Technology tools that allows teacher to differentiate
by content
Method
1: Poll Everywhere - https://www.polleverywhere.com/
How
method utilizes technology to differentiate content:
Paz (2017) Poll Everywhere is an audience response
system using mobile phones, Twitter, and the web in place of clickers (Paz,
2017).The Poll Everywhere software allows teachers to engage learners, by
creating questions that allows students to use their mobile devices to respond
using text or pictures. According to Deng (2019) the use of modern technologies
has positive effect when learning assessment tools include student response
systems like Poll Everywhere (Deng, 2019). This technology tool “encourages
questions and class discussions” (Paz, 2017) and provides an alternative for
those students who may not be comfortable with speaking in class and also for
those learners with hearing impairment.
Units of
study where this method could be incorporated:
This tool can be used in my information technology to
engage students in discussions on specific concepts. This tool can be useful to
differentiate lesson content as this approach to differentiating lesson, allows
teacher to see how well students are understanding material (Rich, 2017).
References:
Rich, J. (2017, December 14). Polling Students to Check
Understanding. Retrieved from https://www.edutopia.org/article/polling-students-check-understanding
Paz, V. (2017). Innovative New Apps and Uses for the
Accounting Classroom. Journal of Emerging Technologies in Accounting, 14(1),
63–75. https://doi-org.ezp.waldenulibrary.org/10.2308/jeta-51653
Deng, L. ldeng@ewu. ed. (2019). Assess and engage: How
Poll Everywhere can make learning meaningful again for millennial library
users. Journal of Electronic Resources Librarianship, 31(2), 55–65.
https://doi-org.ezp.waldenulibrary.org/10.1080/1941126X.2019.1597437
Method
2: Khan Academy - www.khanacademy.org
How
method utilizes technology to differentiate content:
Khan Academy is a very valuable resource for students
of all ages and those needing remedial education (Severance, 2015). It is able to differentiate content as, it
is a self-paced tool that provides students with videos, practice exercises and
assessments on various topics.
Units of study where this method could be
incorporated:
This can be used to present lesson concepts and
activities to students in varied and multiple ways. This can be used in my
information technology class, throughout the entire course unit as students are
able to use the videos and lessons on Khan Academy to help reinforce concepts
taught in class.
References:
Severance, C. (2015). Khan Academy and Computer
Science. Computer (00189162), 48(1), 14–15. https://doi-org.ezp.waldenulibrary.org/10.1109/MC.2015.18
Method
3: YouTube Videos – www.YouTube.com
How
method utilizes technology to differentiate content:
This aids in allowing learners to understand concepts
being taught. Learners with varied learning diversities, for e.g. my visual,
auditory, independent learners etc, can access lessons in video format at their
own pace, and are able to stop, pause and replay what is presented to them. YouTube
has been described as a source for public education and for enhancing
discussion (Azer et. al, 2018).
Units of
study where this method could be incorporated:
This can be used to provide students with visual demonstration
of how they can use productivity tools such Microsoft Excel, Microsoft Access,
Microsoft Office etc. The use of the videos according to Azer et. al (2018) can
be used to stimulate discussions and generate new insights (Azer et. al, 2018).
References:
Azer, S.
A., Bokhari, R. A., AlSaleh, G. S., Alabdulaaly, M. M., Ateeq, K. I., Guerrero,
A. P. S., & Azer, S. (2018). Experience of parents of children with autism
on YouTube: are there educationally useful videos? Informatics for Health &
Social Care, 43(3), 219–233. https://doi-org.ezp.waldenulibrary.org/10.1080/17538157.2018.1431238
Method 4: Canva
https://www.canva.com/create/storyboards/
How
method utilizes technology to differentiate content:
Creating storyboard through Canva allows students to
create graphics, presentations, posters etc. Storyboards are expressed using illustrations
and simple texts (Fujino et. al, 2019). However, creating a storyboard with
Canva allows student are able to work together to designing, and share their
work. It allows the teacher to view and provide feedback on work done by
students.
Units of study where this method could be
incorporated:
This tool can be used in my information technology
class to present concepts to students in a graphical format using storyboards
so as to deepen their understanding.
References:
Fujino,
S., Hatanaka, T., Mori, N., & Matsumoto, K. (2019). Evolutionary deep
learning based on deep convolutional neural network for anime storyboard
recognition. Neurocomputing, 338, 393–398. https://doi-org.ezp.waldenulibrary.org/10.1016/j.neucom.2018.05.124
Method
5: Google classroom
Classroom.google.com
How
method utilizes technology to differentiate content:
Google classroom is integrated with social media, Google
Form, Google Drive, Google Doc, Google Slides, etc (Ramadhani et. al, 2019).
Therefore, through this google classroom platform, the teacher is able to
differentiate content by creating lesson activities and assignments and make
them easily accessible to students online. Students are also able to upload
assignments and the teacher is also able communicate and provide them with
feedback on their assignments.
Units of study where this method could be
incorporated:
This technology tool can be used throughout my
information technology syllabus. I am able to allow students to complete and
upload lesson activities using the technology tool. The students’ should be able to use the skill learned
from the lesson activity “to understand key principles” (Tomlinson, 2014, p.71).
References:
Ramadhani,
R. rahmiramadhani3@gmail. co., UMAM, R. egk71822@kwansei. ac. j., ABDURRAHMAN,
A. abdurrahman. 1968@fkip. unila. ac. i., & SYAZALI, M. muhamadsyazali@radenintan.
ac. i. (2019). The Effect of Flipped-Problem Based Learning Model Integrated
with LMS-Google Classroom for Senior High School Students. Journal for the
Education of Gifted Young Scientists, 7(2), 137–158. https://doi-org.ezp.waldenulibrary.org/10.17478/jegys.548350
Tomlinson,
C. A. (2014). The differentiated classroom: Responding to the needs of all
learners (2nd ed.). Alexandria, VA: ASCD.
Method 6: Quizlet – www.quizlet.com
How
method utilizes technology to differentiate content:
Quizlet is one of the most widely used flashcard
systems available, that also lets teachers create and share instructional
videos (Dizon, 2016). Quizlet can be
used to differentiate lesson by allowing students to participate in activities
and also use the platform to help them study concepts they were previously
taught.
Units of study where this method could be
incorporated:
This tool can be
incorporated within my information technology lessons. By allowing students to
use the Quizlet platform to help them reinforce concepts through flash cards.
References:
Dizon,
G. (2016). Quizlet in the EFL Classroom: Enhancing Academic Vocabulary
Acquisition of Japanese University Students. Teaching English with Technology,
16(2), 40–56.
Technology tools that allows teacher to differentiate
by process
Method 1: Graphic Organizers
How
method utilizes technology to differentiate process:
This method can be used to differentiate lesson process
as, graphic organizers can be used to arrange information about a topic based
on the patterns and relationships that exist and applying a label to identify
that relationship (Cummins et. al, 2015). It allows the students to learn the
concepts by visualising and grouping ideas and information so as to get a
better understanding of concepts being taught
Units of study where this method could be
incorporated:
I am able to use this tool in my information technology
class, by grouping students and allowing them to use graphic organizers to demonstrate
their understanding of input devices, output and storage devices.
References:
Cummins,
C. carrice@latech. ed., Kimbell-Lopez, K. kklopez@latech. ed., & Manning,
E. lmanning@latech. ed. (2015). Graphic Organizers: Understanding the Basics. California
Reader, 49(1), 14–22.
Method 2: Kahoot
How
method utilizes technology to differentiate process:
Kahoot offers a free student response platform
resembling a trivia game (Plump & LaRosa, 2017). This tool can be used to differentiate lesson
process as teachers are able to use it to create game-based quizzes,
discussions, and surveys (Plump & LaRosa, 2017). Teachers are also able to
construct questions to cater to the diverse learner needs.
Units of
study where this method could be incorporated:
I can use this game within my lessons when teaching
students about computer hardware, as a formative assessment. The questions can
be tiered so that students at different levels are able to participate.
References:
Plump,
C. M., & LaRosa, J. (2017). Using Kahoot! In the Classroom to Create
Engagement and Active Learning: A Game-Based Technology Solution for eLearning
Novices. Management Teaching Review, 2(2), 151–158.
Method 3: BrainPOP
http://www.brainpop.com
How
method utilizes technology to differentiate process:
BrainPOP contains short movies on various subject areas
followed by a quiz. This is an ideal tool for students who lack strong auditory
skills and may be struggling with language acquisition (Joyce Public School,
2014). Therefore this technology tool
can be used to different lesson process by allowing students to “make sense of
an idea in a preferred way of learning (Using Technology to Differentiate by
Process, 2007) as they are able to watch videos and participate in activities.
Units of study where this method could be
incorporated:
This tool can be used in my information technology
class to allow students to watch movie on the topic being taught and complete
the quiz questions, so that they can gain knowledge to understand the concept
being taught.
References:
Joyce
Public School (2014). Improving Academic Success With BrainPOP Among a Multi-Lingual
Student Population in Canada [PDF File]. Retrieved from
https://cdn-educators.brainpop.com/wp-content/uploads/2014/02/121885_case_study-joyce.pdf
CHAPTER
6: Using Technology to Differentiate by Process. (2007). In Differentiating
Instruction with Technology in K-5 Classrooms (p. 111).
Method 4: Choice boards / Tic-tac-toe board
How
method utilizes technology to differentiate process:
Choice boards are well-suited to dealing with readiness
and interest differences among students (Tomlinson, 2014). Choice boards such
as the Tic-tac-toe, can be used to allow students to show what they are
learning through variety of activities that they are able to choose from.
Units of study where this method could be
incorporated:
I am able to use this method in my lesson, to create
specific task for students to choose and show what they know, understand and
are able to do during the lesson.
References:
Tomlinson, C. A. (2014). The differentiated classroom:
Responding to the needs of all learners (2nd ed.). Alexandria, VA: ASCD.
Method 5: Podcast
How
method utilizes technology to differentiate process:
This method can
be used to differentiate by allowing students to listen to lesson topic through
podcasts. Hence it allows students to readily communicate on topic because they
enrich their ideas from listening podcast and connect the topic with their
real-life situation (Ramli & Kurniawan, 2018).
Units of study where this method could be
incorporated:
This can be
incorporated in my lesson, by providing students with a podcasts on a hardware
components of the computer and their purpose for them to listen to and make
notes.
References:
Ramli, A. M., & Kurniawan, E. H. (2018). The Use of
Podcast to Improve Students Listening and Speaking Skills for EFL Learners. Proceedings
of the International Conference on English Language Teaching (ICONELT 2017).
doi: 10.2991/iconelt-17.2018.42
Technology
tools that allows teacher to differentiate by product
Method 1: Prezi - https://prezi.com/
How
method utilizes technology to differentiate product:
Prezi allows students to create presentations, using
images, videos etc, it is an “effective learning tool for enhancing their
learning process” (Chou et. al, 2015). In differentiating lesson by product
Students are able to use the tool to show their learning in a variety of ways.
Units of study where this method could be
incorporated:
To incorporate this tool in my lesson, I would have
students work on group activities to use Prezi to create a presentation on hardware
components found inside of the system.
References:
Chou,
Pao-Nan & Chang, Chi-Cheng & Lu, Pei-Fen. (2015). Prezi versus
PowerPoint: The effects of varied digital presentation tools on students’
learning performance. Computers & Education. 91. 10.1016/j.compedu.2015.10.020.
Method 2: Powtoon
www.powtoon.com
How
method utilizes technology to differentiate product:
PowToon allows students to create creative
presentations. Therefore, this technology can be used to differentiate lesson
process by giving students a variety of ways to express their undertstanding
(Semaan et. al, 2018). It also allows teachers to craft their own presentations
that meet their students’ needs (Semaan et. al, 2018).
Units of study where this method could be
incorporated:
I am able to use this tool in my learning environment
to allow students to create presentation and graphics, cartoons, animated
images and to create animated videos
References:
Semaan, Charbel & Ismail, Nour. (2018). The effect
of using powtoon on learning english as a foreign language. International
Journal of Current Research. 10. 69262-69265.
Method 3: Blogs
www.blogger.com
How
method utilizes technology to differentiate product:
Blogs can be used to engage learners and differentiate
lesson by allowing students to display and express their learning. In
differentiating by product, blogs allows students to build their own journals
and present knowledge learned or information collected (Figg, 2009).
Units of study where this method could be
incorporated:
I can use this tool in my lesson, by allowing students to
share their learning by producing a collection of computer hardware and
software tools that they can use in their learning. Hence to enhance their technological
skills and deepen their knowledge of the tools.
References:
Figg, Candace & Jaipal - Jamani, Kamini. (2009).
Engaging 21st Century Learners and Differentiating Instruction with Technology.
Teaching and Learning. 5. 10.26522/tl.v5i1.297.
Method 4: Voicethread
https://voicethread.com/
How
method utilizes technology to differentiate content:
VoiceThread allows students to present and share using
videos, recordings etc. According to Mango (2017) it provides voice to learners
by enabling them to participate in asynchronous online forums using audio,
video, and text (Mango, 2017).
Units of study where this method could be
incorporated:
This tool can be
used in my classroom to give my diverse learners the opportunity to present
their understanding of the uses of technology in society through audio, video
and text.
References:
Mango,
Oraib. (2017). The Effects of using VoiceThread on Students’ Listening
Comprehension and Attitudes Toward using VoiceThread. The Journal of the
National Council of Less Commonly Taught Languages. 21. 37-57.
Method 5: Glogster
https://edu.glogster.com/
How
method utilizes technology to differentiate product:
Glogster can be used to enhance learning by allowing
students to creatively produce work using graphics, audio and text. According to Awada & Faour (2018) Glogster
tool encourages students to collect information and to present their findings (Awada
& Faour 2018).
Units of study where this method could be
incorporated:
This tool can be used in my lesson to allow students to
create their own interactive poster to illustrate their learning on concepts
such as computer crimes and computer viruses.
References:
Awada,
G. M., & Faour, K. H. (2018). Effect of Glogster and Cooperative Learning
Differentiated Instruction on Teachers’ Perceptions. Teaching English with
Technology, 18(2), 93–114.
