This RAFT Card is designed for ____ grade level.
RAFT Row 1
Objective: Able to differentiate various technological methods that can be used for differentiated learning in a classroom.
Audience: Importantly can be used by teachers to enhance their skills in student empowerment.
Format: Informative blog report.
Directions: Visit the website in search of detailed information about differentiated learning through the use of technology.
Resources: https://sunrisestarsschool.wordpress.com/2014/11/10/raft/
RAFT Row 2
Objective: Enhance the skills of various students through technology, especially in understanding a concept.
Audience: Students, parents, and teachers.
Format: Informative podcast report.
Directions: Ask different pupils to identify various channels that they are comfortable to use as a source of information.
Resources: Read books in the school library that cover the concept of differentiated learning through technology.
RAFT Row 3
Objective: To get various teachers and tutors to use differentiating instruction through technology in their classroom.
Audience: Other Teachers, Researchers, and Self
Format: Blog
Directions: Visit Websites and read journal and other blog articles of Differentiating instruction through technology.
Resources: http://theresafarkas.weebly.com/blog/differentiating-instruction-through-technology-of-the-comprehensive-classroom-technology-plan
Section Four: Differentiating Instruction through Technology
Introduction
The advancement in technology has made work easier in every dimension of the human life. Education wise, students and pupils are now able to grasp substantial knowledge on various concept of life by applying numerous educative tools that have been established with the development of technology (Baumgartner, Lipowski & Rush, 2003). Teachers are left with the task of updating their technological knowledge in order to meet the extensive demand for knowledge. Unlike before when students were required to listen to their tutors once without appropriate method for revisiting the lesson, various tools have been developed to ascertain that every student, average, poor, and excelling, has the means to access any information repeatedly until they get the concept. The purpose of this paper is to address differentiating instruction in a classroom through technology, it’s pros and cons, and the type of tools that are helpful to the pupil.
Classroom Email and WhatsApp Group
A password protected classroom email and a WhatsApp group are the two most important channels that can be used by the teacher to air different instruction to pupils across all levels. Given that a kindergarten child is capable of effectively using electronic devices, there is no telling what they can achieve. Particularly, a WhatsApp group can be used by certain student to post questions and concepts that are quite difficult to them, thus enhancing their knowledge. Also, teachers can use the avenue to post relevant information, diagrams, and figures that will be accessible to all the children in the group. In such a forum, all categories of students are likely to benefit by asking question and getting answers, not to mention the fact that they can access the data posted for as many times as they want. In addition, an individual classroom email address can be used by the tutor to post explanations, instructions, notes, and so on. The approach enable every student to access the information posted, enabling them to do personal studies. Unlike what is taught in the classroom, and easy to forget, emails are applicable and relevant for future reference. Classroom Email and WhatsApp group are applicable to ISTE standards because students use these avenues to gather information for personal knowledge and skills (ISTE, 2016).
Makers for Presentation
Makers such as PowerPoint Presentation can be applied by individual student to test their skills and abilities after being taught by their teacher. In this regard, the tutor coaches the pupils and allows them to apply the knowledge personally (Coyne et al., 2004). The makers are well connected to ISTE standards on the basis that they are student centered, allowing the young student to improve their skills and enhancing creativity and innovativeness (ISTE, 2016).
Power My Learning
The tool is effectively employed in lower classes such as kindergarten to assist the tutor to issue tutorials, academic games and videos that will help a child to engage creatively, innovatively, and critically in academics. During individual assessment, the teacher is able to identify the performance of one particular child or a group of children. With that information, the tutor then decides whether or not to give another tool or assignment to the pupil. In this regards, the activities and playlist involved in the tool aligns it with ISTE standards (ISTE, 2016). For instance, the tool enables children to create activities, find solutions, and execute projects.
Pros and Cons
Using technology to differentiate instruction when teaching a kindergarten child is both advantageous and disadvantageous. On the positive side, the approach enables young pupils to access and use the internet at a young age, not to mention the exposure to different learning styles (Smith & Throne, 2007). For instance, technology enables a child to study using visual, audio, and other means of learning. Most importantly, the method enables concerned tutors to meet the needs of every child through assessment and individual participation. On the other hand, employing technology to differentiate instruction can be time consuming because the teacher has to monitor every pupil individually. In addition, some of the students are likely to experience difficulties, especially when it comes to using electronic devices.
Concluding Paragraph
In essence, differentiating instruction through technology can be quite beneficial to young children because teachers are able to access them at a personal note. Presentation makers, email, WhatsApp, and Power My Learning are a few of the many tools that can be applied by tutors to ensure no child is left behind in academics. As long as the child is interested and motivated to learn, these tools will improve the personal understanding every child across all topics taught by their tutor.
References
Baumgartner, T., Lipowski, M. B., & Rush, C. (2003). Increasing Reading Achievement of Primary and Middle School Students through Differentiated Instruction.
Coyne, M. D., Kame'enui, E. J., Simmons, D. C., & Harn, B. A. (2004). Beginning Reading Intervention as Inoculation or Insulin First-Grade Reading Performance of Strong Responders to Kindergarten Intervention. Journal of Learning Disabilities, 37(2), 90-104.
ISTE. (2016). For Students 2016. Retrieved from https://www.iste.org/standards/standards/for-students-2016
Smith, G. E., Throne, S., & International Society for Technology in Education. (2007). Differentiating instruction with technology in K-5 classrooms. Eugene, Or: International Society for Technology in Education.
