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Home > Initiatives
Current Initiatives
REMCAM’s mission is to provide leadership in proving resources for teachers in the classroom, including professional development, equipment, software, best practices and models. REMC members work collaboratively with partners across the state to accomplish this mission. The Current Initiatives page reflects both areas of work and future focus of the organization. Links to accompanying resources are provided.
| Michigan Online Learning Requirement | In preparation for implementation of the new high school graduation requirements, the Michigan Department of Education, in collaboration with partners across the state, developed Course/Credit Guidelines to provide all educators and students with a common understanding of what high school students should know and be able to do using critical online resources. Two important sources to get started are cited below. The REMC Association Online Experience Guidelines assist districts in understanding the broad range of online tools that can be used and implemented as an “experience.” (posted 9/07) Additional information is available at: | | 8th Grade Technology Literacy Requirement | In 2004, federal No Child Left Behind legislation required certification of technology literacy for all eighth graders as of June 30, 2006. The design of evaluation, assessment questions or benchmarks was left up to the states. In MI, REMC instructional technologists met and developed a bank of assessment questions that school districts could use and adapt for their own needs. In the summer of 2007, the bank of questions was modified and augmented. The last link will send you to the REMC Instructional Technologists Technology Toolkit, a rich site with resources and the assessment bank. (posted 9/07) Additional information is available at: | | Universal Design for Learning (UDL) | Classrooms today are filled with children who learn in highly diverse ways—many associated with multiple learning styles, learning disabilities, emotional or physical challenges, or language barriers. Teachers need tools for engaging all learners. Although the term Universal Design for Learning was rooted in the assistive technology arena, it has come to encompass the challenge and obligation of teachers to meet the learning needs of all students in their classrooms. It reflects the widespread view that all students deserve equitable access to learning.
From the Assistive Technology Act of 1998: (Section 3(17))
“The term 'universal design' means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies." (posted 9/07)
Additional information is available at: |
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