Abstract reasoning—the student may have difficulty understanding the context of subjects such as philosophy and logic, which require high level reasoning skills. Memory (long—term, short-term)-the student may have difficulty with the storing or recalling of information during short or long time periods.

Spoken and written language—the student may have difficulty with spelling (e.g., mixing up letters) or with speaking (e.g., reversing words or phrases).

As the number of individuals being diagnosed with learning disabilities has increased, so have the understanding and utilization of academic and technological strategies

Use captioned videos and know how to turn on the captioning feature. Although captioned videos are typically used for students who are deaf, they also help some students with learning disabilities and those for whom English is a second language, by ensuring content is presented visually and audibly. Give all students an opportunity to view a video multiple times (e.g., by making it available in a library or learning center, or on a website).

Design distance learning courses with accessibility in mind. For example, avoid real-time chat sessions, because not all students can type quickly or accurately enough to fully participate.

the simple act of students using their coveted devices for study purposes makes learning more acceptable to them and to their peers.

it’s becoming more socially acceptable to talk about school stuff outside school because of that device. When they text or tweet about it, somehow it crosses the boundary of becoming okay. It’s not exactly cool yet, but all of a sudden it’s becoming okay.”

or those who don’t feel comfortable giving students their phone numbers, Mills suggests using a Google voice account, which students can call and leave messages.

f they have enough funds, Mills said schools should invest in a 1-1 program — a device for every student.

2.   GIVE STUDENTS PROMPTS

guidance on how to use those devices for learning

3.   PROVIDE INSTRUCTIONAL OBJECTIVES. “We need to think about what we are teaching

“This is not technology — this is Pedagogy 101

4.   MAKE YOURSELF AVAILABLE.

1.   GIVE STUDENTS ACCESS.

5.   INVITE OBSERVERS TO YOUR MOBILE ENHANCED CLASS.

Parents, other teachers, and administrato

6.   INVENTORY THE DEVICES.

Keep track of who owns what kind of device

This way, you can create flexible, shifting groups to make sure there’s a good variety of devices in every group.

7.   USE DISCRETION.

Be careful not to publicly call out kids who don’t have a device when organizing groups.

8.   USE EVERYTHING YOU HAVE.

different ways of understanding.

10.   TEACH PROCESS NOT CONTENT.

If they don’t want to write a blog, but want to create a video, be open to it.

11.   VALUE COLLABORATION. Promote group work and project based learning.

Para comprender por qué la cultura y la organización de la sociedad es como es en el presente, es necesario conocer y comprender su pasado. La Historia estudia el pasado. Pero para comprender el pasado no alcanza con conocer los hechos que sucedieron, los personajes que los protagonizaron y las fechas en que ocurrieron.