Meaningful, student-centered, differentiation
Interview: D has been a teacher in the Surrey School District for 4 years. She teaches primarily grades K through 3. D is currently teaching a grade 2 class at an inner-city school, which is predominantly ELL (English language learner). Our interview was a phone interview on Thursday evening. She is currently working on her Masters of Arts in Educational Leadership and Management through Royal Roads University.
– D uses a web-based program called Splash Math which students can access on the iPads at home and at school. She can align it with the curriculum’s big ideas and curricular competencies they are working on in class. “As soon as I bring Splash Math into our day, the kids are highly motivated, especially because they get feedback immediately.” D explains that Splash Math is differentiated because it is tailored to each learner’s individual needs and it takes the pressure and embarrassment that comes with being a grade or two behind. The students can attempt harder questions without the fear of failure in front of their peers.
Technology allows D to check in with each of her students through apps like Book Creator. The students can take pictures or evidence of their learning in math and science and share it with her, and then post it on their digital portfolio. “FreshGrade is my reporting style. It shows their parents, them, and me where they are this point in time. I would use that information to then change my teaching, or go back and reflect with them on that concept, or show their parents what their child needs to continue to work on at home.” Digital portfolios encourage reflection at home, encouraging students to set goals for themselves. In their life cycle unit, students are making observations and documenting the life cycle of a plant with iPads. Students make predictions and reflect on what they’ve observed.
For science lessons, she often shows BrainPop Jr. animated clips to support all learning styles: kinesthetic, auditory, and visual. D uses technology to support inquiry, and with iPads, students are learning to research, access different websites and videos, and find answers to what’s really important to them. Technology has enhanced science in her classroom, and made inquiries more meaningful.
-Technology integration that supports differentiation places students needs at the forefront. This teacher provides opportunities for students to learn math concepts at their skill level and take risks, without the attention of their peers. Clements and Sarama (2002) explain that using technology to learn mathematics is valuable when it allows children to solve problems and allows room for exploration. – Roschelle et al. (2000) explains that research and teachers suggest that students who participate in computer connected learning networks show increased motivation, a deeper understanding of concepts, and an increased willingness to tackle difficult questions.
In the Surrey School District, reflection is embedded within the curriculum to support growth and goal setting. “The learning results indicate that prompting students to reflect significantly increases knowledge integration in science projects” (Davis, E. A. 2000). Students who reflect develop communication skills, encouraging them to take ownership over their learning , and set new goals for themselves. Using a digital portfolio to replace traditional report cards, allows for meaningful, formative assessment. A portfolio promotes communication between the student, teacher, and the parents. Students take ownership over their learning as they add purposeful and important artifacts to their learning journey.
Roschelle et al (2000) explains that computer technology can help support learning, and that it is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry. Promoting inquiry in primary grades encourages students to use technology to find answers to their questions, while developing research skills. Using technology to support science inquiry questions can enhance how children learn.
References:
Clements, D.H., & Sarama, J. (2002, February 1). The Role of Technology in Early Childhood Learning. Teaching Children Mathematics.
Davis, E. A. (2000). Scaffolding students knowledge integration: prompts for reflection in KIE. International Journal of Science Education, 22(8), 819-837. doi:10.1080/095006900412293
Roschelle, J. M., Pea, R.D., Hoadley, C.M., Gordin, D.N., & Means, B.M. (2000). Changing How and What Children Learn in School with Computer-Based Technologies. The Future of Children, 10(2), 7. doi: 10.2307/1602690
Reflection:
Through my analysis of my peers interview data, and examining the data from my interview, I have found that when technology is implemented to enhance student learning and support differentiation, students experience deeper learning. Through this course, I intend to learn more on how technology can support students with learning disabilities in reading and writing, specifically in the mathematical and science classrooms. I am also curious if introverted students find comfort in technology and if they feel confident to share their critical thoughts and ideas in written form, rather than in front of their peers. What I noticed reading through the interviews, is that many teachers felt anxiety when first introducing technology into the classroom. Many of the teachers explained that they wanted technology to be an authentic addition to the classroom, not a filler or digital worksheet. I have found that collaboration amongst colleagues provides opportunities for teachers to share ideas and successes. When teachers see how technology is improving learning, and helping to develop communication, critical, and creative thinking, more teachers are inclined to incorporate as well.
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