EDUC 6734 - Module 4 discussion
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School
Concordia University Saint Paul *
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Course
6734
Subject
Information Systems
Date
Dec 6, 2023
Type
Pages
3
Uploaded by CaptainLapwing160
While differentiating curriculum, instruction and assessment appear to be a simple task,
putting the theory into practice requires lots of planning and resources (Walden University,
2009). When differentiating instruction, teachers can easily incorporate research-based practices
to enhance learning. One of these practices is the integration of technology. According to
Vannatta et al. (2001) There is an increasing body of evidence that technology integration
positively impacts student achievement and academic performance. Technology is ubiquitous to
students of the 21
st
century and has transformed how they think, work, and play. When
incorporated into curriculum, it reshapes the learning process. Educators who identify computers
as a multidimensional tool change the way they teach. In turn, students become more committed
to their learning, thereby becoming creators and critics rather than just consumers.
What are two or more critical guidelines you would provide to a colleague to ensure
effective implementation of this practice?
There is a constant demand globally for upgrades and advances in technological devices
to meet various needs. Just as the demand has increased globally, so too has it expanded into the
classroom. Technology is a great tool to help teachers plan and adapt lessons to accommodate
the classroom's diversity of learning styles and abilities. While a large percentage of students
have grown up with technology, many have not. Thus, it is imperative that students are not
overwhelmed and intimidated when technology is first introduced to them or when they are
presented with new forms of technology that are embedded into the curriculum. As well, the
classroom is a great place to model media balance. For example, technology can be beneficial to
students when researching or collaborating but should be limited or restricted during in-class
discussions. As such, the use of technology requires careful planning. Knowing whether to use
devices comes down to the purpose of the activity and what you're trying to accomplish.
Teachers need to ask themselves: Who will benefit from the technology, the teacher or student?
What age range am I catering to? What are the developmental needs of my students? What
quality of learning experience do I want my students to have?
Will using technology create an
environment that makes learning stimulating and stress-free (Khosrow-Pour, 2014)?
While schools must prepare students for the 21
st
century, teachers, especially veterans,
find technology to be mind-boggling. This sometimes can lead to push-back. As we know, adults
do not change easily. In fact, the struggles veteran teachers face with technology cause many of
them to want to give up or even retire. According to Bitner and Bitner (2002),
“Before
technology can effect changes in the classroom, those responsible for the classroom must first
learn to use technology and a
llow it to change their present teaching paradigm” (p. 96).
Thus,
ensuring that teachers and other support personnel feel comfortable with technology is essential.
They should be trained appropriately and learn how to overcome technological obstacles that
may arise. It is a chain reaction. For students to feel confident, teachers must be confident.
Having a support team to run to when issues arise or even bounce ideas off will often alleviate
the stress that technology can cause. Teachers that are new to integrating technology into their
classrooms should go slowly, upgrading one lesson or activity at a time. (Snoeyink & Ertmer,
2002). Perhaps following the advice of Snoeyink and Ertmer will help teachers who consider
themselves techno
logy novices or “too old” to learn
to make a smoother transition to teaching
the 21
st
century way. When teachers know how to use technology effectively, student
engagement and achievement soars.
What online resources would you recommend to a colleague to further explore this
practice? What useful information is provided there?
According to Dr. Heidi Hayes Jacobs, 21
st
education should include a balance between
the essential foundational skills from our core subjects and enhancement with technology so that
students have a way to interact as humans (Walden University, n.d.). Classrooms that utilize
technology steer away from the traditional worksheets and textbooks focused on one-way
learning. We know that everyone learns differently. One of the most powerful advantages of
technology is personalization and student choice. Technology can replace outdated elements and
provide more engaging and motivating experiences by using fun learning activities such as
Kahoot, flip grid, Nearpod, chatter pix, See-Saw, and Brain Pop. However, before implementing
these technologically enhanced learning activities, it is important for teachers to explore the sites,
making sure that they are appropriate and safe. Additionally, researching the pros and cons of the
sites is important. Of course, there are many other ways to integrate technology into curriculum.
For those that are new to the game or struggle to find alternative ways to differentiate, I would
begin by reading the article
Differentiating with Technology
by Pokey Stanford, Margie W.
Crowe, Hollie Flice. Although this article, published in 2010, focuses on differentiating with
technology for special education students, all teachers can benefit from reading this article to
learn about various ways to use technology to enhance student learning, as there are many ways
to accommodate all students through differentiated instruction.
How does this practice, combined with Differentiated Instruction, have the potential to
improve teaching and learning? How can it support or enhance a specific differentiated
strategy (e.g., tiered lessons, exit cards, flexible grouping, or other)?
The integration of technology combined with Differentiated Instruction can improve teaching
and learning because children today have been born into the age of fast-paced technological
advancement. There are many digital platforms that differentiate material and lessons based on
student’s readiness levels. For exam
ple, programs like Freckle have adapted lessons and
assignments that are selected based on student assessment. Computer adapted tests like STAR
reading and STAR math
help teachers pinpoint students’ strengths and weakness
and, in turn,
offer suggestions in grouping students and planning instructional activities. For those students
that require assistive or adaptive services, technology provides many tools to help teachers
provide equitable learning experiences. For example, students with hearing problems can use
captions, students that struggle with reading can use visual clues or audio features, and those
students that struggle with fine motor skills can use the speech-to-text feature for writing
(Khosrow-Pour, 2014). Accordingly, when used appropriately, technological advances allow
teachers to tailor curricula to a plethora of individual abilities quickly and effectively.
References
Bitner, N. & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success.
Journal of Technology and Teacher Education, 10
(1), 95-100.
Khosrow-Pour, M. (2014).
Assistive technologies: concepts, methodologies, tools, and
applications
. Information Science Reference.
Snoeyink, R. & Ertmer, P. A. (2002). Trust into technology: How veteran teachers respond.
Journal of Technology Systems, 30
(1), 85-111.
Stanford, P., Crowe, M. W., & Flice, H. (2010). Differentiating with technology.
Teaching
Exceptional Children Plus, 6
(4), 2.
https://eric.ed.gov/?id=EJ907030
Vannatta, R., Beyerbach, B., & Walsh, C. (2001). From teaching technology to using technology
to enhance student learning: Preservice teachers’ changing perceptions of technology
infusion.
Journal of Technology and Teacher Education, 9
(1), 105-127.
Walden University. (2009).
Strategies for differentiating instruction
[Video file]. Walden
University Blackboard. https://class.waldenu.edu
Walden University (Producer). (n.d.).
Upgrading the curriculum
[Video file]. Walden University
Blackboard. https://class.waldenu.edu
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