As we look to individualizing the curriculum, we will start with Response to Intervention (RTI). The Response to Intervention (RTI) program is a tiered model of instruction that allows teachers to target students’ individualized learning needs and provide more focused instruction in areas of concern, as well as strengths (McAssey, 2014). Continue reading “Response to Intervention”
The acquisition of language and literacy is a complex process that emerges over time in each child. From a very early age, children are able to create sounds and communicate important information. As children age, language acquisition increases to the point of fluency. Educators play an important role in promoting literacy and language development, especially in preschool, Kindergarten, and elementary grades. Continue reading “The Acquisition of Language and Literacy”
With the recent advent of online assessments, the capabilities of the school network have come to the forefront in many school districts across the nation (Cavanaugh, 2014). In November 2014, President Obama addressed school bandwidth issues during the inaugural superintendent summit on digital learning and future readiness. At the summit, President Obama stated, “Right now, fewer than 40 percent of public schools have high-speed Internet in their classrooms; less than half. It means that in most American schools, teachers cannot use the cutting-edge software and programs that are available today. They literally don’t have the bandwidth” (The White House, Office of the Press Secretary, 2014). In 2014, President Obama unveiled the ConnectED Initiative (ConnectED). At the unveiling, President Obama stated that many schools have the same bandwidth as an average American home but with many more users. Continue reading “Exploring the Role of the School Network for Technology Integration”
Connectivism refers to a theory of learning that stresses the contribution of cultural and social context in the learning process. Connectivism is closely linked to activity theory proposed by Engeström (Dunaway, 2011). The association between knowledge, education, and experience is an important aspect of connectivism. In the digital era, connectivism refers to a learning theory that stresses technology and communication and their effects on a student’s education.