Differentiation with Technology

 

Differentiation with Technology

    Technology helps foster a deeper understanding of mathematical concepts, and research has shown that by using technology, students are able to retain more of these concepts and skills (Torres, 2020).  Differentiated instruction with the use of technology offers the opportunity for teachers to engage students in different modalities, while also varying the rate of instruction, complexity levels, and teaching strategies to engage and challenge students (Stanford, Crowe, & Flice, 2010). Technology can also help teachers facilitate an easier, more productive learning experience. It provides additional opportunities for learners to see and interact with different concepts. Students can explore and make discoveries with games, simulations, and digital tools. However, teachers must first ensure that the technology is being used appropriately. They can do this by taking the following steps:

1. Having a conversation: Technology is a part of life. Help students recognize that it’s a privilege to have these tools and that they should use them responsibly. Remember the “Do’s and Don’ts”.

2. Reminding students to be kind: Being respectful is important. Teach students to use the technology in a respectful way.

3. Creating clear instructions: It is helpful to have clear instructions that you can review, model, and have accessible. I post easy, step-by-step instructions on my wall that are color coordinated and include visual icons.

    Therefore, incorporating technology into each day’s lesson is important.  And after reviewing the unit plan from Topic 4, technology was implemented to promote global awareness and ways to practice adding and subtracting. On each of the three days there was an activity added that would help engage the diverse learners in the classroom because they offered different ways to practice adding and subtracting, while promoting globalization. Whether it was counting and adding money from around the world, finding the difference in temperatures from various countries, or solving real word problems that focused on adding or subtracting, students were actively involved in the learning process. Most students enjoy watching videos on YouTube and like moving around while learning. Providing visuals and examples are also helpful because it gives the students a reference on what to do, which can help them feel more confident. Overall, multimedia brings learning to life! Teachers can bring videos, animations, online games, and other media tools into the learning process to help students develop skills and understanding. And it can also help to motivate and excite students about what they are learning. Plus, increased access to technology for math allows for a more customized learning experience. Since no two learners are exactly alike, technology can provide individual students with content and supports that are particularly helpful to their individual needs (Means, 2010).

Day 1	Day 2	Day 3
Reteach the concept of adding numbers together.   Discuss understanding of adding money together. Watch Video: Counting Coins   Students will login to Math-Aids.com and they will be able to count and add different coins/money from around the world.	Reteach the concept of subtracting numbers.   Watch Video: Subtraction on a Number Line     Students will login to Temperature Map and find the difference between two temperatures that are located in different countries.	Reteach the concepts of adding and subtracting numbers.   Watch Videos: Adding & Subtracting! Addition and Subtraction within 20   Students will login to Math Around the World and they will read word problems that focus on addition or subtraction. Each task card references a different city or country which the student locates on the virtual map after solving the problem.

 

References

Means, B. (2010). Technology and education change: Focus on student learning. Journal of research on technology in education, 42(3), 285-307.

 

Stanford, P., Crowe, M. W., & Flice, H. (2010). Differentiating with technology. Teaching exceptional children plus, 6(4), n4.

 

Torres, C. S. (2020). The implementation of math technology supplemental programs for elementary students (Doctoral dissertation, Walden University).