian Journal of Teacher Education, v38 n2 Article 17 pp.
Martin. (2013, 02 20). Retrieved from E Notes: