Media Application Scenarios

Identify digital media and applications that might help the teacher to address the learning needs of the student groups in each of the following three scenarios. Assume that each student group includes the following diverse student body:
Students with specific learning disabilities in reading and or math
English language learners
Students with varied ability levels
Multicultural students
Students with limited access to technology in the home
Elementary Scenario: Mr. B is introducing his 4th-grade students to fractions, and his curriculum requires students to solve word problems using fraction skills. His students are struggling, and he is not certain whether it is because they lack the basic fraction skills or whether they are struggling with comprehending what the problem requires them to do. He is looking for technology resources to assist his students.

Middle School Scenario: Mrs. C is a 7th-grade science teacher with a diverse group of students. She is creating a lesson plan around habitat loss in local environments and wants to use technology to help support her diverse students. She is struggling, and as a teacher leader, you are mentoring her thorough using technology to help meet their needs.

High School Scenario: Ms. R is a high school English teacher who is preparing students for a state-mandated test with a heavy reading and literature focus. Because this test is a graduation requirement, she wants to ensure her students will perform well and pass the test. She has come to you looking for help on using technology to help students prepare for this test.

Create a one- to two-minute podcast, video, or animation of your response to each scenario. This should be one podcast, video, or animation that addresses each scenario.

Consider implications for integrating the selected technology in your response, as well as the classroom management process.

Sample Solution

4 percent to 73 percent.” Similarly, the proportion of households that said privacy concerns stopped them from doing certain activities online dropped from 45 percent to 33 percent.

Trust among Americans can also be inferred from user response to Facebook in the wake of the Cambridge Analytica scandal. In March of 2018, Facebook estimated that Cambridge Analytica was able to leverage its “academic” research into data on more than 87 million Americans. However, the Cambridge Analytica scandal veered from the traditional data leak narrative in which a hacker illegally obtains information directly from a data controller without their knowledge. Here, victims were shocked to find out that the data they had given their affirmative consent to have taken by a third-party app provider through Facebook had been subsequently provided to an outside third-party to target and create strategies in political campaigns.

Despite the media’s efforts to perpetuate user distrust in Facebook, daily active users (DAU) on Facebook in the U.S has held steady. It seems millions of U.S. Facebook users are either completely oblivious to Facebook’s recent mishaps, or they are simply not concerned. Overall, the platform has gained over five million DAU since the 2016 election. Further, a recent poll reports that more than half of Americans under the age of 53 are either against the regulation of tech companies or believe that any attempts at regulation would make no difference. Many regulatory advocates have responded to this data by arguing that Facebook users are suffering from a “privacy paradox” – understanding the value of privacy but failing to advocate for devices—such as legislation—that would better protect them. However, these regulatory advocates fail to understand the value that users derive from Facebook; they like having their family and friends, photo albums, and messaging all in one place. Most reasonable consumers understand that Facebook is a for-profit enterprise—one that has a legal obligation to maximize value for its shareholders. They understand that data collection and targeted advertising serve as the main drivers of profit whic