Connecting the critical components of the past three weeks of course readings and discussions has confirmed the positive role technology can have in today’s classrooms. Learning environments are evolving to include a variety of instructional and assistive technologies that have the potential to develop students who are “...engaged, ethical and entrepreneurial,” (Crichton, Pegler, & White, 2012, p. 25). Differentiated instruction is an important instructional framework that varies the methods in which teachers plan and deliver instruction (Milman, 2009). Tomlinson (2013) defines differentiated instruction as “...an approach to teaching that advocates active planning for student differences in classrooms.” Technology is one tool that can support this approach to instruction in a variety of school settings. Assistive technologies for student who need them and students who prefer to use them may reduce obstacles to learning and increase student engagement. Instructional technologies provide alternatives to expression that are motivating due to their interactive and “authentic” nature.
The amount of information, creativity and support available to students today is literally at their fingertips. Social media, BYOD, 1:1 device projects, web apps and extensions are tools of today that facilitate differentiated instruction and push learning to a new level. Teachers need time and resources to explore the possibilities and determine the relationship between what Mishra and Koehler (2006) call TPACK - Technology, Pedagogy and Content Knowledge. Most important to the successful, proactive implementation is a team approach to identify the various factors that need to be addressed. This process requires “...extensive planning, communication, and ongoing evaluation,” (K-12 Blueprint, 2015). Having a clear understanding of the process, challenges and goals is essential to implementing a technology rich learning environment.
References
Crichton S, Pegler K, White D. Personal Devices in Public Settings: Lessons Learned From an iPod Touch / iPad Project. Electronic Journal Of E-Learning [serial online]. March 2012;10(1):23-31.
K-12 Blueprint,. (2015). Bring Your Own Device Toolkit. Retrieved 20 March 2015, from http://www.k12blueprint.ca/byod
Milman, N. B. (2009). Differentiating instruction in online environments. Distance Learning. (6)3, 87-89.
Mishra & Koehler (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Tomlinson, C. (2013). Fulfilling the Promise of Differentiation. caroltomlinson.com. Retrieved 20 March 2015, from http://www.caroltomlinson.com/
