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Robert W. Maloy's Transforming Learning With New Technologies Chapter 10 is titled "Promoting Success for All Students through Technology." Maloy says that "Chapter 10 examines how computer technologies expand opportunities for teachers to meet the learning needs of all students, and regular or special education classrooms" (275). We will use four focus questions provided by the book to help us review the content of this chapter.

1. What are differentiated instruction (DI) and universal design for learning (UDL)?

"Differentiated instruction (DI) and universal design for learning (UDL) are frameworks for teachers to use in adjusting their curriculum and instruction away from a one-size-fits-all model toward approaches that address the needs of different students within the same class." While DI and UDL are often tactics used for students in special education, teachers in mainstream classrooms have found these techniques allow them to teach every type of learner in their class to the best of their ability. Because not every student learns best in the same way, DI and UDL mean that a teacher will have road map of sorts for approaching new ways of learning an old subject. As Maloy says in his book, "teachers are crucial gatekeepers in how learning proceeds in schools and classrooms" (300). In providing lessons that are engaging to all and not just a portion of the class the first time around, teachers lessen the chance that students will become lost due to boredom, misunderstanding, or distraction.

2. How can teachers use technology to create universally designed classrooms?

Universal design is a term from architecture that refers to specifics of design that are automatically incorporated into every plan. In buildings for example, handicap access and fire alarm systems are two universal designs. These technologies help every person to be able to access every building safely and smoothly. Universal designs in the classroom are ideas which can be put to use in every classroom to help each class run more smoothly. "A teachers's technology choices for universal design can be organized in three toolkits: "low tech," "middle tech," and "high tech"" (300). With each tier being more expensive and technologically advanced than the last, items in a "low tech" toolkit include basics like standard desks and chairs, pencils and paper, and paper reading materials. "Middle tech" technologies, however, might include seats with cushions, audio recordings of lectures and notes, and word processing software. Finally, "high tech" technologies might include providing alternate seating, such as ball chairs, the use of interactive whiteboards, and tablet PC's with handwriting translation softwares.

3. How does assistive technology support efforts by teachers to reach all learners?

What is an assistive technology? Assistive technologies simply "modify the interface between student and material so that the material becomes more accessible" (284). Before a teacher fills or refuses to fill their classroom with all of the latest technology based on preconceived notions, they should consider the following thoughts. Assistive technology by itself does not always provide positive learning supports for students. While commonly used to support students with disabilities, assistive technologies create extraordinary learning opportunities for all students. When used creatively by teachers, many electronic and computer-based tools can serve as assistive technologies. Assistive technologies include items like handheld spellers and dictionaries, speech recognition software, text reading software, and interactive electronic storybooks.

4. How is technology used in a writing process fit for young writers to promote learning success for all students?

Technology allows teachers to tailor writing lessons to a students specific needs. For example, a student who struggles with dyslexia might not feel confident in their writing skills, but has a very vivid imagination and loves to tell stories. With the use of speech to text technology and editing software, this student will be able to write their stories out on paper for others to experience. "Different technologies are effective in different parts of the writing process, including pre-writing/brainstorming, drafting, revising, editing, and publishing" (300). As a teacher becomes aware of the areas in which different students struggle with their writing, he or she will be able to supplement areas of difficulty with a number of technologies that best fit each individual student.