Differentiated Instruction Using Educational Technology

Differentiated instruction using technology is not a new topic it is now recognized to be an important tool for engaging students and addressing the individual needs of all students. Differentiating instruction is also an essential tool for integrating technology into classroom activities. The most difficult and least effective way to integrate technology is to consistently take all students in to the computer lab to work on the same activities at the same time, and this may well be true for many other subjects. This is not to say that some activities are not appropriate for all students at some times. In the interest of expediency, it is sometimes most appropriate to conduct some whole group instruction. What is important is to recognize that this is just one of many strategies and it is most effective when used at the appropriate time for common needs such as the introduction to a new learning unit.
Marian Diamond (2006) discusses ways to differentiate instruction using technology:
1. Differentiating the Content/Topic
Content can be described as the knowledge, skills and attitudes we want children to learn. Differentiating content requires that students are pre-tested so the teacher can identify the students who do not require direct instruction. Students demonstrating understanding of the concept can skip the instruction step and proceed to apply the concepts to the task of solving a problem. This strategy is often referred to as compacting the curriculum. Another way to differentiate content is simply to permit the apt student to accelerate their rate of progress. They can work ahead independently on some projects, i.e. they cover the content faster than their peers.
2. Differentiating the Process/Activities
Differentiating the processes means varying learning activities or strategies to provide appropriate methods for students to explore the concepts. It is important to give students alternative paths to manipulate the ideas embedded within the concept. For example students may use maps, diagrams or charts to display their comprehension of concepts covered. Varying the complexity of the graphic organizer can very effectively facilitate differing levels of cognitive processing for students of differing ability.
3. Differentiating the Product
Students working below grade level may have reduced performance expectations, while students above grade level may be asked to produce work that requires more complex or more advanced thinking. There are many sources of alternative product ideas available to teachers. However sometimes it is motivating for students to be offered choice of.
4. Diffferentiating By Manipulating The Environment or Through Accommodating Individual Learning Styles