Personal Growth through Reading N

 



Personal Growth through Reading
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	Personalized learning with technology is an interesting method of acquiring knowledge for the student. The method has been applied it teaching children with a disability, who often require high attention (Jennifer & Tanner, 2009). This requires me as the student, and the teacher to have access to different multimedia facilities, such as digital cameras, Flip cameras, remote-response clickers, and PDAs (Rubenstein, 2010). For the students, the exciting part is using these facilities to access information. The use of technology has enabled me to develop my research skills, as I have been able to use the facilities to easily access information from different sources for my work, save the information and retrieve it at any given time. 
	Technology has also enabled me to explore different topics and subjects before the instructors teach them. This has given me the diversity and enabled me to attain higher understanding of the class work and different subjects. Use of presentation materials have enabled me to benefit with a high understanding of the course materials (Doyle & Giangreco, 2009). The challenges posed by the use of technology is that in case of a technological failure, I need to be flexible to accommodate this. I have learnt to plan and allow time to deal with any inconveniences that may arise because of technological failure. 
	When using technology in learning, the process of feedback is faster from the teacher to the student. Using these multimedia facilities, I am able to know the teacher’s comment on my work and work on them in real time. I have also developed independent working skills, with the teacher’s guidelines; I access relevant materials from different sources and do my work with a personal plan (Rubenstein, 2010). This has enabled me to develop a high level of responsibility, and grown my basic practice skills as I have a wide variety of information sources.

	Presentation aids are beneficial in the increase of the participation of children with disability in the learning process. These visual aids and presentation materials have been necessary in enabling children with learning disability to keep up with the other healthy children. Teachers use different designs in creating the learning material, such as use of high quality images, minimizing text, sticking to the main ideas of the lesson (Doyle & Giangreco, 2009).. These have been very beneficial in creating understanding and enabling the remembrance of the main points of a lesson. Additional of the audio aids to the presentations have also enabled the increase in the learning speed. 












References
Doyle, M. B., & Giangreco, M. F. (2009). Special education by design: Making presentation 	software accessible to high school students with intellectual disability. Teaching 	exceptional children, 41(3), 24-31.
Jennifer, R. S., & Tanner, P. S. (2009). Backward Design: Targeting Depth of Understanding for 	All Learners. Teaching exceptional children, 41(3), 24-31.
Rubenstein, G. (2010, April 26). Ten Tips for Personalized Learning via Technology | Edutopia. 	K-12 	Education & Learning Innovations with Proven Strategies that Work | Edutopia. 	Retrieved November 6, 2012, from http://www.edutopia.org/stw-differentiated-	instruction-ten- key-lessons