Teaching Every Student: Chapter 5 Applying New Media to Support Clear and Appropriate Goals

Applying New Media to Support Clear and Appropriate Goals

CAST's research explores ways to build flexible scaffolds into learning tools and media so that diverse learners can mindfully pursue common goals. In CAST's eTrekker project, we developed a series of prototypes designed to support student inquiry and research on the Internet. The eTrekker prototype was conceived to help students with learning and organizational difficulties learn to search, evaluate, organize, and present information in the complex, distracting world of the Internet. Figure 5.2 illustrates one of the eTrekker prototype's designs, showing three functional regions on the main screen.

d - Figure 5.2 - Flexible Support for the Three Brain Networks: The eTrekker Main Screen

eTrekker is a step along the way toward developing a UDL tool that will help students keep their goals front-and-center and, at the same time, support varied recognition, strategic, and affective networks. The prototype shown is designed to help students define the goal of an Internet search before they get online. Once the student sets the goal, it will remain at the top of the screen throughout successive searches. In addition, eTrekker incorporates a variety of options that support students' differing pathways for learning.

For example, to support multiple recognition pathways, students can select

• A text or an image-based password.
• One of two formats for displaying search results.
• A text or speech presentation (listening via a screen reader or text-to-speech browser).

To support multiple strategic pathways, students can access

• Screen helps that divide the search process into visibly labeled and highlighted steps: Projects, Questions, Keywords, Search for Results, and Notes.
• A "breadcrumb trail" scaffold that records previous searches and results.

Finally, to support multiple affective pathways, students find

• A highly interactive digital environment.
• Open-ended choice of content.
• Playful language.
• Navigational landmarks.
• A simple, distraction-free layout.

How might teachers might apply a tool like eTrekker in their classrooms?

eTrekker Application in the Classroom

Ms. Chen and Ms. Abrams have assigned a science research project with the following goal: Students will understand how to conduct inquiry-based research using a variety of source materials. This is a process-oriented goal that allows for different content and media within the subject area of science. It requires students to make progress in the following strategic skills:

• Defining a research goal.
• Keeping that goal in mind throughout the project.
• Learning search strategies such as asking good questions, selecting key words for searches, and finding information relevant to the topic.
• Monitoring their own progress.
• Finding sources of information.
• Evaluating the quality of information.
• Keeping track of information collected and returning easily to sources.
• Organizing and assembling the information into a meaningful presentation.

An electronic curriculum tool such as the eTrekker prototype can support these steps and processes by separating them in sequence, making them explicit, and providing scaffolds to reinforce student skills.

Ms. Chen's student, Charlie, and Ms. Abrams's student, Kamla, encounter different barriers when they begin this activity. Charlie has difficulty organizing and self-monitoring; he needs a lot of structure and direction during his search. Kamla is wary of text; she needs help staying engaged in the task and maintaining her confidence. Ms. Chen and Ms. Abrams could use eTrekker's inherent flexibility to provide individualized support to both Charlie and Kamla while each pursues the same goal.

eTrekker can provide the structure and direction Charlie needs in the form of

• An initial prompt to continue an old project or start a new one.
• A "Create Project" screen with a place to record important information (see Figure 5.3).
• Prompts guiding goal definition and expression.
• Step-by-step guides through the search process.
• A search term suggestion tool.
• Highlighted markers (status bars) at the top of the screen indicating the current stage of the search process (see Figure 5.4).
• A listing of search results by educational value.
• A note-taking tool.

d - Figure 5.3 - Individualized Support: eTrekker "Create Project" Page On this page, Charlie can create a project name and record important information, such as the due date and project requirements. This information helps him keep track of the purpose for his searches and the timetable of assignments. Charlie is further supported by prompts that remind him when he forgets to fill in all the needed information.

d - Figure 5.4 - Individualized Support: eTrekker Status Bar Wherever he is in the program, Charlie needs only to glance up at the top of the screen to be reminded of what project stage he's working on and what his project goal is.

With eTrekker, Kamla gets the supports she needs in the form of

• An alternative to the traditional textbook format.
• The option of a trading card search result display format (see Figure 5.5).
• A step-by-step structure that makes the search process less daunting.
• An automatic spell checker (see Figure 5.6).
• Screen reader compatibility that enables selected text to be read aloud.
• A dictionary, thesaurus, and encyclopedia.

d - Figure 5.5 - Individualized Support: eTrekker Trading Cards Kamla can choose a "trading card" format for displaying the information she finds—tying the sports content to a sports format.

d Kamla gets spelling help before she searches, improving the likelihood of success. - Figure 5.5 - Individualized Support: eTrekker Spellcheck

These classroom examples illustrate interactive media's potential to adjust to a variety of learners, providing the right degree of support and challenge. The eTrekker prototype typifies the promise of flexible, digital curriculum materials that will support multiple pathways to common goals, help teachers to individualize instruction and performance criteria, and ensure productive learning experiences for all students.

Example: Students benefit from a supported Internet search tool