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Veronica Pinkert
EDU 225
April 5, 2015
Cecilia Szymanski
Section 4: Differentiating Instruction through Technology
Technology is giving teachers more avenues for educating our youth than ever before.
Once upon a time, students were limited in their advancement in the lesson plan. Students would
have to wait for their peers to finish the lesson before that student was able to move forward into
the next lesson. With technology, students are more able to move along at a comfortable pace
without pressure to the other students. As well, students are also able to go at a slower pace if
needed without embarrassment from other students. With technology, the teacher is now free to
walk around and give individualized attention to students who need it. This does not take time
away from the class as they can continue to work. Today, more than ever, students use a great
variety of channels to retrieve information from non-mainstream media and use easily-accessed
technology to produce information (Campbell, Shaing Kwei, Hui-Yin, Duffy, Wolf, 2010, pg.
506). Information is easily accessed now, which is why it is called the information age. People
have access to so much information it can be difficult to sift through the true and the false. Not
only does technology help in the classroom, but at home too. Students can do projects from home
that they start at school or vice versa. Students can now access information that is relevant to
their topic. Students should always exhibit safety procedures when utilizing the internet. Internet
security is an important topic for educators due to curriculums now incorporating tools stich as
the Internet, Google docs, e-portfolios and course management systems (Defranco, 2011, pg.
52). Although utilizing google docs is a great way to help students virtually take homework where
they need it, internet access should be supervised. It is an exciting development in the world of

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education. Virtual classrooms and virtual homework is the newest way of keeping students on
track and minimizing the weight of a backpack. Homework can be accessed from any computer
with internet access and be returned to the teacher all online. Another form of technology that is
now being utilized in classrooms is interactive whiteboards (IWB). These whiteboards are
connected to a projector screen that can be manipulated by the students. Hence, they are
interactive. This allows teachers to utilize a student-centered approach in their classroom with
technology. Math lessons in early childhood should use child-centered practices to develop
childrens conceptual understanding of a variety of topics. However, teachers sometimes use
IWBs merely to complete electronic worksheets or to show examples of problems to be solved
during the lesson (Linder, 2012, pg. 27). IWBs can be used for group work. Students can
develop their answer and put it on an IWB in order to show their work. This allows them to show
their work while receiving feedback during the process. This will allow for less confusion and the
student is the center of the approach. Technology in the classroom is allowing for differentiated
instruction within the classroom like never before. The teacher can utilize technology to
supplement training for children that are behind or ahead of the class. Teachers can now monitor
progress on a computer. Homework is no longer tangible and can be submitted before the student
even gets back to school.

References

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Campbell, T., Shaing Kwei, W., Hui-Yin, H., Duffy, A. M., & Wolf, P. G. (2010). Learning with
Web Tools, Simulations, and Other Technologies in Science Classrooms. Journal Of
Science Education & Technology, 19(5), 505-511. doi:10.1007/s10956-010-9217-8
DeFranco, Joanna F. 2011. "Teaching Internet Security, Safety in Our Classrooms." Techniques:
Connecting Education & Careers 86, no. 5: 52-55. Academic Search Complete,
EBSCOhost (accessed April 5, 2015).
Linder, S. M. (2012). Interactive Whiteboards in Early Childhood Mathematics. YC: Young
Children, 67(3), 26-35.

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