Universal Design for Learning is a nice framework to consider when harnessing the power and flexibility of modern technology to accommodate learner differences and challenge learners. Following the guidelines of UDL (e.g., providing multiple means for representation, engagement, action and expression), technology could be used to cater to individual differences among learners. 

The Word Technology can be generally used more of a scientific study & development covering also the mathematical parts which can become a front guideline for students learning with technology .

Technology is also the day to day development for the students .It is not necessary that the students of science only can study the technology . Technology can also remain a subsequent main part for the electronic media covering the finance implementation of the Management & the other important areas , technology may work in the planning , production , & also in the range of work -in- progress .

With this students can certainly used for their study the use of technology & in this line some time back as an academic interest i have submitted my presentation under the captioned '' Internet - A short time of Journey '' which i submit herewith for your perusal & also perusal of our valued readers .

Universal Design for Learning is a nice framework to consider when harnessing the power and flexibility of modern technology to accommodate learner differences and challenge learners. Following the guidelines of UDL (e.g., providing multiple means for representation, engagement, action and expression), technology could be used to cater to individual differences among learners. 

Padlet is one tool that offers diverse application for teaching and learning. One dilemma I have found with students across undergraduate and graduate programs is a 'fear' of speaking out in lectures or workshops. Padlet offers opportunity for real time contributions during sessions, or is a terrific tool for feedback opportunities. Immediate feedback from students following a lecture allows time to reflect, and modify future material to best meet the needs of students in sessions.

I think the technology for outside the classroom would help. Mobile phone would be convenient and useful tool for students to improve their vocabulary. Students could check their learning content outside the classroom anywhere they want.

Hi, Dr. McIvor, Technology is everywhere but for use in the classroom, Gamification seems appropriate. But this approach is very time consuming, finding the right game for certain classes. I am working on a theory that will lesson the time for finding games appropriate for classes. I have a feeling my research will take several years to make life easier for educators to use gamification as a tool. Gamified approaches are to keep students engaged, motivated, improve cognitive learning, and other skills.

Few articles may be useful to look at.

http://www.celt.iastate.edu/teaching/facilitating-learning-with-technology

https://pdfs.semanticscholar.org/1143/6d1f5dd47529b666a1c4bfdd720d681305b8.pdf

http://people.uta.fi/~kljuham/2016-hamari_et_al-challenging_games_help_students_learn.pdf

http://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1015&context=edc_etds

The use of technology in a 5th-grade math classroom has been successful. There are a few variables necessary to attain this success. First, the math program is web-based and offers a myriad of lessons for each standard that teachers can choose to make available for individual students. The choice is dependent upon how students perform on formative assessments. Second, the teacher is constantly learning about what is available within the math program and is talented at bringing students together when necessary and then carefully explaining how students will work with the web-based program continuing to offer support as they go. Third, the use of this technology along with teacher expertise has empowered students to make good decisions about their own learning. Students can move ahead or slow down based on assessments. The technology has helped teachers become more efficient, giving them more time to foster positive relationships with students. Less time is spent at the copy machine creating opportunities for differentiation. Data is provided in 'real time' and a talented teacher can adjust and re-adjust in real time offering students the best learning opportunity for them. 

One word, GAMING. Just look at Duolingo. Millions of users consistently work on foreign languages in large part because of Duolingo's points system. Users compete for weekly honors, monthly honors as well as all-time score honors. Duolingo rewards users when they reach milestones.

GAMING will be a huge part of our online SAFETY ENGLISH course for immigrant farm labor.

It seems the popular perception is that teacher is competing with technology. . Instead, it should be teacher complementing technology. We have to judiciously  combine teacher WITH technology !

I am teaching 3D Animation software (Autodesk Maya). I am giving video tutorials based on the lectures that I teach. The students can view them after the lecture as many times as they want. So, of they have a doubt on any steps, they can simply pause-play-rewind and forward the tutorial to learn them again.

This helps the students to fix their issues without the need to contact their teacher.

In mathematics we have plenty of means to illustrate what we do - geometrical and algebraical ways of presenting the material complement each other very well, and secure the student's ability to actually SEE and UNDERSTAND the very, very many connections between the abstract and the geometrical.

While this is still going on mostly on the blackboard using chalks, we are definitely NOT without computer tools to visualise and challenge the students. 

The application of technologies “in the classroom” was a major focus for the UK government between 1997 and 2008. The story of the “transformation of teaching and learning” is a salutary tale

https://www.researchgate.net/publication/279927229_E-Learning_policy_and_the_transformation_of_schooling_a_UK_case_study

The experience led to a great many studies focussed on the ‘Kit = impact” model. The results were both “disappointing” and “interesting”. In terms of measurable learning outputs there seemed to be very little ‘impact’. What is ‘interesting’ is the questions this raises.

Must we reimagine “digital technology” and see it as phenomenon rather than artifact?

Is schooling itself a “technology” with its own affordances overt and hidden?

Is any question about “the use of digital technologies in schools” really a question about the interaction between two (mismatched?) technologies?

Beyond the deployment of “kit X” to “do classroom task Y” we are posed a more fundamental question which lies at the interface between material and adaptive culture.

Each time the learner takes out a mobile phone in class it becomes an “opportunity” or a “challenge to different actors in the environment”. It is, of itself, neither of these. The “value” of the technology is embedded not in the device or system but in their relationship with the power structures, assumptions, processes and rituals which are seen to be “learning in class”.

I remember the constant use of the term “classroom of the future”. Perhaps this is a contradiction in terms?

Article E-Learning policy and the “transformation” of schooling: a U...

I use asynchronous debates in which students use the discussion tool as the technology and they do their research online in debating on an assigned course topic. The attached illustrates how technology is used and the positive results in challenging students to debate online on an assigned course topic.

Best regards,

Debra

Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...

I have encouraged my students to use Twitter to answer some questions related to legal systems in the world. I use Hashtags and soon their answers become trending topics, that encouraged them to continue using Twitter for learning and not only for amusement.

Please shift your thinking process to the starting of learning age. In spite of any technology our society has generated brilliant educators, learners, scientists and  students. its all about what to learn, who is learning and who is teaching. Technology is just an enabler.

By offering choices,off course.use of different tools.

Hi Terence,

I have used E-Portfolios and audio recordings of students in my EAP classes and this has yielded some unexpected results. In the assignment, the students were to prepare a 5 minute presentation on a topic of their choosing. I felt that this would remove the stress of learning new content and allow them to focus on their presentation skills. They were then asked to record their presentations (audio or video). After the presentation, they were provided with both my feedback and peer-feedback. The next step in the assignment was for the students to listen to their presentation and write a "self" assessment that also utilizes the other feedback. After posting the self-assessment and the recording to their E-Portfolio page, the students were to make a plan to improve their presentation skills. Finally, they needed to record the presentation a second time and report on how well they had addressed the areas for improvement.

I knew this activity was useful when a student pulled me aside and said that it was the first time they had ever heard themselves speak English. Another said that they know understood my feedback on previous presentations. I now incorporate this in every EAP course.  

I hope this is useful.

Don 

I agree. Technology acts as a supplementary tool to our teaching as an enhancer perhaps. The attached articles can testify.

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