Master of Education (MEd)
Common Core Standards (CCS), Response to Intervention (RTI), Professional Learning Communities (PLC), No Child Left Behind (NCLB), Twenty-first Century Skills, technology
Roger D. Pence, Pamela A. Redmond, Jim O'Connor
The purpose of this project was to examine the best opportunities to help students master common core standards (CCS) in a way that is both academically sound and engaging. To accomplish this, research into practices that provide the best opportunities for success were investigated. Given the history of NCLB (No Child Left Behind), educators and researchers alike recognized the importance of making a student's educational experience one that is not just test driven, but authentic and relevant in the 21st century. The findings from this research disclosed a common theme: students who struggle require intervention, and all students require engagement. One model that has been successful in reaching students at the point where intervention is needed most is RTI (Response to Intervention). In addition, teachers have also embraced Professional Learning Communities (PLC's) to assist in making the learning environment one that meets the needs of all students. However, doing things in the same way as in the past is clearly not the answer. The Research also points to the fact that 21st century learners need to be engaged in a manner to which they relate, and in a language that they speak: a digital language. It is a natural transition then that technology is a tool that educators must use to engage, motivate, and promote student learning. A handbook bringing all of these important educational paradigms together was developed to address many deficiencies in a child's learning in language arts with applications to other subjects.
Riddell, Ronnie, "Mastering Common Core Standards Through the Use of Technology" (2012). Student Publications & Research of the TUC GSOE. 119.
Riddell, R. (2012). Mastering Common Core Standards Through the Use of Technology. Retrieved from https://touroscholar.touro.edu/tucgsoe/119