More than half of students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education.
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With my students having 1:1 technology, content delivery can be differentiated, particularly through videos. Videos can be paused and viewed multiple times by students for whom the traditional lecture moves too quickly. Far better still, however, the entire model of content delivery through lecture-based learning can be replaced by student research or even project-based learning. Students will be given the chance to learn at their own pace. This will allow for more student to achieve success. Previously, without the help of technology, the undifferentiated content I taught to my students was followed by one undifferentiated assignment which was given to all students, again without taking into account those students’ individual needs. With 1:1 technology, assignments can be differentiated or even individualized through the use of adaptive technology that gets harder or easier based on previous student responses.
About my class
With my students having 1:1 technology, content delivery can be differentiated, particularly through videos. Videos can be paused and viewed multiple times by students for whom the traditional lecture moves too quickly. Far better still, however, the entire model of content delivery through lecture-based learning can be replaced by student research or even project-based learning. Students will be given the chance to learn at their own pace. This will allow for more student to achieve success. Previously, without the help of technology, the undifferentiated content I taught to my students was followed by one undifferentiated assignment which was given to all students, again without taking into account those students’ individual needs. With 1:1 technology, assignments can be differentiated or even individualized through the use of adaptive technology that gets harder or easier based on previous student responses.