Educators want all students to succeed in learning skills in classrooms. However, there are some problems that these students with an LD encounter in classrooms with learning skills. Some of the students have problems with instruction because they are easily distracted. Some of the students are distracted by bullying problems from their peers (Hinduja, S. & Patchin, J. W. (2012, p. 8). Many researchers have reported that students with LD had lower letter word identification scores, than students without disabilities (paragraph 1). Also, students with LD have lower social skills and struggle with classroom behavior problems. These problems can be devastating and prevent students from learning during instruction.
Most students tend to lose …show more content…
I would like to develop a technology innovation program to motivate my students to participate in subject activities and learn subject skills. The performance level of most of my students is at partial proficiency levels. Most of these students are distracted for most of the school day, and they do not participate in learning. For example, some of the distractions that they are engaged in are conflicts in the classroom, fighting, and walking out of the classroom
The policies for curriculum use in classrooms are based on the financing of public education practices. The education, politics that govern the education practices in each state can be complicated and often changing by decades. There are many interest groups that influence the politics of education. These groups are often interested because of their own platforms (Cooper, B.S., Cibulka & Lance D. Fusarelli (2015, p. 5).
Curriculum Base Project
According to Dr. Brown, Foley, Green, and Toledo in collaboration about research needs in educational technology there were several questions asked about technology. These questions will help educational researchers to consider technology as an effective learning …show more content…
al (2008) discussed ways of identifying collaborative learning. The first area is prescriptions to be used in collaboration, with designed tools, strategies, and interventions to support collaborative learning. The purpose of research is to create effective ways to use technologies and methods with theories of learning to support collaboration in classrooms. The second area is descriptions of collaboration. Descriptive work focuses analysis of collaboration that occur in social situations. The purpose of descriptive factors is to understand collaboration on multiple levels, like in classroom activities (2008, p. 169). As educators, we should know if these categories can be used in our field of
Most students tend to lose …show more content…
I would like to develop a technology innovation program to motivate my students to participate in subject activities and learn subject skills. The performance level of most of my students is at partial proficiency levels. Most of these students are distracted for most of the school day, and they do not participate in learning. For example, some of the distractions that they are engaged in are conflicts in the classroom, fighting, and walking out of the classroom
The policies for curriculum use in classrooms are based on the financing of public education practices. The education, politics that govern the education practices in each state can be complicated and often changing by decades. There are many interest groups that influence the politics of education. These groups are often interested because of their own platforms (Cooper, B.S., Cibulka & Lance D. Fusarelli (2015, p. 5).
Curriculum Base Project
According to Dr. Brown, Foley, Green, and Toledo in collaboration about research needs in educational technology there were several questions asked about technology. These questions will help educational researchers to consider technology as an effective learning …show more content…
al (2008) discussed ways of identifying collaborative learning. The first area is prescriptions to be used in collaboration, with designed tools, strategies, and interventions to support collaborative learning. The purpose of research is to create effective ways to use technologies and methods with theories of learning to support collaboration in classrooms. The second area is descriptions of collaboration. Descriptive work focuses analysis of collaboration that occur in social situations. The purpose of descriptive factors is to understand collaboration on multiple levels, like in classroom activities (2008, p. 169). As educators, we should know if these categories can be used in our field of