Integrating Technology Integrating technology and differentiation in the classroom go hand and hand. Caine & Caine (1991) with NCREL (2005) found that “Intelligence is not a fixed quantity, but can be amplified through rich learning experiences; vigorous learning actually changes the physiology of the brain.” Ultimately, Smith and Throne conclude, “Technology tools can support good instruction and offer personalized learning environments in which students interact with software, conduct research, create products, and communicate with others outside their school (2007).”
Differentiated instruction according to (http://members.shaw.ca/priscillatheroux/differentiating.html) is now recognized to be an important tool for engaging students and addressing the individual needs of all students. Differentiating instruction is also an essential tool for integrating technology into classroom activities. The most difficult and least effective way to integrate technology is to consistently take all students in to the computer lab to work on the same activities at the same time, and this may well be true for many other subjects. This is not to say that some activities are not appropriate for all students at some times. In the interest of expediency, it is sometimes most appropriate to conduct some whole group instruction. What is important is to recognize that this is just one of many strategies and it is most effective when used at the appropriate time for common needs such as the introduction to a new learning unit.
Marzano et al (2001) and Smith & Throne (2007) identify many strategies that can assit teachers in delivering effective differentiated instruction. They include: graphic organizers, symbols, metaphors, and analogies and technology tools such as Inspiration software, downloadable graphic organizers, Microsoft Word Excel, PowerPoint and Paint, SMART board software, praise, rewards, effort rubrics, charts, and checklists, as well as various success stories with online and Microsoft Publisher certificate software, on-line journals, Google.doc software, content-related software on-line and on CD, homework websites, digital cameras, various websites to produce cause/effect organizers, pictures, illustrations, graphic organizers, and time-sequence organizers, technology tools like WebQuests, Internet scavenger hunts, and multimedia software (Smith & Throne, 2007).
With a host of taxing tasks, differentiated instruction and the implementation of new technology are great tools to help teachers meet the demands of a challenging, yet rewarding profession. “Technology drives change, serves as a bridge to more engaging, relevant, meaningful, personalized learning and provides a platform for using timely and relevant data to shape personalized learning (Smith & Throne, 2007).”
Jones, K. (2004). Ideas for integrating technology education into everyday learning. Technology and Children, 8(3), 7 -8.
Marzano, J., Pickering, D., & Pollock, J. (2001). Classroom Instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in k-5 classrooms. International Society for Technology in Education (ISTE)
Integrating technology and differentiation in the classroom go hand and hand. Caine & Caine (1991) with NCREL (2005) found that “Intelligence is not a fixed quantity, but can be amplified through rich learning experiences; vigorous learning actually changes the physiology of the brain.” Ultimately, Smith and Throne conclude, “Technology tools can support good instruction and offer personalized learning environments in which students interact with software, conduct research, create products, and communicate with others outside their school (2007).”
Differentiated instruction according to (http://members.shaw.ca/priscillatheroux/differentiating.html) is now recognized to be an important tool for engaging students and addressing the individual needs of all students. Differentiating instruction is also an essential tool for integrating technology into classroom activities. The most difficult and least effective way to integrate technology is to consistently take all students in to the computer lab to work on the same activities at the same time, and this may well be true for many other subjects. This is not to say that some activities are not appropriate for all students at some times. In the interest of expediency, it is sometimes most appropriate to conduct some whole group instruction. What is important is to recognize that this is just one of many strategies and it is most effective when used at the appropriate time for common needs such as the introduction to a new learning unit.
The article called Ideas for Integrating Technology Education Into Everyday Learningby Krista Jones provides many ways that technology can be implemented in different ways and in different subjects. Click the title above for a link to the article.
Marzano et al (2001) and Smith & Throne (2007) identify many strategies that can assit teachers in delivering effective differentiated instruction. They include: graphic organizers, symbols, metaphors, and analogies and technology tools such as Inspiration software, downloadable graphic organizers, Microsoft Word Excel, PowerPoint and Paint, SMART board software, praise, rewards, effort rubrics, charts, and checklists, as well as various success stories with online and Microsoft Publisher certificate software, on-line journals, Google.doc software, content-related software on-line and on CD, homework websites, digital cameras, various websites to produce cause/effect organizers, pictures, illustrations, graphic organizers, and time-sequence organizers, technology tools like WebQuests, Internet scavenger hunts, and multimedia software (Smith & Throne, 2007).
With a host of taxing tasks, differentiated instruction and the implementation of new technology are great tools to help teachers meet the demands of a challenging, yet rewarding profession. “Technology drives change, serves as a bridge to more engaging, relevant, meaningful, personalized learning and provides a platform for using timely and relevant data to shape personalized learning (Smith & Throne, 2007).”
References:
Focus on Effectiveness: Current Education Challenges. (2005). Northwest Regional Educational Laboratory (NCREL). Retrieved July 14, 2010, from http://www.netc.org/focus/challenges/instruction.php
Jones, K. (2004). Ideas for integrating technology education into everyday learning. Technology and Children, 8(3), 7 -8.
Marzano, J., Pickering, D., & Pollock, J. (2001). Classroom Instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in k-5 classrooms. International Society for Technology in Education (ISTE)