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The Diverse Learner and Educational Technology

The Diverse Learner and Educational Technology. Barbara Miroballi RN, BSPA Arizona State University. Objectives/Outcomes. Define universal design and how it can be integrated into online and hybrid classes

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The Diverse Learner and Educational Technology

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  1. The Diverse Learner and Educational Technology Barbara Miroballi RN, BSPA Arizona State University

  2. Objectives/Outcomes • Define universal design and how it can be integrated into online and hybrid classes • Determine the criteria relevant to designing and implementing technology into courses that meet the diverse needs of our students • Describe strategies to enhance learning for the student with cultural, language and special needs

  3. Diversity and our students • What are the diversities? • Cultural • Language (ESL) • Special needs • Generational Image from Microsoft ClipArt

  4. Are there other considerations? • Abilities with technology • Perspectives about technology • Schools using more online/hybrid courses Image from Microsoft Clip Art

  5. What are some strategies? • Meet needs of all students • Meet special needs • Meet language and cultural needs • Keep it fair • Consider Universal Design (UD) Image from Microsoft Clip Art

  6. 7 Principles of Universal Design • Equitable use • Flexibility in use • Simple and intuitive. • Perceptible information • Tolerance for error • Low physical effort • Size and space for approach and use(Connell, et al., 1997 as sited in Burgstahler, 2001-2004).

  7. Check list of UD • Class climate • Interaction • Physical environments and products • Delivery methods • Information resources and technology • Feedback, assessment, and accommodation (Burgstahler, 2007) Image from Microsoft Clip Art

  8. Strategies for adaptive & assistive technology (AT) • First item on a page tells users where they are • Navigation is one of the first things encountered (and last for long pages) • Descriptive text with every graphic • Use CSS (cascading style sheets) and tables Image from Microsoft Clip Art

  9. AT strategies • Design web pages to be able to be read by screen readers • Welcome students • Provides description of lesson sequentially Image from http://www.freedomscientific.com/products/fs/jaws-product-page.asp

  10. Language diversity & UD • Create an accepting and predictable classroom with clear expectations of all students • Create activities that maximize the use of language skills and critical thinking Image from Microsoft Clip Art

  11. Language diversity & UD • Create activities where the student is an active participant • Be sure the students understand the concepts and content of the instructional activity • Include the diversity of the ESL and ELL students into the classroom (Zeller,1994) Image from Microsoft Clip Art

  12. Other considerations • ESL students can be very literal • Eliminate slang and vernacular • Rephrase • Confirm understanding • Online discussion forums and Wiki pages empower shy students (Campbell, 2007) Image from Microsoft Clip Art

  13. Cultural diversity Conceptual understanding, ways of communication, thinking pattern and behavior of people are embedded in the culture (Bhattacharya & Jorgensen, 2004). Image from Microsoft Clip Art

  14. National standard landmark “ Health care organizations should ensure that patients receive from all staff members effective, understandable, and respectful care that is provided in a manner compatible with their cultural beliefs and practices and preferred language” (Office of Minority Health, Department of Health and Human Services, 2001 as cited in Jarvis, 2012, p. 12).

  15. Cultural Care • Concept of care that is: • Culturally sensitive • Culturally appropriate • Culturally competent (Jarvis, 2012, p. 14) Image from Microsoft Clip Art

  16. Extend Cultural Care to students • Cultural diversity • Immigrants with cultural and language barrier • Native Americans • Black Americans • Other ethnic populations • Generational diversity Image from Microsoft Clip Art

  17. Link school & culture Quote from Native American educator Cornel Pewewardy (1993) “one of the reasons Indian children experience difficulty in schools is that educators traditionally have attempted to insert culture into education, instead of inserting education into the culture” (as cited in Ladson-Billings, 1995, p. 159)

  18. Criteria for culturally relevant teaching • Academic excellence • Cultural competence • Use culture to teach values • Critical consciousness (Ladson-Billings,1995a) • Use home language for speaking and writing then translate homework into English Image from Microsoft Clip Art

  19. Conclusion • Education and technology intersects across thousands of cultures • Generates many different ways of thinking of education • Views on education are shaped by cultural values (Williams & Rogers, 2009) Image from Microsoft Clip Art

  20. References Bhattacharya, M. & Jorgensen, L. (2004). Collaborative research projects in creating distributed learning environment in multicultural context. Retrieved from http://www.col.org/pcf3/Papers/PDFs/Bhattacharya_Jorgensen.pdf Burgstahler, S. (2001-2004). Universal design of instruction. Retrieved from http://www.washington.edu/doit/Faculty/Strategies/Universal/index.html#cyu Burgstahler, S. (2007). Equal access: Universal design of instruction. Seattle: DO-IT, University of Washington. Retrieved from http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html Campbell, N. (2007). Bringing ESL students out of their shells: Enhancing participation through online discussion. Business Communication Quarterly, 70(1), 37-43. Jarvis, C. (2012). Physical examination & health assessment.(6th ed.). St Louis, MO.: Elsevier Saunders. Ladson-Billings, G. (1995a). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165. National Center on Creating Low-Incidence Disabilities (2001). Creating accessible web sites tutorial. Retrieved from http://www.unco.edu/ncssd/resources/AccessibleDesign/index.htm

  21. References Williams, D. D. & Rogers, P. C. (2009). Educational Technologies and Cultural Dimensions. In M. K. Barbour & M. Orey (Eds.), The Foundations of Instructional Technology . Retrieved from http://projects.coe.uga.edu/ITFoundations/index.php?title=Educational_Technologies_and_Cultural_Dimensions Zehler, A. (1994) Working with English language learners: strategies for elementary and middle school teachers. NCBE Program Information Guide Series 19:Summer 1994. Retrieved fromhttp://www.ncela.gwu.edu/files/rcd/BE020280/PIG19.pdf

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