EDLD 5364 Week Three Literature Review

This week’s videos and readings focused on preparing for student-center learning that includes technology. The new information presented this week is vast and I found myself constantly thinking about what child would benefit from each new blog, website, online tool and internet source listed. The videos included followed students as they used technology in their schools.

The Pitler reading focused on meeting the needs of diverse learners through answering question two in the lesson planning queries. The second question is “which strategies will provide evidence of student learning?” (Pitler, 2007, p. 39) This question is answered in two ways – by giving formative or summative feedback. In Chapter 2 of Pitler’s book, Using Technology with Classroom Instruction that Works, the author outlines multiple ways to give formative feedback to students. Feedback, in general, should be timely, precise to a measured standard, corrective and often generated by the students themselves. Some of the suggested ways to give feedback are the use of word processing tools, grammar and spelling checkers, and readability assessments. Students’ knowledge can also be measured through classroom response systems such as “clickers” used with Smart Boards and grading software. Web resources are also available such as www.brainpop.com and www.bbc.co.uk/skillwise. Communication software can also be used to evaluate students’ writings through blogs, wikis, email, instant messaging, and video conferencing (Pitler, 2007).

Our readings from the Center for Applied Special Technology (CAST) focused on the three brain networks that research has identified that are utilized in the learning process. The recognition networks learn and retain the patterns in our world – whether that is letters, numbers or picture elements. Recognition networks are engaged in students when we provide multiple examples of the materials that must be learned. “Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples” (Rose & Meyer, 2002). Digital forms, pictures and resources provide numerous ways to meet students’ needs. Secondly, “good teachers make this process easier by highlighting the critical features of a pattern as a way of directing students’ learning” (Rose & Meyer, 2002). Emphasizing key features can be done through voice volume, face, pitch and tone; italics, bold, and enlarged text; as well as musical lessons. Thirdly, teachers who offer redundancy by presenting multiple representations of patterns give choices to students to find the best way for them to learn. Finally, connecting the new information to knowledge already attained can be done by reflecting and reviewing vocabulary (Rose & Meyer, 2002).

Strategic learning networks are the areas of the brain which support the “how” of learning. Teaching methods suggested for helping students develop these skills are – giving multiple models of a process, providing opportunities to over-learn the steps, offering many forms of feedback through various media types, and providing accommodating opportunities to prove the skill has been attained (Rose & Meyer, 2002).

Affective learning networks are what make students engaged, motivated, and attracted to learning. Choice is key to tapping into a student’s affective learning processes. Decisions in content, difficulty, context and rewards all stimulate the affective learning networks in students (Rose & Meyer, 2002).


Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved February 28, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/

NETS/ISTE Standards: II.A., II.B., II.E., III.A., III.B., III.C., III.D., III.E., IV.A., V.D., VI.B., & VIII.A.

ELCC Standards: 2.2, 2.3, & 6.3

TExES: Competency 2 & 6