Accessibility - refers to the design of products, devices, services, or environments for people with disabilities. The concept of accessibledesign ensures both "direct access" (i.e. unassisted) and "indirect access" meaningcompatibility with a person's assistive technology (for example, computer screen readers).
https://www.google.com/search?sourceid=chrome-psyapi2&ion=1&espv=2&ie=UTF-8&q=definition%20of%20accessibility&oq=definition%20of%20accessibility&aqs=chrome..69i57j0l5.6671j0j7
ADA - Americans with Disabilities Act (ADA) became law in 1990. The ADA is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else. https://adata.org/learn-about-ada
Blake, Robert is the author of Brave New Digital Classroom, Technology and Foreign Language Learning. Blake is the director of the UC Consortium for Language Learning and Teaching, professor of Spanish and classics, and chair Designated Emphasis in Second Language Acquisition, at the University of California, Davis. His research interests include Second Language Acquisition and Development and Language Structure and Theory.
www.linguistics.ucdavis.edu
Comprehensible Input is language input that can be understood by listeners despite them not understanding all the words and structures in it. It is described as one level above that of the learners if it can only just be understood.
https://www.teachingenglish.org.uk/article/comprehensible-input
Ertmer, Peggy A. "is a professor of educational technology at Purdue U. Her scholarship focuses on the impact that student-centered instructional approaches and strategies have on learning...E-mail:
permer@purdue.edu (Ertmer and Ottenbreit-Leftwich, 278).
Formative Assessment "refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support." http://edglossary.org/formative-assessment/
Interactionist Theory in Second-language Acquisition
"Long, among other interactionists, also believes in the importance of comprehensive input. His interaction hypothesis also stresses the importance of comprehensible input as a major factor in second language acquisition: however, he also believes that interactive input is more important than non-interactive input. In addition, Long stresses the significance of interactional modifications which occur in negotiating meaning when communication problems arise (Ellis, 1994).
The major distinction between interactionist and nativist theories of SLA is that scholars such as Krashen emphasize comprehensible target language input which is one-way input, and, on the contrary, interactionists acknowledge the importance of two-way communication in target language (Ariza and Hancock, 2003)."
Shannon, Fred. Interactionist Theory in Second Language Acquisition Part I. 2010.
Integrated Performance Assessment (IPA)
ISTE - International Society for Technology in Education is an organization dedicated to transforming teaching and learning.
http://www.iste.org/home
Kramsch, Claire is the director of the Berkeley Language Center. Her area of research is applied linguistics, second language acquisition, and language pedagogy. The topics of her writing include: acquisition of language in discourse, language and culture, pragmatics, aesthetics, and hermeneutic approaches to language learning.
NETS-T - "In 2008 the International Society for Technology in Education (ISTE) issued its National Educational Technology Standards for Teachers (NETS-T) and intended this document to be a companion document to the previously released 2007 National Educational Technology Standards for Students (NETS-S). These two sets of standards reflected a fundamental shift in the way educators thought about technology in educational setting." http://people.umass.edu/pelliott/reflections/netst.html
No Child Left Behind - educational law established in 2002 http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf
Ottenbreit-Leftwich "is an assistant professor in instructional systems technology at Indiana University- Bloomington. Her research interees include preservice and inservice teacher education, technology integration, service learning, and communications of practice (Ertmer and Ottenbreit-Leftwich, 278)."
P21 - Partnership for 21st Century Learning is an organization whose "mission is to serve as catalyst for 21st century learning to build collaborative partnerships among education, business, community and government leaders so that all learners acquire the knowledge and skills they need to thrive in a world where change is constant and learning never stops." http://www.p21.org/about-us/our-mission
Performance Assessment
Reasonable Accommodation - means necessary and appropriate modification and adjustments not imposing a disproportionate or undue burden, where needed in a particular case, to ensure to persons with disabilities the enjoyment or exercise on an equal basis with others of all human rights and fundamental freedoms.”
http://www.e-accessibilitytoolkit.org/toolkit/un_convention/definitions#reasonable
SAMR - "The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning. It also shows http://www.p21.org/about-us/our-mission progression that adopters of educational technology often follow as they progress through teaching and learning with technology." (https://sites.google.com/a/msad60.org/technology-is-learning/samr-model)
Standardized Test - "any form of test that (1) requires all test takers to answer the same questions, or a selection of questions from common bank of questions, in the same way, and that (2) is scored in a “standard” or consistent manner, which makes it possible to compare the relative performance of individual students or groups of students". http://edglossary.org/standardized-test/
Student-centered vs Teacher-centered pedagogies
Student-centered
Constructivism
Both professor and students introduce “things,” and both offer interpretations and implications.
Roles of professor and student are dynamic: The professor and students are a community of learners. The professor serves as coach and mentor; the students become active participants in learning.
Professor serves as facilitator while students collaborate with each other and the professor to develop personal understanding of content.
Summative Assessment is used to evaluate student learning progress and achievement at the conclusion of a specific instructional period—usually at the end of a project, unit, course, semester, program, or school year. http://edglossary.org/formative-assessment/
Summative Assessment is used to evaluate student learning progress and achievement at the conclusion of a specific instructional period—usually at the end of a project, unit, course, semester, program, or school year. http://edglossary.org/formative-assessment/
Teacher-centered
Positivism
Professor introduces “things” and suggests the implications of those things.
Roles of professor and student are regimented: The professor disseminates knowledge, and the student reflects that information.
Professor lectures while students take notes.
Knowlton, Dave S., A Theoretical Framework for the Online Classroom: A Defense and Delineation of a Student-Centered Pedagogy
TPCK - "Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge."
http://www.matt-koehler.com/tpack/tpack-explained
Universal Design (Learning vs. Instruction) - Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
http://www.cast.org/our-work/about-udl.html#.Vlyah1WrS1s
504 Plan - is a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment. http://www.washington.edu/doit/what-difference-between-iep-and-504-plan
No comments:
Post a Comment