At first I didn’t much want to read such a lengthy assignment, but the more I read, the more I had to read. This was the first time I had read about “personalized learning supports” which is another way of referring to individualized; only “personalized” appears to give more ownership of the learning process to the student(s). One of the goals stated, “All learners will have engaging and empowering experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society” hit home with me. I appreciate the fact that ethics has become such a huge part of this learning plan.
I am totally in awe of the Universal Design for Learning (UDL), “principles” that “reflect the way students take in and process information” (Rose & Meyer, 2002). A priority number one of the UDL is to serve every learner, especially the underserved beginning with Pre-K through adulthood. The majority of educators acknowledge that technology provides infinite access to a wider array of information than does the traditional classroom setting. Like the UDL, I believe that the earlier we can provide access to the underserved learners, the sooner their transition academically, technologically and socially will begin.
Assessing the technological aptitude of educators as well as the students is a target area for administrators. That data should then be taken and used to establish professional development sessions for educators and as a means to identify areas of needed support for them as well. This is referred to as “Using assessment data to drive continuous improvement” which when done properly enables educators to become more effective.
http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf
Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning.
Alexandria, VA: Association for Supervision and Curriculum Development.
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