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Technology Mediated Learning Analysis

Project Overview

Project Description

'Parse' a learning technology - what is its underlying theory of learning and how is this reflected by the way it works in practice? When discussing the theory of learning read and cite (with links) the theorist works (Work 1) of other course participants.

Icon for Differentiated Instruction Systems

Differentiated Instruction Systems

The Educational Challenge

Surefire Differentiated Instruction Strategies

(Imbeau, M. 2014)

What is differentiated instruction? To a teacher this is an easy question, but to individuals or parents who are unaware of what goes on in the classroom may not know the answer. “The core of differentiated instruction is a broad framework that offers multiple approaches to meeting learners’ needs” (Smith, G. E. & Throne, S. 2007). This means that teachers must change their teaching approach to meet all learners at their academic level and bring them up from there. Take a look at the variety of colors within these colored pencils. This demonstrates what differentiation looks like in a classroom. Within all the colored pencils (students) each one is unique and an individual whom has their own interests, strengths, and best fit ways of learning. Students who are placed in classrooms where differentiation occurs succeed to their highest potential and build their confidence level because they feel that they can soar (Smith, G. E. & Throne, S. 2007).

There are many attributes of differentiated instruction (DI) in classrooms which I have listed below:

  • Emphasizes instruction which meets students academic needs
  • Allows for simultaneous activities and flexible grouping
  • Tasks are group driven (individual and whole class)
  • Students are motivated, yet challenged
  • Multiple forms of assessment: self assessment, projects, and observation
  • Teachers are focused on each student's learning
  • Constructivist approach: student centered (students build upon learning)
  • Students are part of the decision making (learning is more individualized)
  • Decisions for instruction is determined from many components: process, content, product, interest, readiness

(Smith, G. E. & Throne, S. 2007)

Differentiated instruction and learning systems are widely discussed in schools and classrooms across the states. To walk into a classroom where little to no differentiating is occurring is rare. For many years teachers went about teaching the assigned curriculum to a one size fits all group of students. Students individual academic levels were not taken into account and many students fell through the system because they were behind or advanced for the content being taught.

Once differentiated instruction was put into place teachers and schools decided to make another jump and use technology, a system at their fingertips, to enrich learners’ needs. This was titled differentiated instruction systems. Differentiated instruction systems are any technology system used to enhance teaching and learning by focusing on each students readiness level and learning style. Students in a classroom where this is occurring would be seen using different forms of technology that meet their needs (Smith, G.E. & Throne, S., 2007). For example, there may be two students at the computers listening to books read aloud to them, two students may be working on reading strategies with digital text, and four students could be using word work apps on the Ipad. Students in classrooms where differentiated instruction systems are in place would be engaged in meaningful learning.

“According to the Center for Applied Research in Educational Technology (CARET)… technology can help improve student performance in six key ways when the application:” (Smith, G. E. & Throne, S. 2007):

  1. "directly supports the curriculum objectives being assessed" (Smith, G. E. & Throne, S. 2007)
  2. "provides opportunites for student collaboration" (Smith, G. E. & Throne, S. 2007)
  3. "adjusts for student ability and prior experience, and provides feedback to the student and teacher about student performance or progress with the application" (Smith, G. E. & Throne, S. 2007)
  4. "is integrated into the typical instructional day" (Smith, G. E. & Throne, S. 2007)
  5. "provides opportunities for students to design and implement projects that extend the curriculum content being assessed by a particular standardized test" (Smith, G. E. & Throne, S. 2007)
  6. "is used in environments where teachers, the school community, and school and district administrators support the use of technology" (Smith, G. E. & Throne, S. 2007)

According to an excerpt from Grace E. Smith and Stephanie Throne in Education Week a report called “technology counts” looks at technology in K-12 education. They look at the “state overview, access to technology, use of technology, the capacity of technology, state data systems, and data access/analysis tools” (Smith, G. E. & Throne, S. 2007). Education Week looks at all of these components and determines a grade for each category. The results in 2006 found that only two states received a grade of A overall. The average grade for all states is a C+, which is rather poor (Smith, G. E. & Throne, S. 2007). The most recent state report card results according to Education Week show an average grade of C+ again, but no states received an A. Only 12 states received a B and many of these were B-. Maryland scored the highest with a B 87.5%. According to these results there is little to no improvement in scores since 2006. Hopefully with the continued use of technology we may see a trend upward with states reaching A level scores (State Report Cards, 2014). Other studies found a consistent trend in technology use. Students were found to use technology devices more at school then home, seasoned teachers use of technology was minimal, and only about half of teachers use technology in instruction. When thinking back to 2006 I remember computers being used in schools but as a computer lab time, rather than daily use in the classroom. Much of this has shifted and in recent years more and more schools are seeing a huge gap in student success rate and determined that changes must be made, which brought about differentiated instruction systems (Smith, G. E. & Throne, S. 2007).

Parse' the Educational Technology

Differentiated instruction systems can be defined as any form of teaching and/or learning where students are engaged and learning at their academic level with the use of technology. This could be with the use of Ipads, computers, smart phones, etc. Any program or resource which is used to meet students individual academic level or need would be considered a differentiated instruction system. With technology to differentiate teachers are “promoting learning in the multiple intelligences” (Using Technology to Differentiate Instruction, 2009). A study by NCREL (North Central Regional Educational Library) determined that there are three ways technology influences learning. First, “technology drives change” (Smith, G. E. & Throne, S. 2007). Second, “technology serves as a bridge to more engaging, relevant, meaningful, and personalized learning” (Smith, G. E. & Throne, S. 2007). Third, “technology provides a platform for using timely and relevant data to shape personalized learning” (Smith, G. E. & Throne, S. 2007). Technology is making all teachers and students learn a way that they are not used to and one that can be challenging. The technology being used in classrooms is allowing for meaningful content to be taught.

Teachers are clearly affected by the use of technology. Teachers are being asked to get children ready for the ever changing technology in the 21st century. How do we get children ready? According to Pavelock and Harlin teachers must take the time to get to know each child in their class, including their knowledge level and any modifications that should be in place for them. Students could have English as a Second Language, be gifted, economically disadvantaged, or in special education. These factors must come into play when determining how to differentiate instruction and what technology systems should be used. Teachers need to also cultivate objectives for each student (Pavelock, M. & Harlin, J. 2013). “Modifying objectives will then help the educator form a lesson that is not only differentiated in terms of learning but also in terms of assessment” (Pavelock, M. & Harlin, J. 2013). Lastly, teachers must conclude how to meaningfully present the lesson with the use of technology and then assess learning (Pavelock, M. & Harlin, J. 2013). There are many ways to teach and assess learning. All learning which occurs in and outside the classroom can be presented in the best way possible to meet each student’s learning needs.

According to Bobby Hobgood, ED.D. and Lauren Ormsby "technology has the neccessity to cover a wide range of content in a short amount of time by minimizing the need to take curriculum at a slower pace" (2011). This allows for other teaching to occur and students are given more time to think critically and problem solve. WIth content taking a shorter time to introduce to the students they are given more time to practice what they have learned. A student with dyslexia could work on a reading passage with the help of audio, in which the words are read to him/her. This allows the learner to use visual and audio to read and comprehend a reading passage (Hobgood, B. ED.D and Ormsby, L., 2011).

Student behavior may also increase with differentiated instruction and learning systems because they know exactly what to do and there is no free time to misbehave. For example, during reading time you may have your students who are below in reading start out by listening to their books in audio form on the computer or by using headphones, your on level students may be around the room reading to self or someone or working on word work activities on Ipads, and your above level students could be working together in a group with chapter books recording themselves problem solving. In this approach teachers must be prepared before the time starts and students must be instructed on what they need to be doing. Hopefully this is something that could be taught and practiced before being fully implemented. Using technology to differentiate instruction takes time and committment from teachers and learners. Teachers must set aside time to make it effective and learners must be open minded and learn how to use technology to meet their needs (Hobgood, B. ED.D and Ormsby, L., 2011).

The Underlying Learning Theory

Differentiated instruction and learning looks at the constructivist approach according to Vgotsky's sociocultural theory of learning (Subban, P. 2006). This means that learning is student centered and looks at individual students' needs. Students may learn effectively through one of Vygotsky’s multiple intelligences: verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal, intrapersonal, and naturalist. When taking this into consideration teachers must then determine what technology systems can help differentiate instruction to each student. The great aspect of this is that there are so many different technology systems out there that every learner will be reached (Using Technology to Differentiate Instruction, 2009). I have provided a chart below of different programs to use with learners of varying learning styles (multiple intelligences).

Multiple Intelligence: Definiton of intelligence: How these learners learn best: Technology systems to assist learners (all the links below have learners working on one of the ways that they learn best):
Verbal-Linguisitic "the ability to use spoken and written words" (Learning Theories and Models, 2014)
  • researching
  • writing
  • listening
  • taking notes
  • reading
Logical-Mathemical "inductive and deductive thinking and reasoning abilities, logic, as well as the use of numbers and abstract pattern recognition" (Learning Theories and Models, 2014)
  • problem solving
  • numbers
  • reasoning
  • organizing data
  • predicting
  • sequencing
  • conducting experiements
  • classifying
Visual-Spatial "the ability to mentally visualize objects and spatial dimensions" (Learning Theories and Models, 2014)
  • visual
  • color code
  • illustrate projects
  • create visuals
Bodily-Kinesthetic "the wisdom of the body and the ability to control physical motion" (Learning Theories and Models, 2014)
  • constructing things
  • physical activity
  • hands on activities
  • take pictures
  • act
  • manipulate objects
  • movement
Musical-Rhythmic "the ability to master music as well as rhythms, tones and beats" (Learning Theories and Models, 2104)
  • auditory
  • patterns
  • rhythms
  • songs
  • video recorders
  • audio recorders
Interpersonal "the ability to communicate effectively with other people and to be able to develop relationships" (Learning Theories and Models, 2014)
  • interacting
  • cooperative work
  • discussions
  • social activities
  • web 2.0 tools
Intrapersonal "the ability to understand one's own emotions, motivations, inner states of being, and self-reflection" (Learning Theories and Models, 2014)
  • meta-cognitive practices
  • thinking about thinking
  • reflective tools: wikis, blogs
Naturalist "finding patterns and relationships to nature" (Cherry, K., 2014)
  • interactions with environment
  • field trips
  • nature

(Using Technology to Differentiate Instruction, 2009)

One may also look at Vygotsky's zone of proximal development when looking into differentiated instruction systems. This "refers to the level of development attained when learners engage in social behaviour" and "the distance between the actual development level and the level of potential development" (Subban, P. 2006) "The zone of proximal development links that which is known to that which is unknown" (Subban, P. 2006). Essentially this means that students will build upon their previous knowledge to attain new knowlegde. This knowledge can be from one or more technology or non-technology systems.

These resources all show how a teacher can differentiate by learning styles, but what about readiness level. This is something that many teachers are trying to do in their classrooms. According to a ISTE Connects Blog there are several ways that technology can be idolized to differentiate with readiness level in mind:

"Teachers can use technology to create or access a survey tool to determine readiness."

"Teachers can use technology with flexible grouping so that like students can employ software appropriate to their readiness level."

"Teachers can use technology to create tiered assignments and compact instruction."

"Teachers can use technology as a delivery strategy for subject matter content. For example, a WebQuest or Internet search can be designed with struggling, at-level, and above level students in mind."

"Teachers can use technology as an independent learning tool. Software programs such as 2Create A Story or Early Learning Toolkit have been designed with young children in mind. Their navigation tools are straightforward and similar in each of the company's programs. These software programs are great for independent learning if children are given a task and shown how to save their work."

"Teachers can use technology to create and tailor KWL charts or graphic organizers to match the level of readiness of individual students or groups of students."

(ISTE Connects, 2009)

There are so many ways to use technology to differentiate instruction according to children's readiness levels. This is something that should be done every day in the classroom because not everyone is ready for what is going to be taught and some are way beyond. Teachers must take readiness level into account when determining how to best meet each student's needs. The first couple of weeks of school are a great time to get an idea for each students level and how you are going to use teaching strategies with the use of technology devices and programs to enhance their learning.

The Technology in Practice

Once a teacher has a good idea of a student's readiness level and how to best meet their preferred learning style needs then they can determine how to use different forms of technology to enhance learning. Often times teachers think that they need a Smart Board or Ipads to use technology in their classrooms, when in reality it is right under their finger tips. Below you will find the multiple ways to use technology in devices and programs already present in your classroom, such as, Microsoft Word and online rubric makers. There are so many ways to use these devices and tools to meet each of your learner's needs. WestEd’s Regional Technology in Education Consortium (RTEC) stated that “technology can help you tailor instruction to meet the needs of all students by allowing changes to content, channels of input, and means of input” and “technology is an excellent platform for cooperative learning” (Technology Tips for Differentiated Instruction, 2009). RTEC also looked into different technology devices and systems to help in many areas of learning which tie into Vygotsky’s multiple intelligences. To best represent the information below I have provided a list of this form of learning and how to differentiate instruction in that area (Technology Tips for Differentiated Instruction, 2009).

-DIGITAL TEXT:

What is it?

  • "text stored as strings of characters" (Technology Tips for Differentiated Instruction, 2009)
  • changing font of text
  • Example: books online (For example, teachers may have a center during reading time in which students are listening to books read to them. Then they go onto the next center choice in which they can read the book to someone or themselves)

Who it helps?

  • students who stuggle reading from print in books
  • students who need support near the text
  • students who need to interact with text

Why use it?

  • varied visual display
  • auditory display great for pre-reading
  • text can be manipulated

Examples:

(Technology Tips for Differentiated Instruction, 2009)

-AUDIO (TALKING TEXT):

What is it?

  • "words on the screen are read by the computer, on command" (Technology Tips for Differentiated Instruction, 2009)
  • words highlighted and can be read to students
  • text-to-speech

Who it helps:

  • students who benefit from text read to them
  • students who need assistance with correct grammatical reading of sentences

Why use it?

  • students can choose words that they need help reading
  • demonstrates the connection between writing perspective and written and spoken words

Examples:

  • TumbleBooks (click on icon)- For example, in my classroom during Daily 5 reading time students have a choice to listen to reading in which they can choose books online that are read to them and the words are highlighted.
  • Storyline Online
  • My Media Mall for Kids

(Technology Tips for Differentiated Instruction, 2009)

-ENHANCED TEXT

What is it?

  • a website or electronic document with "added information, questions, links, graphics, or videos to enhance comprehension, audio versions (many formats)" (Technology Tips for Differentiated Instruction, 2009)

Who it helps?

  • students who struggle with reading
  • students who find vocabulary a challenge
  • students from diverse cultures
  • "students with learning disabilities" (Technology Tips for Differentiated Instruction, 2009)

Why use it?

  • Comprehension techniques include: graphic organizers, questions generated by students, summarizing only the key items, and self-monitoring questions.

Examples:

(Technology Tips for Differentiated Instruction, 2009)

-MICROSOFT WORD:

How to differentiate using this system:

  • highlighting the text (select text and highlight color)
  • adjusting the font size, color, or type (found in the tool bar)
  • changing the grammar checker (go to preferences and spelling and grammar)
  • determining the text readability (go to tools and choose grammar)
  • translation (latest version of MS Word has foreign language dictionary)
  • changing text to speech (Natural Reader which is a free program for MS Word)

(Technology Tips for Differentiated Instruction, 2009)

-PHOTOS, VIDEO AND CLIP ART

Why use it?

  • "research shows that students learn best when information is introduced and reinforced using both linguistic and non linguistic formats" (Technology Tips for Differentiated Instruction, 2009)
  • images are all around us everyday
  • objects which move can aid students in facilitating thinking, retaining concepts, and problem solving

What it looks like?

  • short PowerPoint
  • Kid Pix slide show
  • photo essay
  • how-to books- For example, when discussing the process of things a teacher may have students make how to books. In my classroom my students make how to books for recipes. They are required to draw pictures and write the steps for each process in the recipe. This helps learners understand the process of things and when presented to the class, others get a better idea of how to make certain foods in a particular order.
  • digital scaveneger hunts
  • video clips

(Technology Tips for Differentiated Instruction, 2009)

-GRAPHIC ORGANIZERS

What is it?

  • "a visual representation of concepts, knowledge, or information that can incorporate both text and pictures" (Technology Tips for Differentiated Instruction, 2009)
  • concept maps, flow charts, time lines, KWHL chart, matrices, venn diagrams, compare/contrast

Who it helps?

  • students who learn through a process which is interactive
  • "students who benefit from seeing relationships between information" (Technology Tips for Differentiated Instruction, 2009)
  • all learners

Why use it?

  • graphic organizers can be extremely flexible
  • use short phrases and/or words
  • demonstrate the thought process of students and their understanding of a concept

Examples:

  • Microsoft Word- For example, when reading fairy tails, such as, Goldilocks and the Three Bears and Goldilocks and the Three Baboons a teacher could use a venn diagram to demonstrate how the stories are similar and different.
  • KidPix
  • OmniGraffle
  • Inspiration/Kidspiration

(Technology Tips for Differentiated Instruction, 2009)

-BUILDING RUBRICS

What is it?

  • a way "to score student products and processes" in K-12 classrooms (Technology Tips for Differentiated Instruction, 2009)

Who it helps?

  • aids teachers to develop a fair assessment when grading work from students

Why use it?

  • teachers can see what area was a concern for individual students or a whole class
  • students know what the teacher is assessng them on for projects

Examples:

  • Rubric builder
  • RubiStar- Teachers can use the rubrics and create their own as ways to grade student work and demonstrate to them in a clear manner what they did well and where they need to improve.

(Technology Tips for Differentiated Instruction, 2009)

-MATH TOOLS:

What is it?

  • "computer-based manipulatives, equations, converters, calculators, lessons, and games can all expand the available tools for teaching math" (Technology Tips for Differentiated Instruction, 2009)

Who it helps?

  • students who struggle with lining up problems or writing them out
  • visual and auditory learners
  • kinesthetic learners: hands on exploration

Why use it?

  • information is demonstrated in small portions
  • mathematics instruction has been shown to be effective with the use of computers in instruction and exploration
  • students enjoy the learning and attain more knowledge

Examples:

(Technology Tips for Differentiated Instruction, 2009)

As one can see there are a multitude of ways that differentiated instruction systems can be put into place in a classroom to meet all learners needs. There is no one size fits all form of learning and the teacher must take each student's individual learning style and academic (readiness) level into account when differentiating.

Critical Reflection

Differentiated instruction systems are portrayed to many as positive ways of learning and instructing students. Many have heard the word differentiation used in schools around the world. The only way to teach where all students are learning and no students are left behind is in a classroom where many forms of differentiation are occurring with the use of technology. To walk into a classroom where this is present one may see children around the classroom learning and engaged with technology tools in different activities. To truly see the benefits and concerns/weaknesses with this approach I have provided a chart below depicting differentiated instruction systems:

Strengths Weaknesses
-Students are engaged in whole class, groups, or individually with technology devices in use. -Technology is not readily available to some districts and classrooms for use in differentiation.
-Learning is occurring with all students through the use of technology. -Veteran teachers may struggle straying away from old learning and teaching.
-Technology systems can be used to guide instruction and promote engagement. -District curriculum: this must be taught and without clear instructions on how to bring in technology with the curriculum, some teachers may struggle.
-Multiple intelligences are taken into consideration for each student before determining how to differentiate for that student. -Teacher preparation: some teachers are not given the tools or knowledge to differentiate with the use of technology.
-Diversity is a priority when teaching and with each student's learning which is portrayed in the technology form being implemented. -Some districts have little to no extra support for students with behavior and learning disabilities, and this responsibility can be up to only the teacher.
-Students are in charge of their own learning through the use of technology. -Some schools are behind on implementing technology, do not have adequate funds, and may have no form of technology.

(All references accounted for when creating the table)

Conclusions and Recommendations

When looking at the strengths and weaknesses of differentated instruction systems one can see that the strengths outweigh the negatives. When using technology while differentiating instructing students individual readiness levels and learning styles are taken into consideration, and instruction and practice is targeted to them as an individual. As stated earlier there are so many devices and technology tools to use to aid in differentiating, such as, digital text and the use of audio, photo, and video.

Teachers in many schools are being told to provide differentiation to all students while using technology to aid instruction and practice. Students needs, interest, and abilities must be consider when determining how to implement curriculum, content, and lessons. Too many times in the past children were all placed on the same scale and were required to know and learn the same complexity of information. Part of this was due to the fact that teachers were teaching to the tests. Over the years we have seen that this does not work and students were simply remembering items to be quizzed on. Reasoning, problem solving, and investigation did not play a role in teaching. Students are now not all held to the same standard and therefore they can succeed to their full potential, and in turn do better on assessments. We must remember that no individual, big or small, was created equal and therefore that should be accounted for when teaching and learning.

I would highly recommend that schools and teachers look into using technology to aid in differentiated instruction systems in the classroom. I know that I have learned many new computer based systems that I will be implementing this year in my classroom to meet my student's needs. Many classrooms today avidly use differentiation but there are still some classrooms where learning is one size fits all. Remember that "technology drives change" and this change is a good thing (Smith, G. E. & Throne, S., 2007). It may take some getting used to but we must form children who are ready for the 21st century. We teachers and school districts must make this change and turn our schools into places where all students can succeed to their full potential, where students are given all that they need to succeed, and technology is being used to make this possible!

References

Cherry, K. (2014). Gardner's Theory of Multiple Intelligences. About Education. Retrieved from http://psychology.about.com/od/educationalpsychology/ss/multiple-intell_9.htm

Hobgood, B. ED.D & Ormsby, L. (2011). Inclusion in the 21st-century classroom: Differentiating with Technology. Learn NC. Retrieved from http://www.learnnc.org/lp/editions/every-learner/6776

Imbeau, M. (2014). Surefire Differentiated Instruction Strategies. TeachHub.com. Retrieved from http://www.teachhub.com/surefire-differentiated-instruction-strategies

ISTE Connects (2009, November 25). Technology to Enhance Differentiated Instruction. Connected learning. Connected world. Retrieved from http://blog.iste.org/technology-to-enhance-differentiated-instruction/

Learning Theories and Models (2014). Multiple Intelligences Theory (Gardner). Learning-Theories.com: knowledge base and webliography. Retrieved from http://www.learning-theories.com/gardners-multiple-intelligences-theory.html

Pavelock, M. & Harlin, J. (Sep/Oct 2013). Differentiation in Action: From the Lesson Plan to the Assessment, Using Differentiated Instruction to Improve Career and Technology Skills for the Modern Workplace. Agricultural Education Magazine, Vol. 86 (Issue 2). Retrieved from http://web.a.ebscohost.com.proxy2.library.illinois.edu/ehost/pdfviewer/pdfviewer?sid=1f77d03c-286d-4dfe-9455-4e09caf0af65%40sessionmgr4001&vid=2&hid=4101

Smith, G. E. & Throne, S. (2007). Excerpt from Differentiating Instruction with Technology in K-5 Classrooms. Retrieved from http://www.iste.org/docs/excerpts/DIFFK5-excerpt.pdf

State Report Cards (2014, September 18). Education Week 32 (16). Retrieved from http://www.edweek.org/ew/qc/2013/state_report_cards.html?intc=EW-QC13-LFTNAV

Subban, P. (2006). Differentiated Instruction: A Research Basis. International Education Journal 7 (7), 935-947. Retrieved from http://files.eric.ed.gov/fulltext/EJ854351.pdf

Technology Tips for Differentiated Instruction. By WestEd's Regional Technology in Education Consortium (RTEC) in partnership with the Alliance for Technology Access. Retrieved from http://daretodifferentiate.wikispaces.com/file/view/NewTThandout.pdf

Using Technology to Differentiate Instruction (2009, June, 1). Teaching Community: Where Teachers Meet and Learn. Retrieved from http://teaching.monster.com/benefits/articles/8484-using-technology-to-differentiate-instruction