In the fast paced 21st century environment technology and resources are constantly changing to meet the needs of a vast and diverse population of people. While these changes are happening at a lighting pace, educational resources and systems are not moving fast enough to catch up. Stuck in policy, funding and resources the modern education system often finds it’s self behind the times. Despite the disparity, there are many of ways schools and teachers can use current readily accessible technology resources to help create a more inclusive and adaptive classroom. These simple and widely available technologies including, the Internet, Microsoft word, and other free school software such as inspiration, can be used to modify teaching and learning. The key to using this technology is just simply giving teachers the knowledge to use these technologies to their benefit.
Technology’s biggest attribute is its ability to differentiate instruction. In an article written by
Lisa Wahl and Julie Duffield, entitled “Using Flexible Technology” differentiated instruction is defined as the following:
“Tomlinson defines differentiating instruction as giving students multiple options for taking in information, for making sense of ideas, and for expressing what they learn. In other words, a differentiated classroom provides different avenues for students to acquire content, process ideas, and demonstrate their understanding.”
The simple truth is school districts need to take advantage of simple pre-existing technology such as word processors and graphic software’s that improve upon pen and paper tools that are currently being used. Schools can bring an outside specialist in to train teachers, use school Technology Directors to host workshops, or simple use web resources and sites such as Technology Tips for Diversified Instruction.
Four of the simple tools readily available include:
1. Talking text- used to challenge students at a high reading level, or to advance students on lower reading levels.
2. Web Resources- electronic libraries, customized worksheets and lesson plans that are altered from existing documents on the web and adapted for groups or individual students.
3. Graphic Organizers- organize thoughts and are able to create differentiated handouts to students of all abilities.
4. Word Processors- can be used as an editing tool to engage students in their writing. Can also adjust grammar settings to show specific mistakes or not show specific mistakes. This is a way of customizing students lessons and challenge or modify lessons for all abilities.
For Art education, this means that some of the high level thinking skills, such as writing and discussing art, looking critically at historic and contemporary artists, writing personal artist statements, and developing conceptual ideas can all be done using simple technology that caters to the needs of a diverse range of students.
Resources:
WestEd TechPlan Toolkit at http://rtecexchange.edgateway.net/cs/rtecp/view/rtec_str/9.
Flexible Technology http://www.wested.org/cs/we/view/rs/763
Good points Alicia. Its sometimes shocking to me to see this unused technology in classrooms all the time. On extreme levels, I've seen classrooms with SmartBoards installed, where teachers simply choose to ignore it. But there are also those classrooms with 1 or 2 student computers, wherein this basic technology can be used to enforce, review, or enrich concepts. This pre-existing technology is all-to-often an unused asset. That being said, I absolutely agree with you that PD sessions with technology specialists would be greatly beneficial. However at the same time, there is the ongoing struggle between educational philosophies and ones comfort of use, that prevent a teacher from using this technology in the classroom (especially among "digital immigrants").
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