As stated in previous blog posts, I highly encourage the use of differentiated instruction within the classroom. It is an opportunity for students to learn in a way that meets their needs. Although many instructional strategies have been put in place for teachers to begin implementing differentiated instruction, I will focus on the use of technology and how it benefits and supports differentiation.
Technology has become increasingly present throughout schools within the Lower Mainland. Amy Benjamin highlights several features in which technology supports differentiated instruction including privacy, collaboration and communication skills, organization, learning styles, choices, and authentic learning (Kara-Soteriou, 2009, p. 86). “Technology affords the privacy that is required in order to support self-esteem” (Kara-Soteriou, 2009, p. 86). By using tools such as clickers, students are able to represent their understanding anonymously to their peers, and gain feedback from their instructor. Furthermore, by signing students up for emails, they are able to communicate their progress electronically. “Email communication allows teachers to offer differentiated instruction without embarrassing the students” (Kara-Soteriou, 2009, p. 87). In the Delta School District, students have been provided Gmail accounts up until grade 12. Similarly, students in the Surrey School District have access to Fresh Grade, which is an online resource that supports student learning and progress. Other technologies allow students to become more organized, which in turn allow teachers to “implement differentiated instruction without having to do the organizational work” (Kara-Soteriou, 2009, p. 87). Additionally, technology provides a wide range of learning styles for students to meet their needs. Technology may be used for visual, auditory, kinetic, and many other forms of learning styles. A lot of the new curriculum is based on the idea of student interest. Therefore, technology is highly beneficial as it provides students with choice. The final feature of technology that supports differentiated instruction is authentic learning. “Internet sites support authentic learning and constructivist instruction, which are important aspects of differentiated instruction” (Kara-Soteriou, 2009, p. 87). By keeping all features in mind, teachers may integrate technology into their classroom to support differentiation.
It is important for teachers to understand ways in which technology may be utilized to support differentiated instruction. According to Julia Kara-Soteriou, technology such as clickers, and other classroom response systems are highly beneficial. These systems allow teachers to receive responses from students in which they feel comfortable sharing, as their answers are not exposed to their peers. In addition to these types of systems, the teachers are able to review their answers and modify their teaching based on the results (Kara-Soteriou, 2009, p. 86). Email servers are also highly beneficial, as discussed above, to support differentiated instruction. I never considered this a resource that may be used to differentiate instruction. However, looking back at my undergraduate program, and even my time thus far in the BEd program, I have used email as a way to contact my instructors to receive additional support for particular assignments. Similarly, elementary and highschool teachers should offer such support for students who require differentiation. Other technologies, such as PowerPoint may be used to differentiate instruction. “Teachers can employ PowerPoint presentations for whole class instruction, as well as for small group and individual instruction, with the objective to teach the same concepts through the differentiation of the content of instruction” (Kara-Soteriou, 2009, p. 87). Other resources include audio books, literature cyber lessons, WebQuests, software’s with customized programs, and word processing software’s (Kara-Soteriou, 2009, p. 90).
For those that are in favor of differentiating their instruction, I encourage using technology, a tool that is becoming more prevalent throughout classrooms, to support differentiation. Reviewing the technologies listed above, and by adapting them to fit the needs of your students, differentiation may become achievable within your classroom.
Reference:
Kara-Soteriou, J. (2009). Using technology to differentiate instruction across grade levels. Computers in the Classroom, 86-90.