Technology Use in Differentiated Instruction

Using and incorporating the wide variety of technology we have been introduced to in our TED class would be a great way to have differentiated instruction in the product of students’ work. Many of the technological tools, such as Glogster and Animoto, meet multiple of the different learning needs of students. Creating video, imagery, and audio clips would greatly benefit auditory and visual learners.

For example, in my unit on poetry I could have students create a Glog, which is an online poster that uses video, images, text, and audio, to serve as a sort of backdrop or background for their poetic performance. This would allow students to express their poetry in ways that go beyond written text. Students could use, instrumental music or powerful imagery to enhance their poems. The art of “performing” poetry in and of itself is a kind of differentiated assessment, for students can present their works in any way they see fit.

Another way technology could be used for differentiated instruction is through the tic-tac-toe method. By providing students with multiple forms of technology, they would be able to choose which one they like best. This would take student interest into account and would give them a sense of freedom or power (which may make the project more attractive to them).

I strongly believe that technology can be implemented into the D.I. process as well. Showing students movies, having them listen to songs, and promoting group discussion through blogs are all excellent ways to meet the various learning needs of our students. We have all seen firsthand how effective these techniques are and how they can really pique interest and engagement. Therefore, I think it is essential we attempt to replicate this “learning community through technology” into our future classrooms.