Improving the abilities of students with disabilities is a difficult task. Students with disabilities strive to be successful academically in the content areas of reading, writing, and mathematical concepts. Teachers can use technology to individualize and differentiate instruction for students who need the assistance and support. Vocaroo, Quick Response codes, Plickers, Screencast-O-Matic, Padlet, Storybird, Bookshare, Bubbl.us, Kahoot, and Newsela are differentiated technological instructional tools available for teachers to use to assist students with disabilities in multiple areas of learning difficulty. Vocaroo and Quick Response codes provide reading alternatives, interactivity, and engaging options. Plickers and Kahoot are assessment tools. Screencast-O-Matic digitally videos the lesson for student review at later times. Storybird, Bookshare, and Newsela are online, leveled reading options. Padlet helps students create and collaborate to demonstrate their knowledge in an alternative manner. Bubbl.us is an online mapping tool. Using these technological tools to accommodate and differentiate instructional lessons provides students with 21st-century skills as well as addresses the process, product, and pace of differentiation basics.

A focus on improving teacher quality and student achievement led many states to implement teacher effectiveness systems. The Charlotte Danielson Framework for Teaching was adapted by Kentucky as the Teacher Professional Growth and Effectiveness System (TPGES). This study examined educator viewpoints concerning the impact of TPGES on improving teacher quality and student achievement, educator attitude for implementation, time requirement, and the potential to impact teacher growth and student learning.Teacher and principal triangulated data indicated mixed viewpoints concerning the impact of TPGES implementation on improving teacher quality and improving student learning. The data did not indicate positive educator attitudes for the implementation and time requirement for TPGES. Study implications focused on five identified dispositions relevant for all educators striving to implement innovative change initiatives.

Teaching and learning in the online environment are challenging. Students and instructors must employ technological tools and strategies to be successful. Merely having a computer and software does not equate to being technologically literate in the 21st century world of work. Learning how to incorporate virtual reality games, webcams, video conferencing, and brainstorming platforms such as Padlet, Bubbl.us, Zoom, Twitter, Instagram, interactive whiteboards, chat rooms, YouTube, and screencasting videos is encouraged. Polleverywhere, Socrative, and Flubaroo are a few assessments to investigate interest by examining the world of synchronous and asynchronous learning environments. The digital natives of today's classrooms are the future employees of tomorrow's real-life world of work; therefore, organizations must take control of the situation and prepare workers to meet future job demands. The question of how to do so effectively will be answered in this chapter.

Teaching and learning in the online environment are challenging. Students and instructors must employ technological tools and strategies to be successful. Merely having a computer and software does not equate to being technologically literate in the 21st century world of work. Learning how to incorporate virtual reality games, webcams, video conferencing, and brainstorming platforms such as Padlet, Bubbl.us, Zoom, Twitter, Instagram, interactive whiteboards, chat rooms, YouTube, and screencasting videos is encouraged. Polleverywhere, Socrative, and Flubaroo are a few assessments to investigate interest by examining the world of synchronous and asynchronous learning environments. The digital natives of today's classrooms are the future employees of tomorrow's real-life world of work; therefore, organizations must take control of the situation and prepare workers to meet future job demands. The question of how to do so effectively will be answered in this chapter.

The prevalence of social media platforms and their use across the globe makes them attractive options for studying large groups of people, particularly when some of these platforms provide access to large amounts of structured data. However, with the collection, storage, and use of this data comes ethical and legal responsibilities, which are particularly important when looking at social groups such as migrants, who are often stigmatised and criminalised.Various guidelines, frameworks and laws have been developed to ensure social media data is used in the most ethical way. However, they have quickly evolved within the past few years and are scattered across various fields and domains.To help researchers navigate these issues, this chapter provides an overview of the ethical considerations of studying migration via social media platforms. Building on relevant academic literature, as well as national and supranational frameworks and legislations, we review how the main ethical issues related to social media research have been discussed in the past twenty years and outline good practice examples to mitigate them. This overview is 2 designed to provide researchers with theoretical and practical tools to consider and mitigate the ethical challenges related to social media research in migration-related contexts.