Summary Reflections for Chapters 5 & 6 (Integrating Educational Technology into Teaching)

These two chapters where packed with so much information that can be used to integrate technology in my partially hospitalization classroom. I was thinking that the most important usages would be reading intervention and social skills. Most of my students struggle with reading as a specific learning disability, as well as social behavior skills. I constantly try to merge the two concepts together. Therefore, the major components, academically is reading, comprehension, and writing skills.

          Carlin-Menter and Shuell (2003) states “by engaging students in multimedia design during the writing process, two-dimensional linear thinking is replaced with multidimensional thinking with regard to story character, and context” (171). These concepts are extremely difficult for children with Emotional Disturbance disorders. I would like to be able to tap into the cognitive adjustments that can be utilized to accommodate writing skills that demonstrate reading comprehension and social behavior skills.

          I had my students write a 5 paragraph assignment describing the events that caused them to be enrolled in a behavior program. The students were given five prompted topic ideas to start each paragraph (which included the introduction and conclusion). I thought, since the final paragraph states how he/she would replace negative behaviors with appropriate ones, it could work as a self fulfilling prophecy. This assignment was great!

          However, it would have been even better if the student could read or listen to their classmates’ responses. It was really more evident to me after reading the text how this could be accomplished; the text suggested several ways. I thought about creating a behavior website, and/or an anthology for the students writing with the use of desktop publishing discussed at the beginning of chapter five.

          After reading chapter six, I could see that it would be beneficial for my students to be videotaped enacting their own behavior skits. Of course a lot of planning would have to go into this, especially getting parental permission. Although, it could be time consuming, this would be helpful in showing students that they can modify their behavior, even if they were just acting. It would prove to be a positive influence, having students watch themselves, and using behavior skits that address immediate social skill deficits. This will promote positive social and behavior skill growth.