Technology is such an important tool in today's special education classroom. Our students are being exposed to technology all around them and if we do not keep up with them and teach them more about technology we are not preparing them for their adult lives. We must have classrooms that offer a variety of technology tools to engage them in their learning. We are past the days of giving a student a worksheet and expecting that they will be engaged, on-task, or even interested. David A. Sousa

Changing the Landscape of Teaching and Learning in Provo School District In May of 2011, the UPDC (Utah Personnel Development Center) showcased Provo School District’s technology immersion initiative to improve achievement of all students. This immersion has changed their landscape of teaching and learning for all teachers and students. This article first highlights the big ideas presented by Provo District’s Technology Director, Ted Kelly. Next, it highlights responses from a cros

There is much talk about the difference between 20th and 21st Century education. The differences between the students of the 20th Century and those we teach now are profound, well known and documented. From these differences, plus the differences that exist in the world we live in now and the world our students will occupy, it is safe to assume that education to must change. So this is an attempt to compare the predominant educational approach of the 20th Century and that of the 21st Century.

Technology can enhance learning -- educators must take a leadership role in determining the ways in which technology is used to support educational goals. We're all familiar with the extravagant promises of technology: It will make our students smarter -- and it will do it faster and cheaper than ever before. Moreover, the promise suggests, this miracle will occur almost by osmosis. We need only place a computer in a room, stand back, and watch the magic take place. If only life were that

The following "Five-by-Five" approach to differentiation contains ideas that we have found effective in our classrooms. It is not a road map: It doesn't offer step-by-step directions. Instead we think of it as a compass: It is a set of strategies that guide our work with students. Our first five points are about "setting the stage" for effective differentiation, while the other five highlight actions teachers can employ daily. 5 Ways to Set the Stage 1. Assessing: At the start of the ye

Education professionals increasingly focus on identifying programs, practices, and strategies that are research based. To be considered as the highest (“gold”) standard of research based, educational practices must have evidence (a) that is supported by rigorous and scientific data (high quality) and (b) that has a body of studies that demonstrate positive outcomes (high quantity). To be considered scientifically based, research should be objective, empirical, replicable, have valid and r

There are a variety of grouping formats that have been proven effective for teaching reading to students with learning disabilities: whole class, small group, pairs, and one-on-one. This article summarizes the research and implications for practice for using each of these grouping formats in the general education classroom. In this article: Overview: Grouping practices Whole-class instruction Small-group instruction Peer pairing and tutoring One-on-one instruction Authors:

iPrompts This app is like a simple schedule board. So when you come into school on Monday, there’s this schedule written out for what they’re going to do. It says, "We need to get our boots. We’re going to go to the van." It also has a timer on it. Say, for instance, you’re working with one of the kids on washing their hands. You can put a photo of somebody washing their hands on screen. Duration is a big issue. It’s important for them to be able to visualize and to be reassure

For all the ink that has been spilled regarding the issue of differentiated instruction, little has been said about differentiated assessment. There is no doubt that students come to school with a variety of backgrounds and learning needs, and Carol Ann Tomlinson (Tomlinson & McTighe, 2006) and others (e.g., Stefanakis & Meier, 2010; Fogarty & Pete, 2010) have documented the importance of the issue and the potential success of the results. The devil, as always, is in the detai

Can you imagine having a young Mark Zuckerberg in your classroom? What about Lady Gaga in her preteen years? Both participated in gifted and talented programs when they were students. Today, the National Association of Gifted Children estimates that nearly three million American students are gifted and talented. Teaching these students can be rewarding: They often learn new skills quickly, absorb oodles of information, take on leadership roles, and eagerly employ higher-order thinking ski