Category: blog

The Challenge of Reaching All Learners in the Digital Age

Sarah K. Howorth, Assistant Professor of Special Education Mia Morrison, Lecturer of Instructional Technology Vignette Ms. Jones is a 4th-grade teacher who has been teaching for 25 years. However, lately, she has been struggling to adapt her instruction as her district has embraced a… Continue Reading “The Challenge of Reaching All Learners in the Digital Age”

Future Game Designers Come to UMaine through University and K-12 Collaboration

On Thursday, April 25, Jennifer Gilman, an upper school mathematics teacher at the East Grand School in Danforth, brought six students to the UMaine Immersive Mathematics in Rendered Environments (IMRE) Lab for a game design workshop. The IMRE Lab investigates the potential for emerging… Continue Reading “Future Game Designers Come to UMaine through University and K-12 Collaboration”

Preservice Teachers Jumping into a PLN

  Monday night I was loving the conversations that @jodi_teacher prompted through her thought provoking twitter chat questions focused on assistive technology for everyone. As per usual, for every question posted I paused, reflected, drafted a response, edited, and hesitated for one second before hitting… Continue Reading “Preservice Teachers Jumping into a PLN”

“I Don’t Care About My Grades – I Want A Job that’s More Satisfying!”: Adult Motivation for Learning is More Intrinsic than Extrinsic

Male instructor and female student working at a computer

Most adult learners will be more motivated to learn if doing so means an internal or intrinsic need is being met. Discover how to appeal to those internal motivators in designing your instruction.

Supporting Appropriate Technology for Early Learners

What the Research Tells Us The foundation of early childhood education is Developmentally Appropriate Practice (DAP), a concept that brings together knowledge of child development, the development of the individual child, and the culture of the child (Copple & Bredekamp, 2009).  The importance of… Continue Reading “Supporting Appropriate Technology for Early Learners”

“Will this Help Me Solve this Problem Now?” Adults’ Orientation to Learning is Problem-Centered vs. Subject-Centered

Adults don’t want to learn more content that they need to file away for future use; they want to learn things that can help them solve real-time problems.

Accessible Educational Materials

Accessible Educational Materials Please note that the terms Accessible Instructional Materials and Accessible Educational Materials are used interchangeably throughout the post.  Accessible Educational Materials is the more current term. Curricular content in print-based, video, and other multimedia formats present significant barriers to students with… Continue Reading “Accessible Educational Materials”

On a Need to Know Basis: Adults’ Readiness to Learn Depends on their Need to Know Something

male and female students smiling and chatting

Adults are more likely to be engaged in learning something if they feel they need to know it – for work, play, or personal enrichment. Here are some ideas for making instruction compelling for your adult learners.

“I Know Something About That!” – Adults Bring Personal Experience to the Learning Environment

man sitting in front of laptop listening to someone

Adults learn by experience, but also love to share their own experience with particular subject matter. Thus adults can teach one another.

Be A Trail Guide: Adults are Self-Directed and Independent Learners

navigational compass sitting on a map of southern asia

For adults, learning means self-directed, independent thought and work. The role of the adult educator is to provide support and guidance as needed, with minimal oversight, while allowing learners to explore and make and correct errors on their own.