Differentiating With Technology
Differentiating with TechnologyPokey StanfordMargie W. CroweHollie FliceA Feature Article Published inTEACHING Exceptional Children PlusVolume 6, Issue 4, April 2010Copyright 2009 by the author. This work is licensed to the public under the Creative Commons Attribution License
Differentiating with TechnologyPokey StanfordMargie W. CroweHollie FliceAbstractThere are many challenges for teachers today. One of the most difficult challenges for diligentteachers is reaching the needs of an increasingly diverse student population. In order for teachersto reach ALL students, teachers must begin where students are, which means recognizing individual differences. Differentiated instruction (DI) with the use of technology offers the opportunity for teachers to engage students in different modalities, while also varying the rate of instruction, complexity levels, and teaching strategies to engage and challenge students. Differentiatedinstruction also allows teachers to begin to think and work “smarter” and more efficiently ratherthan trying to work harder to meet the needs of such a diverse student population.KeywordsDifferentiated instruction, technology, learning disabilitiesSUGGESTED CITATION:Stanford, P., Crowe, M.W., Flice, H. (2010). Differentiating with Technology. TEACHING Exceptional Children Plus, 6(4) Article 2. Retrieved [date] ol6/iss4/art2.!2!
What is Differentiated Instruction?Today’s teacher, faced with an “alphabet soup” of instructional practices such asDI, UBD, UDL, etc., is often confused by anddismayed with the complexity of teaching.Whereas Understanding by Design (UBD)addresses the question of “what to teach,” andUniversal Design for Learning (UDL) stressesthe creation of uniform teaching strategiesmuch like universal design in architecture,differentiated instruction looks at the reasonsbehind curriculum decisions. DI focuses onbest practice, but it acknowledges the manyvariables that create the diversity in today’sclassroom (Hanson & Ahron, 2008). Thesefactors can render even the most well designed curriculum ineffective. DI is really justa common sense approach to planning instruction.Effective teachers have always differentiated instruction in many ways. In this article, I will use DI to mean simply responsiveteaching whereby the teacher understands theneeds his students and tailors instruction totheir specific needs. Tomlinson (2005) refersto DI within the context of the content, process, and product of instruction. According toTomlinson, the depth or complexity of theknowledge-base a student will explore becomes the “content.” The way in which a student gains access to knowledge is the “process,” and the assessment of the student’sknowledge of a subject is the “product” oflearning. This article will consider strategiesfor using technology to simplify and enhancedifferentiation of instruction to meet the everincreasing diversity of today’s classroom.Why Differentiate?Using DI as a primary strategy forplanning instruction reveals the hidden obsta-cles within the learning environment. Oneof the many benefits of planning DI is thatit allows, even requires, teachers to become more intimately aware of the needsand strengths of individual students. Attending to the teacher-student relationshipcan energize instruction. Additionally, paying attention to the learning environmentcreates a better context for teaching. Inaddition, attending to student readiness tolearn allows for academic growth by meeting students’ needs and giving them themuch needed pre-requisite skills and theknowledge required to master content.Why use technology to differentiate?The use of technology in specialeducation encompasses a wide range ofapplications (e.g., assistive technology,adaptive technology, and the basic use ofcomputers for instruction). The use of“Using DI as a primary strategy for planning instruction allows for hidden obstacles withinlearning environments to become evident.”technology in DI for the purpose of thisdiscussion will be limited to computer usefor word processing, the internet, and certain stand-alone programs for skill development. The plethora of research on theachievement gap for students suggeststhere are still wide gaps in student experience and ability in all segments of education including differing age groups (Mead,2008), gender (Louie & Ehrlich, 2008;Ma, X., 2008; Tang & Neber, 2008),!3!
socio-economic status (Lubienski, 2008;Walker-Dalhouse & Risko, 2008), gifted andtalented learners (Loveless, 2008), culturaland racial groups (Robertson, 2008; Sampsonand Legazpi, 1999), and students with disabilities (Hitchcock, 2001; Nolet &McLaughlin, 2000). Technology offers manytools to help teachers decrease the gaps inreading, math, social studies and science. Using websites such as Natural s classroom computers to read textsfrom any application aloud. Another exampleof technology that can be applied to readinginstruction is “It Can Say,”(http://itcansay.com/?page reader), a programthat pronounces specific words and readstexts out loud. A third site, Free Dictionary(http://www.thefreedictionary.com) facilitatesindependent work by providing definitionsand pronunciations of unfamiliar vocabularywords. The computer-based format can bemotivating for students and can also allowthem to make connections between differentacademic areas. A corollary benefit is that itallows students to develop expertise in thearea of technology, which can be helpful inother facets of their lives. Attending to student readiness by using technology for differentiating instruction allows for academicgrowth, enlists student motivation, and enables teachers to attend to the student learningprofiles in various ways so that students acquire knowledge in a variety of mediums. Using technology to differentiate learning allowsteachers to begin to be “smarter” rather thanworking harder because it often decreases theamount of time required by teachers to createdifferentiated content. In addition, the use oftechnology can create an environment inwhich active engagement leads to on-taskstudents. On-task and engaged students canbe expected to learn more.How can I as a classroom teacher differentiate?Setting up a classroom that supports differentiation may seem like a challenge, but it can also be an opportunity toincrease learning. The greatest obstacle formost teachers seems to be classroom management. Many of these concerns can beaddressed with the following step-by-stepdirections.First, create an environment (bothin the physical layout of the classroom andin instructional design) that facilitates amultilevel community. A multilevel community reflects the belief that studentautonomy and student values are central tolearning. For a visual example of this typeof classroom, check out the In Time website, http://www.intime.uni.edu.Second, modeling independentlearning skills and strategies by usingtechnology specific for each student willfacilitate independent learning, and support student goal setting. The use of positive behavior support (PBS) allows for themanipulation of antecedent behaviors thatin turn diminish triggers for unacceptablebehaviors. PBS allows students who exhibit maladaptive behaviors to increaseappropriate social interactions. (Raymond,2008).Third, thinking about and planninguses of technology in the classroom (e.g.,emails, blogs, and websites) is essentialfor building an efficient classroom environment. Time is an important resource forteachers.!4!
How do I get started?ContentRemember curriculum comes first. Aswith all good teaching, knowing the studentsand curriculum is central to successful teaching. Using technology must start with knowledge of what types of technology are available and how these might connect to the curriculum. Technology for technology’s sake isnot effective teaching.When considering content (see Table 1), the use of a web quest can be veryhelpful. When teaching literacy and higherorder thinking skills, it is often helpful totailor content to student interests. Webquests and internet scavenger hunts canboth engage student in research based ontheir interests and their strengths.Table 1Differentiating with TechnologyContentProcessProductWeb Internet Scavenger HuntPowerPoint for presentations, book reports,language experience, etcCreate, customize, and share learningactivitieswww.quia.comExcelWeb 2.0 Tools: Blogs, Podcasts, Wikis andmoreDigital Portfolios for lBuilding Vocabulary have studentsuse the thesaurus to replace overusedwordsPractice Vocabulary words by typing (wordsart is fun and makes cool flashcards)Digital pictures for artifactse-palsVisual images of vocabularyhttp://www.scrapblog.comWord Processors for spell checkingwww.epals.comQuestioning strategieswww.questioning.orgIn teaching mathematics, teachers canuse Excel to teach basic graphing and statistics skills. Conveniently, this software isavailable in most classrooms. In addition,there are also many websites designed tobe “kid-friendly.” For example, “funbrain,” http://www.funbrain.com allowsstudents to practice skills within the con!5!
text of a computer. The teacher can use websites like “epals,” (http://www.epals.com) toconnect with diverse cultures and studentsf r o m t h e g l o b a l c o m m u n i t y. .For teachers, there are websites suchas: ww.fno.org/toolbox.html, /socratic questions.htm) that help teachersvary their question-asking strategies. Use ofsuch websites may allow for differentiatingthe difficulty of each question based on theneeds of the individual students.ProcessThere are many opportunities to differentiate the process of teaching with technology. One of the most common is PowerPoint. This production software provides agood option especially for teaching studentswith visual learning styles. Power Point alsooffers great ways for students to present theirbook reports and to incorporate images intotheir schoolwork.Other technology for differentiation ofprocess includes: Web 2.0 Tools, Blogs, Podcasts, and Wikis. Internet 4 .html), offers great suggestions and easy-tof o l l o w i n s t r u c t i o n s . We b 2 . 0(http://www.go2web20.net/) illustrates the ways inwhich the internet can be used to create aninteractive instructional atmosphere. Wikiscan be used in many ways to create powerfuland dynamic learning environments. The collaborative encyclopedia, Wikipedia is one ofthe best-known examples of the wiki format.A c c o r d i n g t o t h e Wi k i p e d i a s i t e ,http://en.wikipedia.org/wiki/Wiki. A wiki is apage or collection of webpages designed toenable anyone who accesses them to contribute or modify content, using a simplifiedmarkup language. Wikis are often used tocreate collaborative websites.“The potential for using blogsis limited only by the imagination and creativity of its users.”Blogs, short for “web logs,” can beused for a range of educational projectsfrom simply posting a classroom noticeboard and resource center, to hosting student work, to global collaboration projects.The potential for using blogs is limitedonly by the imagination and creativity ofits users. Blogs not only provide a placefor the author to write, they also inviteother readers to comment on what hasbeen said. Blogs can also include links towebsites, other blogs, news articles, oreven pictures. Blog writers can also “tag”their entries with keywords. For example,if a teacher writes a blog entry about thebook the class is reading he can “tag” itwith identifiers such as the author’s nameor subject matter. Instead of simply usingthe internet for reading information or tolook something up on the web, blogs allowfor interaction as people write and react.Finally, “podcasts” are a series ofaudio or video digital media files that aredistributed over the internet by syndicateddownload. This downloaded informationgoes through web feeds to portable mediaplayers and personal computers. According to information from at is apodcast.php), what makes podcasting special is that it allows individuals to publish(podcast) video or audio files, that interested listeners can subscribe to. Beforepodcasting you could record video and!6!
audio and put it on your website, but nowpeople can automatically receive newlyposted information, without having to go to as p e c i f i c s i t e t o d o w n l o a d i t .Graphic organizers or mind-mappingcan also be used to help differentiate instruct i o n w i t h t e c h n o l o g y. T h e w e b s i t e(http://www.graphic.org/goindex.html) helpscreate and utilize graphic organizers. Graphicorganizers offer the opportunity to differentiate for visual learners as the content and concepts are being taught.A quick and easy way to differentiatefor learning style differences and accommodate students with specific learning needs isto allow students to practice vocabularywords by typing. There are also great websites like “Read Please,”(http://www.readplease.com) that allow student tocheck their work by having the website read itback to them. This requires turning off thespell check on the computer. Differentiatingthe process of teaching vocabulary words canbe done with visual images of the vocabulary.The website, “Scrap Blog,”(http://www.scrapblog.com) allows teachersto create or locate images for students.ProductDifferentiating the products that students use to show mastery of content knowledge or skills can greatly be enhanced withthe use of technology. Rubrics and rubric development websites such as r teacherstools to differentiate instruction based on specific goals and objectives for each student inthe class. A rubric is any established set ofstatements (criteria) that clearly, precisely,accurately, and thoroughly describes the varying or developmental levels that may exist ina student’s work. Rubrics also provide valu-able information for guiding or coachingstudent to their desired level of performance. Technology offers the ability to create, customize, and share learning activities via websites like Quia Web(http://www.quia.com/web), one of theworld’s most popular educational technology web sites. It pioneered the “createyour-own” account concept, giving instructors the ability to create customizededucational software online, built aroundtheir own course materials and madeavailable to students over the internet.Digital writing portfolios are anexcellent way to differentiate instructionfor the needs of students at varying levels.In addition, they allow students to buildindependent writing skills by using toolssuch as spell-check and a thesaurus.ConclusionIn an era of high-stakes testing andaccountability contemporary teachers arefaced with ever more demands and stilllimited time and resources. Fortunately,technological advances allow teachers totailor curricula to individual studentsquickly and effectively. Technological resources ranging from Excel to Powerpointto word-processing systems with in-builtspell-check and thesaurus features motivate students while allowing them to workmore independently and to acquire valuable real-world skills. The best news isthat these important technological resources are already widely available toteachers. It’s just a matter of harnessingthe potential we already have in our classrooms.!7!
ReferencesAllington, R. (2004). Setting the recordstraight. Educational Leadership,61(6),22-25.Beck, J. (2002). Emerging literacy throughassistive technology. Teaching Exceptional Children. 35(2), 44-49.Coleman-Martin, M., Heller, K., Cihak, D., &Irvine, K. (2005). Using computerassisted instruction and the nonverbalreading approach to teach word identification. Focus on Autism and OtherDevelopmental Disabilities, 20(2), 8090.Duke, D. (2006). What we know and don’tknow about improving lowperforming schools. Phi Delta Kappan, 87(10), 728-734.Griffin, H., Williams, S., Davis, M., &Englemann, M. (2002). Using technology to enhance cues for childrenwith low vision. Teaching ExceptionalChildren. 35(2), 36-42.Guskey, T. (2005). A historical perspective onclosing the achievement gaps. NASSPBulletin, 89(644), 76-89.Hanson, J & Ahron, A. (2008). Differentiated Instruction and Understanding by Design.Retrieved November23, 2009, fromhttp://design.test.olt.ubc.ca/Differentiated Instruction and Understanding by DesignHitchcock, C. (2001). Balanced instructional support and challenge inuniversally designed learning environments. Journal of Special Education Technology, 16(4), 23-30.Lee, J. (2003). Implementing high standards in urban schools: Problemsand solutions. Phi Delta Kappan,84(6), 449-455.Levine, M. (2003). Celebrating diverseminds. Educational Leadership,61(2), 12-18.Louie, J. & Ehrlich, S. (2008) Gender hapsin assessment outcomes in Vermont and the United States: Issues& answers. Regional EducationalLaboratory Northeast & Islands,pp 68.Lovelace, T. (2008). High-achieving students in the era of NCLB. Washington D.C., National ResearchCouncil.Lubienski, S. (2008). In “gap gazing” inmathematics education: The needfor gaps analyses. Journal for Research in Mathematics, 39(4), 350356.Ma, X. (2008). Within-school gender gapsin reading, mathematics, and science literacy. Comparative Education Review, 52(3), 437-460.!8!
Mead, S. (2008). A foundation for success.American School Board Journal,195(11), 25-29.Myatt, L. (2004). Fulfilling the promise ofsmall high schools. Phi Delta Kappan,85(10), 770-773.Nolet, V. & McLaughlin, M. (2000). Accessing the general curriculum: Includingstudents with disabilities in standardsbased reform. Thousand Oaks, CA:Corwin Press.Rettig, M., McCollough, L., Santos, K., &Watson, C. (2003). A blueprint for increasing student achievement. Educational Leadership, 61(3, 71-76.Robertson, H. (2008). Eradicating theachievement gap. Black History Bulletin, 71(1), 35-38.Rothstein, R., Wilder, T., & Jacobson, R.(2007). Balance the balance. Educational Leadership, 64(8), 8-14.Sampson, L. & Legazpi, M. (1996). Racial/ethnic difference in high school student’s academic performance: Understanding the interweave of social classand ethnicity in the family context.Journal of Comparative Family Studies, 30, 539-555.Tang, M. & Neber, H. (2008). Motivation andself-regulated science learning inhigh-achieving students: Differencerelated to nation, gender, and grade-level. High Ability Studies, 19(2).103-116.Tomlinson, C. (2003). Deciding to teachthem all. Educational Leadership,61(2), 6-11.Tomlinson, C. A. (2005). The differentiated classroom: Responding to theneeds of all learners. Pearson/Merrill Prentice Hall/ASCD. Upper Saddle, NJ.Walker-Dalhouse, D. & Risko, V. (2008).Homelessness, poverty, and children’s literacy development. Reading Teacher, 62(1), 84-86.Weiss, I. & Pasley, J. (2004), What ishigh-quality instruction?. Educational Leadership, 61(5), 24-28.About the Authors:Dr. Stanford is an Associate Professor of Education in the department of Curriculum, Instruction and Special Education at TheUniversity of Southern Mississippi.Dr. Crowe is an Assistant Professor of Education and GraduateCoordinator in the department ofCurriculum, Instruction and Special Education at The Universityof Southern Mississippi.Dr. Filce is an Assistant Professor of Education and SpecialEducation Coordinator in the department of Curriculum, Instruction and Special Education at TheUniversity of Southern Mississippi.!9!
ing. Using technology must start with knowl-edge of what types of technology are avail-able and how these might connect to the cur-riculum. Technology for technology’s sake is not effective teaching. Content When considering content (see Ta-ble 1), the use of a web que
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