Use of technology = equity in the classroom

I assistant teach currently at private school in general education classroom. The school has in its name “cooperative”. The philosophy of the school is to provide the students with social skills, which will allow them to be effective participants and leaders positively impacting their environment and communicating with other members of society. We do not use technology in the classroom. I used video once as I wanted the students to see the ecosystem of the Hudson River. Paradoxically, because the students in my classroom have no the opportunity to use technology, they are exposed to instruction which do not accommodate their intelligences, learning styles and level of difficulty of taught curriculum. As a result, the students have no the opportunity to learn about each other’s needs and to get to know each other based on what they would be able to do if they were exposed to various technological tools. Situations occur when the students are bored because the taught material is not interesting, or is too difficult, or too easy. Such atmosphere sometimes contributes to an undesirable behavior which is exactly the opposite of what the school has in its credo.
As I read the NCAC article and the listened the podcast dealing with UDL, I realized how complex the use of technology could be specifically in progressive education. Planning for my lessons at SCS requires a wide knowledge of the theme. I have to read expert books about the Hudson River, its historical development and environmental characteristics. It is important that I do so, so I can shift the unit in direction of the students’ interest and background knowledge gained at school or out of school. Integration of various technologies in a diversified way requires additional preparation which the teacher has to undergo as he plans for lessons. Thinking about my lessons in retrospect, I can imagine how the use of technological tools would make learning about Hudson more fun and effective.
Kamil Rudolf