Section Four: Differentiating Instruction through Technology

The creation of lesson plans consists of several things, and it is vital that the professor
utilize differentiated instruction when going about creating their lesson plans. Every individual
student learns best through different learning styles, and it is important that professors
acknowledge that fact by incorporating differentiated instruction into their lessons. What
Differentiated Instruction does is exhibits how teacher readies them self, analyzes, and reacts to
the numerous needs a student may have in the classroom. Professors may differentiate instruction
to best suit the needs of their students by modifying what they are educating, the way in which
they pass on their knowledge, and the how students exhibit their growth of knowledge.
Technology would play a major role in differentiated instruction; Technology would provide
professors with ways of modifying the subject matter of their lessons, the way they educate the
lesson, and the way students can exhibit what theyve comprehended and understood.
Differentiate Instruction through Technology
A platform for students to increase their confidence, motivation, knowledge and
comprehension of Mathematics is Gummii. This technology works by modifying itself to the
students individual learning needs through educational games. Although Gummii may appear to
be a gaming platform, it in reality plays the role of a math tutor. It helps educate the students by
using games that require the student to use different forms of mathematics such as addition,
subtraction, and fractions. This technology tool also further increases the effectiveness of parents
engaging their kids with learning experiences through gaming. Virtually every child can
become skilled at math, this is the belief that served as the cause for its creation. Differentiated
instruction is exhibited in this tool, in that Gummii provides students several methods for
learning Math.

ISTE Standards Model digital age work and learning (a., b.) are attributed to the usage of
Gummii because of the collaboration of students, parents, and professors using technology to
support student success, along with demonstrating an increase in knowledge through new
technologies and situations. ISTE standards Engage in professional growth and leadership (a., b.,
c.), along with ISTE standards Facilitate and inspire student learning and creativity (b., c.) are
also standards in which are attributed to the usage of Gummii due to the promotion of engaging
in real world issues and solving authentic problems.
A technology tool to help students with grammar and writing skills, while also
differentiating instruction is No Red Ink. This tool can modify itself so that it may educate every
individual student by creating grammar sentences using the individual students interests.
Differentiated Instruction is exhibited through the adapting it consists of by generating specific
questions based upon the answers the student gets correct or incorrect and exploring into the
things they misunderstand. No Red Ink also aides professors in the types assignments and
quizzes they give out. This tool helps professors generate specific assignments coordinated to
each students interest. A feature called heat maps is also available on No Red Ink for
professors, students, and parents/guardians to track progress. Professors can then use the flow of
the class to make informed decisions that will best help the student and their understanding. The
more information that is made available to professors to analyze, the more informed they will be
when determining the best way to instruct their students.
ISTE Standards Model digital age work and learning (a., b.) are attributed to the usage of
No Red Ink due to the team work required of students, parents, and professors using technology
to support student success, as well as exhibiting an increase in knowledge through new
technologies and situations. ISTE standards Engage in professional growth and leadership (a., b.,

c.), along with ISTE standards Facilitate and inspire student learning and creativity (b., c.). These
standards are attributed to the usage of No Red Ink by the promotion of engaging in real world
issues and solving authentic problems.
An extremely helpful tool for Science professors who require lab reports to be written
and completed by their students is Cast Science Writer. Many students struggle with creating and
completing lab reports in their science classrooms, and Cast Science Writer is a technology tool
that can easily help with that issue. With Cast Science Writer, every part of the science lab report
is divided into smaller sections, thus allowing students to zone in and focus on each piece of the
report at a time. This tool has a feature that allows text to speech so that effectiveness may be
increased, as well as raising the level of interaction and cutting time cost. Students are often
timid or shy because the science vocabulary can be intimidating, however with this feature,
learning the vocabulary could be much more inviting and comfortable for the students. This
feature would also be helpful in teaching students how to properly pronounce the science
vocabulary and how to incorporate the words into sentences. The more the students feel
comfortable and confident, the more they can push themselves and generate more in depth lab
reports.
ISTE standards Engage in professional growth and leadership (a., b., c.), along with ISTE
standards Facilitate and inspire student learning and creativity (b., c.) are the standards in which
are attributed to the usage of Cast Science Writer by the promotion of engaging in real world
issues and solving authentic problems. ISTE Standards Model digital age work and learning (a.,
b.) are also attributed to the usage of Cast Science Writer because of the collaboration of
students, parents, and professors using technology to support student success, along with
demonstrating an increase in knowledge through new technologies and situations.

Strengths and Weaknesses

The pros of differentiating instruction technology are that the students can work at their
own pace and students become more learners and become more motivated to learn the concept
(Doherty, 2014). If a student can be freed from their shell and not feel timid, shy, or afraid of
messing up they become much more interested in the subject and they seek out more knowledge
of that subject matter. The key is that the professor differentiate instruction so that the student
may become more comfortable and self confident with the subject. If a professor uses technology
to bridge that gap, the students will become more eager and excited so they will choose to seek
out more knowledge. Technology provides a way for the student to concentrate on their
particular learning style that helps them learn most effectively. The student-centered classroom
operates on collaboration, project-based learning, technology integration, and plenty of
conversation between students and teachers about learning (Barnes, 2013). The pace in which
lessons are taught would be possible of maintaining as well modifying, so that the speed most
helpful for each individual student is set into action. The cons of differentiating instruction
technology is the lack of technology available in the classroom and student might have to share
(Doherty, 2014). Limited accessibility by all students is a major weakness or con to differentiated
instruction via technology. Some students might have more ease of access to the technology
tools, as well as having more time available to them with these different technologies. In most
cases students would be required to share and collaborate with others in a group format which
they would be able to have at least a small sample size of the technology. This limit could be a
major downside and become more of a difficulty for students.

References:
Barnes, M. (2013, May 13). Five steps to create a progressive, student-centered classroom.
Retrieved November 6, 2015, from http://inservice.ascd.org/five-steps-to-create-a-progressivestudent-centered-classroom/
Doherty, D. (2014, October 5). Differentiating instruction through technology. Retrieved
November 6, 2015, from http://teachingtechforfun.weebly.com/blog/-differentiating-instructionthrough-technology