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Technology in
Differentiated Instruction
Cathy Truong
University of New England













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There are few words that can express invaluable nature of the technological resources
that were provided for this module. Firstly, in visiting the kuglin website; I was awestruck by
the Ed-Ted resource tool in which there were deeper questions that are attached to each video.
This is very effective in helping to differentiate instruction in my own classroom for I am
working on a goal of bettering student engagement by asking deeper questions. I find myself
adhering to the curriculum standards (in which I have reworded into child friendly I can
statements so that the learning is apparent to the students) but I must honestly admit that I do not
challenge my advanced learners enough. Thus the deeper questions provided in Ed-Ted
technology service as a constant reminder to provide my advanced, along with my visual,
musical, and verbal learners with differentiated learning opportunities to challenge them so that
they can reach their full learning potential.
Flipping the classroom video had the most profound effect on me as I was honestly
feeling overwhelmed with the immense technology that was out there in which I was not making
use of. As an avid fan of KhanAcademy, learning about the story behind the site gave way to a
phenomenal aha moment where I realized that we must all have to start somewhere, be it a
closet with one computer like that of Khan, or just being exposed to the immense technology that
is available. The most vital factor being that it is a starting point to something that will ultimately
better my instruction to better meet my students interests, readiness, and learning profiles.
Tomlinson also makes a note of the importance of pacing, [b]egin differentiating at a
pace that is comfortable for you[w]ith just a few additional guidelines, these teachers are ready
to move ahead quickly in differentiating instruction. Others who are less experienced or
confident need to move in smaller increments. Theres a strong parallel to students in the
classroom here: Some leap like leopards through a given task, others move at a more measured
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gait. What matters most is that students-and teachers-make progress from their respective
beginning points, not that they all work alike (Tomlinson, 2001, p.33). In my own classroom I
must use this exposure to various technological instructional strategies such as; wikis, podcasts,
webquests, KhanAcadamy, Ed-Ted, etc. to better achieve greater student engagement and to
better enable students to learn at their own pace.
I firmly believe that it is better to adapt instruction in the way that learners can best
benefit from rather than to merely pay dues to one technology only to be jumping from one idea
to the next to barely scratch the surface and not digging deeper to find the great value in what
each technology has to offer. This is perhaps one of the valuable pieces that I have discovered in
the How to.. videos on the Kuglin website as it allows me to see step by step what a
technology entails and the specific steps that I need to engage in so that my students and I can
truly be witness to all that technology has to offer. Just as students vary in pace, I understand
that I must move at my own pace in the sense that I need to start off at the research level and
adopt each piece of technology in a way that I understand so to best offer my students with the
technology that can effectively differentiate their learning.
Tomlinsons thoughts on pacing differentiated instruction/learning (through technology
and other strategies) is also reflected in one of the most influential books that I have ever read,
Cooper`s ``Redefining Fair``. In his book he makes a really interesting and applicable analogy in
terms of the role of the teacher as Cooper compares the traditional models of schooling, to a
stage in the Tour de France where, ``riders compete against each other, against the clock, over
the exact same distance, taking the exact same route. There is only one place on the podium at
the end of each stage`` whereas the role of the educator using technology to differentiate the
learning of the students, should resemble a guided bicycle tour where ``the guide has the route
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for the day`s ride and starts out by leading the way. But the riders dont necessarily stay
together, so throughout the ride, the guide doubles back to check on all the riders. She ensures
that no one is riding alone, that everyone is cycling at his or her own comfort level, and that no
one gets lost or overwhelmed by the terrainsome have taken a different route; some have taken
longer than others to arrive at their destination; but all riders have participated in a ride that is
appropriate to their skill and fitness level`` (Cooper, 2011, p.22). This notion of our role as a
guide is paralleled as Khan states, we kind of view the teacher as a coach or a mentor.
Tomlinson, Cooper, and Khan have all contributed my eagerness (and less panic stricken) to
incorporate a wider range of technology; educational videos, Ed-Ted , WebQuests, wikis, and
online tutorials (linked to deeper questions from the curriculum standards) into my own
classroom so that I am better able to serve as a guide to the students learning at their own
comfort levels and effectively manage the differentiated learning environment.








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REFERENCES
Chapman, C., & King, R. (2012). Differentiated assessment strategies: One tool doesn't fit
all. Thousand Oaks, CA: Corwin Press.
Cooper, Damian. (2011). Redefining fair: How to plan, assess and grade for excellence in
mixed-ability classrooms. Bloomington, IN: Solution Tree Press.
Kuglin, J. (n.d.). John kuglin home page. Retrieved from
www.kuglin.com
Schrock, K. (n.d.). Kathy schrock's guide to everything. Retrieved from
kathyschrock.net
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development.
Unknown. (2009). Differentiated instruction through technology. Retrieved from
http://www.youtube.com/watch?v=NK773OY3puc
Unknown. (n.d.). Educating everybodys children. Retrieved from
http://video.ascd.org/services/player/bcpid1691740663001?bckey=AQ~~,AAAAAmGji
RE~,escbD3Me8-wW7Tz5khHnQOx-H37--
TCe&bclid=1695641040001&bctid=18748384001