Differentiation Through Technology

An effective teacher can successfully balance the demands of standards-based curriculum while also catering to the individual needs of the students. Our Roblyer and Hughes (2019) text says, "Teaching is a complex combination of what teachers know about the content they teach, how they decide to teach that content, and the tools they use to carry out their plans” (Roblyer & Hughes, 2019, p. 38). 

There are many tools and strategies that teachers can use to achieve this balance. For example, differentiated instruction can be used to tailor teaching methods, content, and assessments to meet the diverse needs of students. Implementing formative assessments, data analysis, collaboration, and professional development are all ways teachers can ensure that there is balance between standards and student needs.

When incorporating technology in instruction, there are several best practices that can enhance its effectiveness. Zaza and Neiterman explain that since the early 2000s, students’ use of laptops, phones, and tablets in classrooms has become widespread. Student benefits of using technology in class include improved accessibility and increased opportunities for interactive, engaged, and instant-feedback in learning. But the spread of technology and other devices in the classroom has also opened the door to the use of technology for off-task purposes such as browsing the Internet or social media sites, shopping, or watching videos while in class (Zaza & Neiterman, 2019). It’s important for technology to be aligned with instructional goals and learning outcomes. Students must be taught how to use technology properly. Technology best practices must stay at the fore front as technology grows.

 

References:

Hughes, J. E., & Roblyer, M. D. (2019). Integrating Educational Technology into teaching: Transforming learning across disciplines. Pearson.

Zaza, C., & Neiterman, E. (2019). Does size matter? instructors' and students' perceptions of students' use of technology in the classroom. Journal of Information Technology Education, 18, 379-393. https://doi.org/10.28945/4411Links to an external site.