Article 2: Using Technology to Differentiate Instruction

Summary

The article Differentiating with Technology (Stanford, Crowe, Flice, 2010) was written by three professors from the University of Southern Mississippi.  It is broken up into five main sections.  The first section clarifies the definition of Differentiated Instruction.  It is as follows for the article, “simply responsive teaching whereby the teacher understands the needs his students and tailors instruction to their specific needs (2010).”  The article acknowledges that effective teachers use differentiated instruction in their classrooms.  The article makes the case that technology can motivate students and allow for connections to be made between different content areas.  Technology can also give students multiple mediums to gain knowledge as well.  According to the article, teachers need to create environments and support differentiation as well as modeling expectations.  Another big component of using technology in the classroom is planning.  Teachers must be prepared to use technology to its fullest potential.

The second, third and fourth sections of the article explain how technology can be used in content, process and product. In order to use technology correctly, the article explains it must be used in correspondence with curriculum.  The authors state, “technology for technology’s sake is not effective teaching” (2010).  The article suggests web quests or Internet scavenger hunts are a way to engage students and connect technology to curriculum. 

The authors then move to the concept of using technology to aid in the process of teaching.  Many examples are given of tools that could aid teachers.  Some examples include: Powerpoint, Blogs, Podcasts, graphic organizer creators and Wikis.  These tools are described in detail.

Finally, the authors then cover the concept of using technology to differentiate the “products that students use to show mastery of content knowledge or skills” (2010).   One way to use technology is the creation of rubrics from rubistar.4teachers.org.  The authors also suggest websites like Quia to create and customize educational software that cater to the desired curriculum.  In addition, digital portfolios are a great way to differentiate instruction on varying levels.  

The conclusion of the article state that technology is already widely available in schools.  It is more a matter of harnessing the potential that teachers have.  Technology is a great way to use real world skills while engaging students in curriculum.

Reflection/ Application

Some of the tools covered were nice examples of how technology can be used in the classroom.  The article outlined tools that are great for student motivation and curriculum enhancement.  Tools as simple as powerpoint and excel that teach valuable content skills but also create a nice product to use for evaluation.  These tools could give students the ability to choose their own evaluation tools and allow them to engage in self-discovery.   I like the idea of WebQuests and Internet Scavenger Hunts.  These activities can teach content as well as valuable technology skills. 

However, there is one part of the article I do not agree with.  The article states that technology is already widespread in schools.  Although this may be true for some districts, this is definitely not true with all districts. I think that some of the tools would be difficult to use in districts that do not have the resources to have a one to one ratio with technology devices.  Using technology not only takes planning, but it needs consistency.  Many districts have some forms of technology.  However, the problem lies with teachers having technology, and technology professional development, on a consistent basis.