Updating Technology Proposal
Prepared for: The College of Adult Learning
Prepared by: Kathy Patterson
June 9, 2013
Proposal number: Tech 23
Classrooms are not only brick and mortar buildings anymore, they are wherever the learner can learn. Modern technology is able to bring these choices to the learner. Therefore, instruction for the 21st century must include technology which provides learners with the flexibility to choose the best technology for their learning style and needs. Learning platforms and web 2.0 technologies some of the driving forces in today’s global education initiatives.
The registrar report from your school details all programs offered, learner’s profiles, and their program interests. The program’s current instructional designs and descriptions do not address the cultural diversity and learning needs shown in your learner’s profiles and interests. Culturally diverse classrooms need an instructional design which focus on inclusiveness, motivation, engagement, and learning flexibility.
“In an inclusive classroom, instructors attempt to be responsive to students on both an individual and a cultural level. Broadly speaking, the inclusiveness of a classroom will depend upon the kinds of interactions that occur between and among you and the students in the classroom. These interactions are influenced by:
- the course content;
- your prior assumptions and awareness of potential multicultural issues in classroom situations;
- your planning of class sessions, including the ways students are grouped for learning;
- your knowledge about the diverse backgrounds of your students; and
- your decisions, comments, and behaviors during the process of teaching”(Saunders, S., Kardia, D., n.d para 2).
“Motivation is always situation specific. Being motivated to play a game can be quite different from being motivated to read a book. We might not know how to predict even our own behavior in these situations, unless we at least knew what the game or book will be. This is just one of a few things that can make motivation puzzling. Change the person, or the goal, or the context, and motivation can shift dramatically”(Wlodkowski, R.J., Ginsberg, M.B., 2010). Therefore, this school should provide availability to these classrooms where it would be beneficial to the learner’s connivence and affordability. In addition to this, there is a need for an instructional design which allows instructors to provide differentiated methods to the current programs. These methods should include technologies which address these issues and provide learners with a safe and effective learning environment.
The attachments shown throughout this presentation are representatives of technologies which can bring an effective functional learning system to your classrooms. They will support an inclusive and motivational classroom and provide a choice to learners who require flexibility in learning environments.
Synchronous learning provides live interactive learning, from the classroom, where the learner is at another location. Asynchronous learning provides total on line learning at the learners connivence. Webcasts are a web 2.0 technology which provides the learner with the option of attending the class synchronously or a blend of both online and live. Podcast are also web 2.0 technologies which provide the learner with instructional material in the form of recorded or asynchronous study. These technologies are vital to a diverse classroom. It will give your learners a chance to see all of the educational options technology has provided to all learners for a chance to obtain a good college education.
Please review all the material in the presentation. I put together information which will explain each technology in great detail. The companies are which produce the products are well known and proven. I look forward to any questions or concerns you may have. Please contact me to get your school ready for the 21st century!
Saunders, S., Kardia, D., Creating inclusive college clasrooms. Center for research on learning and teaching. Retrieved from http://www.crlt.umich.edu/print/354
Wlodkowski, R.J., Ginsberg, M.B., (2010). Using a motivational framework to enhance learning in accelerated and intensive courses. Retrieved from https://ecampus.phoenix.edu/content/eBookLibrary2/content/eReader.