Introduction

The common goal of all educators is to meet the needs of all learners that enter

their classroom each day. “Differentiating Instruction” is a buzzword of education these

days. Formally defined, “At its most basic level, differentiation consists of the efforts of

teachers to respond to variance among learners in the classroom. Whenever a teacher

reaches out to an individual or small group to vary his or her teaching in order to create

the best learning experience possible, that teacher is differentiating instruction (Reading

Rockets)”.

Additionally, there has been a significant rise in the use of technology, both in

society, and within the classroom in recent years. A large majority of students entering

kindergarten already know how to use an iPad or a smartphone. These skills are

definitely important, as society now depends on the inter-connectedness that

technology can provide. Students need to be able to use various technologies to keep

up on current events, obtain research skills, and communicate (like completing a

fully-online college course). “Many government and business leaders believe that

technology, thoughtfully integrated into the curriculum, will provide students with the

skills necessary to compete and survive in the twenty-first century (Fabry, Higgs,

1997)”. So it is necessary that these technologies be integrated into the classroom and

these skills be taught.

Naturally, it makes sense to mesh these necessities of differentiating instruction

and use of technology. A lesson can be taught, then students can make use of

educational software to receive differentiated instruction at their exact level. This is

something a teacher would never be able to do in a single day without technology when

there is one of them and upwards of 30 students in a single elementary classroom.

While this seems like a utopia, and is definitely possible, is it really what is best for

students? Here is where the problem lies: what really ​is​ the perfect balance in

differententiating instruction with direct instruction and technology? What is beneficial to

students and what is ​too much​? A teacher’s goal should always be to meet the needs of

all the diverse learners to enter a classroom. More than just the academic needs, a

student’s socioemotional, physical, and pscyhologocial needs must be taken into

account. Therefore, the overuse of technology within the classroom for improper

reasons must be addressed by teacher leaders in order to do what’s best for students.

Research

Since the rise in the development and use of technology, there have been many

studies that look at the links between childhood technology use and aspects of child

development. Kulm (2007) states, “Technology development and implementation has

always outrun the opportunity to do careful research on its effects. Even when

technology appears to work well and have positive effects economically or seems to be

more efficient, the longer term effects on learning science and mathematics are difficult

to determine. As we use technology in our own classes for future educators and

encourage them to do the same with K-12 students, we also should pay attention to our

responsibility as researchers. Approaches to collecting data and evidence of the effects

on our students should be as important as our creative thinking about ideas for
applications of new technologies.” “Furthermore, with the dramatically rapid

development of media games, learning packages, and educational applications for

young children, opportunities for using mobile devices have been growing, children’s

usage time has become increasingly longer, and child target users of mobile devices

are becoming younger (Hosokawa, Katsura, 2018).” Additionally, Schmid (2008) found,

“However, research has also shown that multiple representations of information do not

always help learning (e.g. Seufert, 2003, Sakar and Ercetin, 2005). In fact, several

authors have claimed that the use of multimedia materials might, under certain

circumstances, even hinder learning.” These statements, in addition to multiple others

across various studies prove that the use of technology with elementary students must

be authentic and intentional. While technology related skills are necessary to learn, and

the use of educational software has a multitude of benefits, it must not be overused.

The use of technology in replacement of direct instruction must be well-thought and

intentional in order to be beneficial to meeting a diverse learner’s needs.

Solution

“Effective use of technology in educational environments and its successful

integration increases the productivity of instructional processes. Constant and

good-quality support supposed to be provided for teachers is quite important for

technology use in educational environments (Eristi, Kurt, 2012)”. Additionally, “Using

technology effectively in administrative activities could provide more access to

information resources, lead to innovative administrative approaches and also increase

administrative efficiency (Picciano, 1998, p. 27)”. Therefore, the use of technology

within the elementary classroom must be thoroughly thought out before implementation.

In order to do so, teachers can do these select things to ensure their use of educational

technology is beneficial to their diverse learners.

Carefully choose appropriate technological software that integrates

curriculum and provides data. ​By choosing the appropriate technology, teachers have

opportunities to change and adapt curriculum in different ways or to improve the quality

of classroom activities. However, “technology use is not about the hardware, internet

connections and so on. What is important is how the technology is integrated with the

instructional program” (Bennett & Everhart, 2003). Chosen technology should

supplement district curriculum while providing feedback to the classroom teacher as

students use it. This changes simply technology use into informal assessment and data

collection, both of which can drive further direct instruction. Without integrating

curriculum or collecting data, student use of technology is not effective in further

instruction and therefore, not beneficial in the classroom.

Be familiar with implemented technology before it’s use in the classroom.

While it may seem overwhelming to be introduced to new technologies at a rapidly

advancing rate, whether it be from a school district or from outside sources, it is utterly

important that the classroom teacher be familiar with the technology being implemented

within the classroom. Unfamiliarity leads to inefficient use and therefore, it would not be

beneficial to students. “However, the use of technology to promote higher-order learning

can only occur when classroom teachers are trained to embrace new technologies and

blend them intelligently into their curricula (Kulik, 2003).

Be flexible and willing to adapt to new technologies. ​As previously stated,

technologies within society, and within the classroom, are always advancing based on

new research and discoveries. Therefore, in order for teachers to continue

implementing best practices, they must be willing to implement these technologies

changes within the classroom. Canavan (2018) states, “Be flexible, based on surface

versus deep learning. Utilize the fact that technology should allow you to easily

differentiate content, so students can work at their own level and progress accordingly.”

If teachers are well prepared and flexible with technology implementation, deeper

learner at a differentiated level will occur for students.

Conclusion

In conclusion, technology ​can​ be beneficial to students within the classroom as

long as it is used thoughtfully and effectively. “Effective technology use should allow

independent or collaborative learning to happen in a more interesting and engaging way

than teaching in the pre-technology era ever could. This should also remove the need

for an overemphasis on direct teaching and should allow you to facilitate within the

classroom more than you ever would normally have done in the past. When students

take ownership of their learning, their focus and effort increase enormously, so effective

technology should allow students to work independently and enable you to provide

support and guidance easily and regularly (Canavan, 2018).” By implementing

technology effectively to differentiate instruction within the classroom, teachers might

just reach that utopia we hope for.

 References

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elements. Teacher Librarian,31(1), 22–26

Eristi, S., & Kurt, A. (2012). Teachers’ Views about Effective Use of Technology in
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Education: Current Status. ​Journal of Educational Computing Research,​ 17(4),
385–395. https://doi.org/10.2190/C770-AWA1-CMQR-YTYV

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