The diversity of learners in the classroom makes the implementation of educational strategies more complex and varied. In my high school art class, students' learning styles will vary based on the addition of students with Individualized Education Plans (IEPs). Logical math learners who need lesson structure and organization will be hardest to reach on arts subjects. I also have to take into consideration that technology often needs to be modified for those with IEPs or visual/hearing impairments. Implementing technology strategies suitable for many types of students will be a key factor in my future classroom. Tailoring lessons to the needs of these diverse learners helps the implementation of technology become a valuable learning tool for all students. To train my lesson for logical math learners, I would create detailed step-by-step tutorials of Photoshop processes used in my digital art class for students to reference. I would post these tutorials on our class website. Although expression is necessary, for various students I was able to pay attention to how they handled the technical process of Photoshop to evaluate their projects. I might also look for their expressions on online reviews where they communicate with other students about their work. Watching how each student handled the technical process as well as the effectiveness of the critiques explains their learning styles for future lesson plans and allows me to evaluate them on the skills of others rather than visual achievement alone. An IEP student, like a child with autism, needs a more sensory type of artistic process in order to get the expression right. Adjust control panel settings or system preferences...... middle of paper ...... for example, a Taxedo image containing links to satisfy full instruction on one-point linear perspective could be given to students on the website to study at home. When they come back to class the next day, we can go straight to creating our own one-point linear perspective piece. As students worked, I could answer lingering questions or assist them with the technical art process tailored to each student's personalized learning level. I could give students more individual attention during class, on the website, and via email regarding online assignments. The flipped classroom allows my art students to have more hands-on, supervised experience rather than spending time on classes. Works Cited Pitler, H., Hubbell, ER and Kuhn, M. (2012). Using technology with classroom teaching that works. (2nd ed., p. 8, 10-12). Alexandria, Virginia: ASCD/McREL.