![]() Vanderbilt University Center for Teaching. It concludes by discussing the philosophical and practical challenges of identifying and sharing effective teaching and learning ideas under the heading " Learning Design Practice " (LD-P).Cite this guide: Armstrong, P. It then acknowledges the wider educational context and its impact on design decisions by educators, and provides a " Learning Design Conceptual Map " (LD-CM) to identify contextual components and their interactions in design decisions. It provides a range of examples of learning designs and different representational systems to illustrate the need for a " Learning Design Framework " (LD-F). ![]() It begins by acknowledging the vast benefits that would arise from wider sharing of effective teaching practices, and it uses an analogy from the history of music notation to identify the need for a representational framework for describing teaching and learning ideas. ![]() The Larnaca Declaration on Learning Design arose from a 2012 meeting of experts in Larnaca, Cyprus who sought to provide a new theoretical foundation for the field of Learning Design, based on a synthesis of research and practice in the field to date. Future research would comprise a more comprehensive study involving TCs, classroom teachers and students with LBLDs. Results showed various similarities and differences between the four equally successful, yet different models for how to use a TC to achieve solid results for students with LBLDs. Results were coded using holistic, elaborative, and selective coding schemes (SaldaƱa, 2013). Through a Multiple Case Study Design (Yin, 2003 Merriam, 2009) using questionnaire and interview data. This study involved four TCs who work at schools that served students with LBLDs. These dimensions were: 1) Teaching and Learning, 2) End-User Support, 3) Network Operations, 4) Administrative Computing, and 5) Budgeting and Planning. The purpose of this study is to define the dimensions related to the role of the TC that support served students who have been diagnosed with Language-Based Learning Differences (LBLDs). As of 2015, there was no empirical research that has been done on the role of technology facilitation to teachers and students with LBLDs. These individuals are called Technology Coordinators (TC). Schools need talented individuals who are versed in both curriculum and pedagogy (e.g., instructional supports) and information technology (IT) to determine the best technologies and delivery systems, train teachers in the appropriate and differentiated use of these technologies and systems. ![]() However, K-12 schools face major challenges in funding and appointing the appropriate type of manpower needed so that technology infrastructures are supported in all necessary areas. Teachers can use these technology devices to provide guided and independent learning opportunities to their students with LDs. These educational technologies and modes of delivery are developed to provide the multi-sensory experience to the student they serve. Researchers (Kennedy & Deshler, 2010 Parette, et al., 2007b) state that students with Learning Disabilities (LDs) can learn most efficiently through use of the correct multimodal educational technologies with the correct delivery of content. ![]()
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