Differentiating with Technology

    Differentiating lessons can feel like a daunting task. There are so many different needs present in a classroom at any given time. Technology makes differentiating lessons easier. Research indicates that using technology for differentiating instruction has many benefits. First, it fosters engagement (Schuler, 2019). Studies show that student engagement has a direct link to academic success (Dabrowski & Marshall, 2019). Second, technology provides different resources suitable for any type of learner (Shuler, 2019). These resources can be easily incorporated into lessons to accommodate different types of learning needs. Finally, technology provides immediate data that can be used to inform future instruction to better meet the needs of students.

    With all of the benefits differentiating with technology provides, it is worth incorporating into lessons. In my three day remedial unit plan, I incorporate technology using a WebQuest, a smartboard design space, and Padlet. The WebQuest will be used to help the students learn more about each vocabulary word. They will use various websites to research each word, write its definition, and look for a picture that represents the word. All of this information will be put into a WebQuest template Doc so they have the vocabulary word, definition, and visual representation all in one place and easily accessible. The smartboard design space will be used to draw the vocabulary words during the Pictionary game. On the last day, students will use the "stream" option on Padlet to create an "Instagram" account of an Ancient Egyptian and create "posts" about each vocabulary word they learned. 

    The WebQuest is engaging because it is set up like a scavenger hunt. They need to hunt down specific pieces of information about each word in order to complete their template. It is also engaging because it is designed with their learning styles in mind. For example auditory learners will hear the vocab words and definitions read out loud. Visual learners will see them used in sentences, and represented in pictures. We will work on this WebQuest as a small group so I can ensure that they are using the technology appropriately. I will also model how to complete the WebQuest before they begin. 

    The Pictionary game at the smartboard is engaging because of all the options available to students in the design space. They can add any color to their picture as well as shapes and other fun features. Students find the opportunity to use the smartboard engaging as well. This activity incorporates aspects auditory, visual, and kinesthetic learners in my small group will find engaging such as the conversations about the word, the visual representations of the words, and the ability to get out of their seat and draw at the smartboard. In order to make sure the technology is being used appropriately during the game, I am going to stand by the smartboard and assist when needed. I will also be modeling how to use the different features before students begin.

 

Students will find the Padlet technology to be engaging because it resembles social media, specifically Instagram, which these students are interested in. In addition, this technology has features students find fun like the ability to add audio, videos, GIFs, memes, and other pictures. It gives them the opportunity to share what they know about the vocabulary words in a creative way. In order to make sure students are using the technology correctly, I will model how to use Padlet and also create a directions video for students to look back at if they need to. I will sit with them at a small table while they work so I am readily available to answer any questions they may have. 

    Similar to using technology during instruction, promoting global awareness and diverse cultural perspectives during instruction has many benefits. For example, promoting global awareness and diverse cultural perspectives encourages students to use and develop critical thinking and reasoning skills (Asia Society, n.d.). Students are also able to make comparisons and connections to their own lives. These meaningful connections to their own lives helps students learn new information (Bennett, 2020). During the WebQuest, Pictionary game at the smartboard, and Padlet activity, students will be exploring aspects of ancient Egyptian culture. They will be exposed to pictures of structures and items that are still important to Egyptian culture today. They will also be interacting with words that are important to Egyptian culture. The Padlet social media themed activity encourages students to use the vocabulary words in posts that promote awareness of structures and items that are important to the ancient Egyptians. The open-ended questions they ask in each post for other students to comment on invites students to share diverse cultural perspectives.

    The technology tool options seem endless. There are so many great tools to incorporate into instruction that are geared toward meeting the diverse needs of learners. Taking the time to research and incorporate these technology resources will positively impact our students on their journey toward academic success. 

References

Asia Society. (n.d.). Five ways to use technology and digital media for global learning. https://asiasociety.org/education/five-ways-use-technology-and-digital-media-global-learning 

Bennett, C. (2020). ELL students’ background knowledge as an academic fund. ThoughtCo. https://www.thoughtco.com/ell-students-funds-of-knowledge-4011987

Dabrowski, J., & Marshall, T. R. (2019). Choice & relevancy: Autonomy and personalization in assignments help motivate and engage students. Principal, 98(3), 10–13.

Schuler, J. (2019). How powerful use of technology can increase student engagement. Digital Promise. https://digitalpromise.org/2019/01/15/powerful-use-technology-can-increase-student-engagement/