Abstract
Teachers across the world have become barraged with various techniques to meet the educational needs of multiple subgroups, e.g., autistic, behavior disorders, English Language Learners (ELL), gifted. They have the responsibility of creating environments in which learners become more knowledgeable and skilled from the time when they entered the classroom. For the current and future generations of learners and their teachers, the emergence of technology has created new prospects for accommodating the learning styles of diverse classrooms. The versatility of technology can be used to organize and design material that promotes successful acquisition and retention of expected middle school content within the inclusive settings. In this paper, the authors provide a greater understanding of how technology can be an effective change agent for learning in middle school inclusive settings. Suggestions are included for teachers’ capacity building to integrate technology to accommodate diverse student learning needs and styles.
Highlights
Almost 15 years have passed since Ms Leonetti, clutching her master’s degree in hand, proudly marched to the tune of Pomp and Circumstance
She must incorporate what she knows about learning practices and principles to groups of middle school students who have been born into and are growing up in a world connected by technology (Grail Research, 2011), but how can technology go beyond entertainment and move comfortably into the classroom? The purpose of this paper is to provide a framework for incorporating technology, on and off line, through a greater understanding of how digital instruction can be an effective change agent of learning for at-risk middle school students
The first step for Ms Leonetti and others is to analyze the commonalties among their students, that is, identify the characteristics of middle school learners and how these traits are in alignment with technology
Summary
Almost 15 years have passed since Ms Leonetti, clutching her master’s degree in hand, proudly marched to the tune of Pomp and Circumstance. Engagement in curriculum content appears superficial at best for many Sometimes it seems that all her students want to do is play video games and link to friends through any number of social media venues. Ms Leonetti understands that she must embrace the role of technology as a major means of facilitating her students’ knowledge base She must incorporate what she knows about learning practices and principles to groups of middle school students who have been born into and are growing up in a world connected by technology (Grail Research, 2011), but how can technology go beyond entertainment and move comfortably into the classroom? The first step for Ms Leonetti and others is to analyze the commonalties among their students, that is, identify the characteristics of middle school learners and how these traits are in alignment with technology
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