Curriculum Barrier Case Study

1. Provide a list of at least two differentiated instruction strategies and two
   instructional technologies to overcome those barriers specific to this unit plan.
   Although Robert has limited mobility and limited motor coordination, he has been
   incorporated into the general classroom. Through differentiated instruction strategies, Robert’s
   needs will be adequately met. He will be assisted in achieving his full potential despite his
   limitations. The first strategy that will be effective in helping overcoming barriers for Robert in
   this unit plan is the use of both auditory and visual means to present ideas. Robert is an auditory
   learner. This means that he learns best when information is presented to him via auditory means.
   As such, I would recommend the use of videos that contain the content being delivered during
   the unit. Some of the videos that would be appropriate for this unit have been listed below in
   question four. Such videos would help Robert understand more on the topic. Another
   differentiated instruction strategy that would work for this unit plan is putting text materials in
   the text. Since the aim is to present the material in a format that is most appropriate for Robert,
   then having the unit material in tape format will help Robert understand the lesson. Besides, he
   will have access to the unit material long after the teacher has left class. Also, since his typing
   speed is slow, he can also have the option of answering quizzes through voice thread. He will
   save on time spent trying to type answers on the laptop. Through differentiated assessment, he
   will have the opportunity to present information in a format that works best for him.
   Clickers is a Student Response System that will be used during the plan. Using clickers,
   the instructor will have easy access to student responses. Since Robert has limited mobility,
   having him, just like other students, send his responses directly to the teacher from where he will
   be seated during instruction will make it easy for him to be actively involved during the lesson.

Another instructional technology that will be used is EdPuzzle (edpuzzle-.com). It will be used to
make videos that will contain content on civil war. This will help Robert and other auditory
learners. Learners who do not resonate with these learning styles will also have the information
presented to them in a variety of ways.

2. Explain how each instruction strategy and instructional technology device fit into
   the TPACK framework.
   Technology, content, and pedagogy are the three forms of knowledge at the core of the
   TPACK framework. However, the TPACK framework extends beyond these three components.
   The framework calls for the development of sensitivity to the transactional and dynamic
   relationship necessary for effective technology integration for pedagogy. There are factors such
   as grade-level, individual instructor, culture, performance level, and demographics that make
   each situation unique (TPACK). Thus, there does not exist a single technology, content, and
   pedagogy that will apply for every student, every instructor, or even every view of teaching. In
   this regard, Robert’s case is unique to just him. Thus, the differentiated instructional strategies
   and instructional technology selected fit his unique situation. The strategies and tools are aimed
   at helping Robert learn and interact with the content material in the best way possible. The
   technological tools chosen meet the technological pedagogical knowledge (TPK) element as
   provided for in the TPACK framework (TPACK). TPK holds that the instructor requires an
   understanding of how teaching and learning can vary depending on the kind of technologies
   used. Thus, for an instructor to correctly selects the technological tools, it is important to know
   the constraints and affordances of a wide range of these tools. Having this knowledge will ensure
   that the instruct considers how each technological tool selected relates to pedagogical strategies
   and designs that are developmentally and disciplinary appropriate. The selection of the

technological tools outlined in question 1 above puts into consideration the TPK element of the
TPACK framework.

3. Explain how safe, legal, and ethical use of digital information and technology,
   including the respect for copyright, intellectual property, and the appropriate
   documentation of sources will be incorporated into the lesson. 
   The internet has made it easy to access information and work done by other scholars and
   researchers (Crompton, 2020). As such, teaching students about the safe, ethical, and legal use of
   digital information is of paramount importance in the digital age. I prefer demonstrating how it
   should be done, and then having the students follow my lead. When dealing with Robert, just
   like any other student in the class, he will need to learn about respecting intellectual property,
   copyright, as well as proper documentation of any information gotten from other sources. As a
   teacher, I will advocate for the proper use of digital information. I will emphasize on proper
   internet etiquette as well as copyrights. I will let students know that although articles and other
   sources of information are available online, the owners have copyright. As such, they must be
   properly cited as a way of acknowledging that the information presented by a student has been
   gotten from an outside source. Through direct instruction, I will teach Robert proper formatting
   and citing of his academic papers. Since we will be learning about the Civil war, most of the
   information will be gotten from videos, journal articles, and history books. Thus, I will show
   Robert how to properly cite these sources to show where information has been gotten from. Also,
   I will give Robert a brief task, answer questions, and cite sources that I will have provided to
   him. The aim will be to ensure that he understands why and how information is cited. Ethical,
   safe, and legal use of digital information will be emphasized throughout the unit.
4. Provide additional webpages, journal articles, and videos that the teacher can also
   use for future reference
   Digital History. (2020). UH – Digital History. Digitalhistory.uh.edu. Retrieved 27 August 2020,
   from http://www.digitalhistory.uh.edu/.
   Educational videos for students. (2020). Helping kids learn about the Civil War! Watch our Civil
   War video for elementary students video. Retrieved 27 August 2020, from
   https://www.youtube.com/watch?v=Bc3bb779SZs.
   Lehrman, G. (2020). Visit the Collection | Gilder Lehrman Institute of American History.
   Gilderlehrman.org. Retrieved 27 August 2020, from
   https://www.gilderlehrman.org/collection/visit-collection-0.
   National Archives. (2020). National Archives |. Archives.gov. Retrieved 27 August 2020, from
   https://www.archives.gov/.
   Teachers pay Teachers. (2020). Causes of the American Civil War – Educational Social Studies
   Video for Elementary Students & Kids. Retrieved 27 August 2020, from
   https://www.youtube.com/watch?v=USxFjU87BqE.

References

Crompton, H. (2020). Know the ISTE Standards for Teachers: Model digital citizenship | ISTE.
Iste.org. Retrieved 27 August 2020, from https://www.iste.org/explore/ISTE-Standards-
in-Action/Know-the-ISTE-Standards-for-Teachers%3A-Model-digital-citizenship.
TPACK (Links to an external site.) (http://www.tpack.org)