Differentiating Instruction through Technology

Introduction
When discussing differentiating instruction one must first understand that all children
develop at different rates and learn in different ways. Some students learn best when lessons are
taught in a visual way these students would be considered visual-spatial learners. Other students
may learn best by through the spoken word or music these students would be auditory learners.
Still others comprehend better by being able to actually work manually on a project these
students would be considered kinesthetic learners. Teaching in todays classroom calls for
teachers to be able to differentiate different learning styles and use technology to help meet the
individual needs of their students.
Technology to Differentiate Instruction
Interactive White boards: Using an interactive whiteboard can be an effective way to teach a
variety of students with a variety of learning styles, however, for the visual learner this
technology can be very effective. According to Robert J. Marzano, in an article entitled Teaching
with Interactive Whiteboards (2009), having the ability to use graphics and other visuals such as
video clips and pictures, can increase learning by sixteen percent over classrooms without smart
board technology. Teaching a lesson that is infused with videos and graphics that are projected on
a board not only keeps students attentive but also allows the teacher to be more creative with
their instructional approach.
Voxopop: Voxopop is a voiced based learning system where a student or teacher can create a
voice based message board. For auditory learners being able to record and listen to what they are
going to write is a good way for them to prewrite a paper or gather research and compile sources.

By setting up a message board students are allowed the opportunity to share voice recordings of
assignments and collaborate on projects. Voxopop can also be valuable in the later stage of the
writing process by giving students and teachers an alternative to face- to- face conferencing and
facilitating the peer review process (Leopold, 2012). Being able to use voice based technology
can be an asset in the classroom and allow students to interact in a way that is both efficient and
memorable.
Interactives Spelling Bee: Found on learner.org this interactive tool is perfect for the kinesthetic
learner. The kinesthetic learner is in their element when they are manipulating a key board
working a mouse or engaging in a physical activity. As opposed to putting words on a piece of
paper and expecting the student to memorize the words and spell them correctly on a test this
tool requires the kinesthetic learner to listen to a story and spell the missing words in the box
provided for them. Because kinesthetic learners prefer to learn from experiencing real or
simulated environments using senses such as taste touch and smell (Fleming, as cited in Ates &
Altun, 2008) this interactive tool is perfect for capturing and keeping their attention.
Pros and Cons
The biggest benefit of differentiating education using technology is the ability of teachers
to accommodate a variety of learning styles without feeling the need to clone themselves in order
to do so. According to an article entitled; Differentiating Instruction Using Technology: Meeting
the Diverse Need of Students (2008), the strategic use of technology in the classroom can
provide the tools and resources needed to accommodate a students strengths and weaknesses
and facilitate student success. Some of the drawbacks are lack of technology in the classroom
and lack of training for the teachers who are now responsible for showing the students how to

use the technology, monitoring the use of the technology, and doing tech support while trying to
teach all at the same time.
Concluding Paragraph
Differentiating education is difficult whether you go about it the old fashioned way or use
technology to help enhance the process. Even though trying to identify and accommodate
individual learning styles in the classroom may appear to look like an insurmountable task
technology can help lighten the burden for teachers and engaged the students in a way that suits
his or her individual needs. Whether a student is a visual learner, an auditory learner or even a
kinesthetic learner there is a technology that can be used to enhance their educational experience.
However, technology in the classroom is only useful and effective if the teacher is trained
properly in the use and scope of the technology that is being provided. State Lawmakers, and in
turn school districts, tend to push new technology on their teachers without the training
necessary to use it. In many cases the usefulness of said technology is banished to the corner of
the room where it gathers dust and classrooms continue to operate as they have in the past.
Differentiating education through technology is a path that will lead to a greater understanding of
students needs and a better ability to meet those needs, but only if teachers are given the support
they need in which to guide their students down that path.

References:
Ate, A., & Altun, E. (2008). Learning Styles and Preferences for Students of Computer
Education and Instructional Technologies. Eurasian Journal Of Educational Research
(EJER), (30), 1-16.
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=ehh&AN=48805552&site=ehost-live&scope=site
Differentiating Instruction Using Technology: Meeting the Diverse Needs of Students.
(2008). Special Education Technology Practice, 10(1), 21-26.
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=ehh&AN=31878472&site=eds-live&scope=site
Interactives Spelling Bee. Retrieved from www.learner.org/interactives/spelling/spelling.html?
s=g11-12
Leopold, L. (2012). Prewriting Tasks for Auditory, Visual, and Kinesthetic Learners. TESL
Canada Journal, 29(2), 96-102.
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ981503&site=eds-live&scope=site
Marzano, R. J. (2009). Teaching with Interactive Whiteboards. Educational Leadership, 67(3),
80-82. http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=45003402&site=eds-live&scope=site