the, must be pe水e地 will ne leamers involved throug sing stu ent learn ing and e gether in ogy as a classroom cure-all,i it is important to note that technology resources don't automatically make teachers more capable.You will I need to be versed in best practices for integrating technology into the curriculum.The ASSURE model provides a structure and easy-to-follow steps to guide teachers through the process of creating lessons that achieve the goals of effectively using technology.The model is applicable for all types of technology across all subject areas for different learning conditions Developed as a planning aid to help ensure that technology and media are used to thei maximum advantage,not just as interchangeable substitutes for printed or oral messages,the ASSURE model provides a systematic process for creating learning experiences.Indeed,one of the most important roles of technology and media is to serve as a catalyst for change in the whole instructional environment. TECHNOLOGY FOR ALL LEARNERS Introduction sa result of inclusion,the number of students with involves the use of a computer.The knfb Reader is an example of disabilities in the general classroom is increasing high-tech assistive technoogy. Diverse leaers also include gifted and talente nts with sdents apted and spe newspap ers,pen notential regardless of innate ahilities Children ith disabilities inparticulred special instructional author of a hook the class is reading or a state senator who will interventions.Children with mental disabilities have a greater vote on an environmental issue being studied.They can be asked to opportunity tolear when presented with highly structured laming analyze the information they locate and to synthesize a presentation sates for ill-structured prior knowledge or the class,perhaps using PowerPoint,or they can post thei tles to ngs on a ca ns nta kinds of leaming materials.More emphasis should be placedon audio for students with visual impairments and on visuals for those with hearing problems.Adjusting instruction for all exceptional nce on te nd media,as well as e mate 0 that th nt ssistive technolo tech medium tch..ow-tech devices do not use( electricity nor batteries).For example,a magnifying glass printed material for a visually impaired student would be a low- -tech category incudes A braille display is an example of an assistive f medium-tech equipmen technology Exploring 21st Century Learning 3Exploring 21st Century Learning 3 the appropriate strategies and materials. The best available technology and media must be used properly to promote optimal learning. You will need to get your learners involved through appropriate practice and feedback. Throughout the process, you will be assessing student learn￾ing and evaluating the instructional experience, as well as its components, so you can revise as necessary. We have put all of these steps together in the ASSURE model. Although some educators view technology as a classroom cure-all, it is important to note that technology resources don’t automatically make teachers more capable. You will need to be versed in best practices for integrating technology into the curriculum. The ASSURE model provides a structure and easy-to-follow steps to guide teachers through the process of creating lessons that achieve the goals of effectively using technology. The model is applicable for all types of technology across all subject areas for different learning conditions. Developed as a planning aid to help ensure that technology and media are used to their maximum advantage, not just as interchangeable substitutes for printed or oral messages, the ASSURE model provides a systematic process for creating learning experiences. Indeed, one of the most important roles of technology and media is to serve as a catalyst for change in the whole instructional environment. Technology for All Learners Introduction As a result of inclusion, the number of students with disabilities in the general classroom is increasing. Technology plays an important role in the education of students with exceptionalities. Adapted and specially designed technology and media can contribute enormously to effective instruction of all students and can help them achieve at their highest potential regardless of innate abilities. Children with disabilities in particular need special instructional interventions. Children with mental disabilities have a greater opportunity to learn when presented with highly structured learning situations. Structure compensates for ill-structured prior knowledge that decreases students’ abilities to incorporate messages into atypical mental constructs. These students benefit from having much more of the message placed within a familiar context. Students with hearing or visual impairments require different kinds of learning materials. More emphasis should be placed on audio for students with visual impairments and on visuals for those with hearing problems. Adjusting instruction for all exceptional groups requires heavy reliance on technology and media, as well as the appropriate selection of these materials to fit specific purposes. Many teachers have found that these assistive strategies for students with disabilities have the added benefit of helping all students. Assistive technologies can be classified as low tech, medium tech, or high tech. Low-tech devices do not use electricity (neither electricity nor batteries). For example, a magnifying glass to enlarge printed material for a visually impaired student would be a low￾tech assistive technology. The medium-tech category includes electrical devices. A mini book light to increase illumination would be representative of medium-tech equipment. High-tech assistance involves the use of a computer. The knfb Reader is an example of high-tech assistive technology. Diverse learners also include gifted and talented students who, for example, could use newspapers, periodicals, DVDs, or archived documents to explore topics beyond or in addition to regular classroom assignments. They can also use the Internet to search for current information or to engage in a live chat with the author of a book the class is reading or a state senator who will vote on an environmental issue being studied. They can be asked to analyze the information they locate and to synthesize a presentation for the class, perhaps using PowerPoint, or they can post their findings on a class webpage. For more information, see the Technology for All Learners features throughout this book. A braille display is an example of an assistive technology. M01_SMAL4150_01_SE_C01.indd 3 2/7/14 8:31 AM