Annotated Bibliography #5 - Inclusion in the 21st-century classroom: Differentiating with technology

Citation
Hobgood, B., & Ormsby, L. (2011). Inclusion in the 21st-century classroom: differentiating with technology. Retrieved from http://www.learnnc.org/lp/editions/every-learner/6776

Summary
    This article begins by discussing the many benefits of differentiation for all students as well as the obstacles that teachers may face when implementing differentiation instruction. The article then focuses on differentiating instruction for students with learning disabilities or cultural/linguistic differences, and gifted students through the use of technology.
     The authors emphasize that technology should be integrated into a lesson in order to help students achieve the learning outcome not simply for the sake of doing something new, different, or fun. Two models are offered to assist teachers in using technology effectively in lessons: TPACK and Harris and Hofer's five basic instructional decisions.
     The authors identify two dimensions to differentiation: student dependent (student readiness, interest, and learning profile) and teacher dependent (content, process, product and environment). Teachers can learn to differentiate effectively by understanding the variables that make up student dependent dimension. This can be acquired through the use of a clicker system or other individual response technologies.
     Then, the authors describe ways to differentiate the same content using different technological tools, such as videos, closed captioning, images, screen reading, concept maps, Microsoft Word, Ebooks, and CAST UDL Book Builder. The teacher can use these tools to meet the needs of various students with a wide range of learning difficulties, like ADHD, ELL, or reading and processing difficulties. Teachers can also differentiate the process in which the students learn, such as how the student record information. For example, a student who has difficulty writing can use a word processor to record notes or question answers. Online math manipulatives can be used to help virtual or kinesthetic learners. Students can record learning through various technology products, like blogs, wikis, multimedia presentations, etc. Teachers can differentiate the 'controlled chaos' of a differentiated classroom by allowing students to wear headsets to minimize noise.
   Although differentiation can be difficult to implement, it is worth the time and effort as students' needs begin to be met and growth achieved in all individuals. Technology can be a valuable asset in making differentiation work.

Critical Response
    I appreciated the article and the information on differentiation. I thought the authors provided a lot of wonderful ideas and resources on how to use technology effectively to help meet the needs of all my learners. I was intrigued that the authors noted that although we all know we need to differentiate our lessons, many teachers still do not do it consistently and returned results for each complaint through the publication. While I had heard of TPACK and the five questions to consider, I had not heard about the 2-dimensions of differentiation. This was interesting for me to learn about. I will be more considerate of these dimensions when I plan  my lessons in the future.
   I liked the fact that many of the resources provided are free. However, I did feel the article was still a bit limited in assuming what schools do and do not have. For example, the article only provides one suggestion on student responses for a learning profile: clickers.My school is very poor, so we do not have any type of a clicker system in our school. My classroom only has 2 student computers, so an individual response from each student on a computer then is out of the question.