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Technology as a Tool vs. as a Tutor

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Respond to the following In 300 words:
• Discuss the differences between using technology as a tool and using it as a tutor.
• Which use do you think is most prevalent in schools? Why?
• Describe software that serves as an assistant and software that enables a computer to serve as a teaching machine.
• Discuss the advantages and disadvantages of both.
• View the video at Edutopia, Schools Use Games for Learning and Assessment, and share your reaction to the content.
• Do you agree or disagree with the use of games as teaching tools or assistants?
• How would their use impact a classroom?
Pt 2 DQ:
Vivian Case Study: Please respond in 300 words
Viviana is a nine-year-old Latina in a fourth grade classroom. She has been living in California and the United States less than three years. She previously lived in rural Mexico with her mother, father, and two younger siblings. Viviana is small for her age and has big, dark eyes and a pretty smile. The teacher describes her disposition as "truly lovely." She is healthy, well-dressed and well-groomed. Currently, Viviana lives with her family in a lower-middle income community. Her parents speak only Spanish. Her father works at a local dairy, and her mother is a homemaker. In school, Viviana is in the English as a Second Language (ESL) program and "pull out" reading program. She is a very conscientious student and relates well with her peers. She spends most of her time outside class with other Hispanic children and speaks Spanish on the playground and outside of class. She speaks both English and Spanish within the classroom setting. She is noticeably shy and seldom speaks or volunteers information unless directly addressed. She enjoys school and loves reading, even when the literature is below grade level. She is provided with a variety of literature by her teacher in both English and Spanish.

Respond to the following:
• Discuss specific ways that Viviana's teacher can use technology tool software to meet some of her special learning needs.
• How can the teacher use technology to capitalize on Viviana's strengths while addressing some potential weaknesses?

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Respond to the following In 300 words:
• Discuss the differences between using technology as a tool and using it as a tutor.

Using technology as a tool entails the use of the technology in a manner that enhances the learning process while harnessing the necessary qualities of the particular technology such as technology that enables disabled students to read, listen, or engage in classroom activities that wouldn't have been possible without the assistive technology. Tutoring that uses technology is similar to what is occurring currently with YOU and I. The ability to utilize social media tools that facilitate online discourse between students and tutors is the cornerstone of online education and enables the tutor to use discussion tools, Wiki, and Blackboard to give the student the necessary assistance for answering any questions. Tutors use technology as a tool that is necessary to communicate asynchronously with their students.

• Which use do you think is most prevalent in schools? Why?

In schools, the most prevalent use is of technology as a tool to assist ...

Solution Summary

The differences between using technology as a tool and using it as a tutor are provided. The prevalent schools are described for software teachings.

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See Also This Related BrainMass Solution

Assistive Technology vs. Universal Design for Learning

Can someone help me understand the relationship between assistive technology and universal design for learning from this part? Find the attachment.

"In contrast to Assistive technology (AT), universal design (UDL), although well established in architecture and other domains, is relatively new to education. One indication of this newness is the lack of clarity about what constitutes universal design in education, and a lack of differentiation from other approaches that address individual differences and disabilities. For example, there is frequent confusion about the relation between universal design in education and AT, in large part because both approaches depend significantly on modern technology. Universal design (and particularly the branch that focuses on education, UDL) has goals similar to those of AT, including the overarching goal of increasing the access, participation, and progress of students with disabilities in our schools. However, the approaches differ in important ways.
The universal design approach is to create products and/or environments that are designed, from the outset, to accommodate individuals with a wider range of abilities and disabilities than can be accommodated by traditional applications. Rather than retrofitting ramps to existing buildings, the universal design movement in architecture educated architects in how to design buildings that are inherently accessible. Such buildings tend to be more accommodating and flexible for all users.
In a related fashion, UDL seeks to educate curriculum developers, teachers, and administrators in how to design curricula and learning environments that from the outset make learning accessible to the widest range of students. The focus of UDL is the learning environment rather than any particular student. Its purpose is to identify potential barriers to learning in a curriculum or class- room and to reduce such barriers through better initial designs, designs with the inherent flexibility to enable the curriculum itself to adjust to individual learners.
Thus, although both AT and UDL rely on modern technology to improve education for students with disabilities, the technology tools used have a different site and mechanism of action. In A T, modern technology is employed at the level of the individual student to help him or her overcome barriers in the curriculum and living environments. With UDL, modern technology targets the curriculum itself; that is, technology is used to create curriculum and environments that, by design, lack traditional barriers to learning.
 UDL and AT can be thought of as two approaches existing on a continuum. At the ends of this continuum, the two approaches are easily distinguishable. Toward the middle of the continuum, such easy distinctions are muddied, and there are greater points of inter- action and commonality (Figure 1). Here we emphasize the interactions, because any comprehensive solution is likely to require attention to AT, UDL, and their effective integration. However, some crucial distinctions must also be understood."

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