As classroom teachers we all face with the responsibility of meeting the diverse needs of our students. This course has as its main theme to provide teachers with the tools to think about and implement strategies to use technology to meet the needs of all students. The course opened with discussions on the benefits of technology in meeting the needs of diverse learners. Among the many benefits, Throne & Smith (2009) highlighted the important roles that technology can play to personalize learning by bridging the gap between the content and students learning preferences. They also suggested that technology can engage all students as it enables them to connect with the real world in a fun and informative manner.
This course provided teachers with systematic approach to using technology to meet the needs of diverse learners. The first step points teachers to the need to know their students. In particular, their learning styles, readiness, interest and intelligence preferences. Technology offers teachers many survey options that they can use to assess their students. The results of technological surveys must be confirmed by careful observation and continuous monitoring and re-assessment. The second step guide teachers to customize their curriculum. Mc Laughlin (2010) suggested to teachers to build maximum flexibility into the curriculum with the view to provide every student with maximum opportunities to learn the material. The final step in the processes is to link the students to the curriculum. This is where technology offers its greatest advantage to reaching and engaging all learners.
This course has pointed me to several ways that I can intentionally respond to the diverse needs of my students through the use of technology. I have adjusted all my teaching by using multiple modalities in each of my lessons. Multiple modalities give me the option of differentiating the product, process or content of learning according to the learning styles, interest or readiness of my students (Tomlinson, 2009). I have started using technology to support students’ recognition by offering them various ways of receiving sensory information: varying font size and color, pictures, sound, moving images, video are some of the tool used. In addition, students are encouraged to use internet research tools to acquire background and other readiness information. I have also commenced thinking and using technology to support my students’ strategic networks. I have guided my students to use the technological resources to plan and organize their ideas through the use of concept maps and graphic organizers. In addition, learning material is customized so that students can use technological resources to work on task at their pace and interest. They are also guided to use multi-media tools such as digital storytelling, windows movie maker, PowerPoint to construct presentation to demonstrate their mastery of content.
Tomlinson (2009) suggested to us that differentiation is not a teaching strategy but an approach to teaching and learning that will benefit all students no matter their gifts, interests, disabilities or learning challenges. It is therefore important for all teachers to think of multiple ways to reach all students using a variety of teaching strategies and modalities. We must always endeavor to maximize our students learning at all times. Technology integration gives us the best option for doing this.
Reference:
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. USA: Corwin Press, INC.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. USA: Laureate Education, INC.
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Retrieved June 18, 2011from http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl
Laureate Education, Inc. (Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Carol Ann Tomlinson, Stephanie Throne and Grace Smith.
Wilder, P. (2011). Strategy guide: Assessing student interest and strengths. Retrieved June 18, 2011 from http://www.readwritethink.org/professional-development/strategy-guides/assessing-student-interests-strengths-30100.html
