Читать книгу The Movement and Technology Balance - Traci Lengel - Страница 58

Best practice in instructional delivery has long been a topic of debate among educators. From historically lecture-based content delivery to more modern small-group and differentiated instruction methods, teachers have explored a variety of ways to get information and content to their students. Technology has opened up a whole new avenue of doors for delivering instruction and has widened our global reach. What once was unimaginable in the classroom has now been made possible through technology. Technology-assisted or technology-supported instruction can tailor instructional delivery to meet the needs of a diverse group of learners. This is meant to supplement direct teacher instruction and doesn’t simply rely solely on student-to-tech interaction. A classroom with a good movement and technology (MT) balance that employs this type of delivery may use and include interactive whiteboards, video conferencing, digital learning programs and materials, virtual travel, online informational or text-based resources, computer software programs, and digital communication. In the MT classroom, instructional delivery combines tech tools with traditional content delivery to create the best learning environment possible for the 21st-century student. Research has shown that struggling readers who use individual computer programs that match and support the curriculum, in combination with traditional instruction, show great improvement in their reading skills (Cheung & Slavin, 2012). Additionally, this positive correlation is also evident in math when students are continuously engaged in a technology-rich environment (Cheung & Slavin, 2013). Students are using these tech tools daily to make connections with the curriculum and the teacher’s direct instruction to build a deeper understanding of the content.