Introduction
Students vary in many ways including learning disabilities and differences in methods of learning. Assistive technology is a tool used for students with diagnosed learning disabilities and will remain a tool for their education, resulting in Kendra Grant referring to it as “Inclusive Technology” (2008, p.28). To ensure all students learn, depending upon their learning style (visual, audible, and kinesthetic) or disabilities, teachers may use technology to change lessons or integrate tools designed to help meet each students’ needs. Three tools that may be used in any early childhood classroom for the benefit of any student are the Interactive White Board, Smart Table, and Kidspiration, despite the negatives encountered with technology in the classroom.
Technology to Differentiate Instruction
Interactive White Board: The Interactive White Board, found in many classrooms, allows a teacher to display visuals, for the visual learner, or include interactive activities, catering to the kinesthetic learner. When displaying presentations including audio, such as videos, audible learners benefit as well. Interactive White Boards increase student motivation and engagement (Manny-Ikan, Tikochinski, Zorman & Dagan, 2011). Students may use this tool to meet the ISTE Student Standards (2007) for using simulations to explore complex systems and issues, collaborating with peers, process data, and use critical thinking to identify and solve problems (in interactive activities). I aim to use this wonderful tool to encourage learning in visual and kinesthetic students as well as encourage engagement with different options perhaps for students with learning disabilities.
Smart Table: This incredible interactive tool is designed for young student use due to height and lesson design (Vanderwerf, 2011). Kinesthetic learners may benefit from sliding images of letters, numbers, or others associated with the lesson to follow directions. They would also enjoy the fact that music can be played after completion of a level, which would encourage dancing. Visual learners benefit from the images and audible learners also hear what is produced by this tool. Additionally, it is noted that Smart Tables encourage collaboration and multiple cognitive activities during student discovery (Hatch, 2012). The SMART Table meets the following ISTE Student Standards (2007): using models and simulations to explore complexities, interacting and collaborating with others, locating and synthesizing information, and plan and manage actions to solve a problem. When included in my classroom, I would actually use it as a center with various groups being assigned different level activities or varied activities based on student needs.
Kidspiration and Graphic Organizers: Learners with specific disabilities may benefit from organizing their thoughts and recently taught information using an organizing tool. Visual learners will see the organization and kinesthetic learners may use the tool on to organize the information physically. Kidspiration allows students who cannot write many words to organize the pictures instead of words and the story mapping does improve comprehension for students with specific learning disabilities (Wade, Boon & Spencer, 2010). The use of these technological tools complies with ISTE Student Standards (2007) for applying knowledge to expand ideas, communicate information using technology, organize and analyze information using this form of technology. My use of Kidspiration and graphic organizers will encourage young children to learn using a visual organizational tool, organize information, and complete story maps to encourage analysis of the tool’s contents.
Pros and Cons
The use of technology in differentiation has positives and negatives. Technology affords teachers the chance to engage students differently, vary instruction rates, levels of complexities and challenge students (Stanford, Crowe, & Flice, 2010). It also removes barriers that students encounter through traditional instruction (Grant, 2008). Despite these positives, the limitations of technology in any given classroom as well as the limitations of educator technological knowledge are expected. Educator inexperience with integrating technology could also neglect the curriculum’s standards and distract students. The cost of some technology, such as the SMART Table at $6000 each (Vanderwerf, 2011), could result in one shared unit between multiple classrooms. The use of some forms of technology for special education students makes it easier for other students to identify them and reduce their feeling of inclusion in a regular classroom (Grant, 2008). Despite the drawbacks and in light of the positives, integration of technology for differentiation in education is useful and increasingly commonplace.
Conclusion
Technological tools, such as those examined above, in the hands of technologically literate educators encourage student learning despite the differences in student needs. Each traditional lesson contains issues negatively affecting student learning, which can be overcome with differentiating instruction and technology integrated into the lesson. Interactive White Boards are useful in any classroom, but may be used specifically to meet a student’s needs. SMART Tables, while offering engagement, has the ability to reach each learning style. Kidspiration helps students organize thoughts, ideas, and learned information for increased retention when processing information is a student issue. Student achievement is imperative and including technology to meet every student’s necessities ensures effective instruction.
References
Grant, K. (2008). Inclusive Technology - Tools for Learning. Special Education Technology Practice, 10(4), 27-32. Retrieved June 4, 2015 from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=d821ff50-302b-43b4-9d71-c0b2e7cb36ba%40sessionmgr4001&vid=76&hid=4213
Hatch. (2012, January 24). Hatch’s New WePlaySmart Educational Technology Solution for SMART Tables Builds Social-Emotional Skills in Early Learners. Business Wire (English). Retrieved June 4, 2015 from http://eds.a.ebscohost.com/eds/detail/detail?sid=d821ff50-302b-43b4-9d71-c0b2e7cb36ba%40sessionmgr4001&vid=11&hid=4213&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=bwh&AN=bizwire.c39266633
ISTE Standards for Students. (2007). Retrieved May 4, 2015, from http://www.iste.org/standards/ISTE-standards/standards-for-students
Manny-Ikan, E., Tikochinski, T. B., Zorman, R., & Dagan, O. (2011). Using the Interactive White Board in Teaching and Learning - An Evaluation of the SMART CLASSROOM Pilot Project. Interdisciplinary Journal Of E-Learning & Learning Objects, 7249-273. Retrieved June 4, 2015 from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=d821ff50-302b-43b4-9d71-c0b2e7cb36ba%40sessionmgr4001&vid=16&hid=4213
Stanford, P., Crowe, M. W., & Flice, H. (2010). Differentiating with Technology. Teaching Exceptional Children Plus, 6(4), 1-9. Retrieved June 4, 2015 from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=d821ff50-302b-43b4-9d71-c0b2e7cb36ba%40sessionmgr4001&vid=29&hid=4213
Vanderwerf, L. (2011, May 23). Kindergarteners 'love' new SMART Table. West Central Tribune (Willmar, MN). Retrieved June 4, 2015 from http://eds.a.ebscohost.com/eds/detail/detail?sid=d821ff50-302b-43b4-9d71-c0b2e7cb36ba%40sessionmgr4001&vid=13&hid=4213&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=nfh&AN=2W61012558316
Wade, E., Boon, R. T., & Spencer, V. G. (2010). Use of Kidspiration Software to Enhance the Reading Comprehension of Story Grammar Components for Elementary-Age Students with Specific Learning Disabilities. Learning Disabilities -- A Contemporary Journal, 8(2), 31-41. Retrieved June 4, 2015 from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=d821ff50-302b-43b4-9d71-c0b2e7cb36ba%40sessionmgr4001&vid=66&hid=4213
Students vary in many ways including learning disabilities and differences in methods of learning. Assistive technology is a tool used for students with diagnosed learning disabilities and will remain a tool for their education, resulting in Kendra Grant referring to it as “Inclusive Technology” (2008, p.28). To ensure all students learn, depending upon their learning style (visual, audible, and kinesthetic) or disabilities, teachers may use technology to change lessons or integrate tools designed to help meet each students’ needs. Three tools that may be used in any early childhood classroom for the benefit of any student are the Interactive White Board, Smart Table, and Kidspiration, despite the negatives encountered with technology in the classroom.
Technology to Differentiate Instruction
Interactive White Board: The Interactive White Board, found in many classrooms, allows a teacher to display visuals, for the visual learner, or include interactive activities, catering to the kinesthetic learner. When displaying presentations including audio, such as videos, audible learners benefit as well. Interactive White Boards increase student motivation and engagement (Manny-Ikan, Tikochinski, Zorman & Dagan, 2011). Students may use this tool to meet the ISTE Student Standards (2007) for using simulations to explore complex systems and issues, collaborating with peers, process data, and use critical thinking to identify and solve problems (in interactive activities). I aim to use this wonderful tool to encourage learning in visual and kinesthetic students as well as encourage engagement with different options perhaps for students with learning disabilities.
Smart Table: This incredible interactive tool is designed for young student use due to height and lesson design (Vanderwerf, 2011). Kinesthetic learners may benefit from sliding images of letters, numbers, or others associated with the lesson to follow directions. They would also enjoy the fact that music can be played after completion of a level, which would encourage dancing. Visual learners benefit from the images and audible learners also hear what is produced by this tool. Additionally, it is noted that Smart Tables encourage collaboration and multiple cognitive activities during student discovery (Hatch, 2012). The SMART Table meets the following ISTE Student Standards (2007): using models and simulations to explore complexities, interacting and collaborating with others, locating and synthesizing information, and plan and manage actions to solve a problem. When included in my classroom, I would actually use it as a center with various groups being assigned different level activities or varied activities based on student needs.
Kidspiration and Graphic Organizers: Learners with specific disabilities may benefit from organizing their thoughts and recently taught information using an organizing tool. Visual learners will see the organization and kinesthetic learners may use the tool on to organize the information physically. Kidspiration allows students who cannot write many words to organize the pictures instead of words and the story mapping does improve comprehension for students with specific learning disabilities (Wade, Boon & Spencer, 2010). The use of these technological tools complies with ISTE Student Standards (2007) for applying knowledge to expand ideas, communicate information using technology, organize and analyze information using this form of technology. My use of Kidspiration and graphic organizers will encourage young children to learn using a visual organizational tool, organize information, and complete story maps to encourage analysis of the tool’s contents.
Pros and Cons
The use of technology in differentiation has positives and negatives. Technology affords teachers the chance to engage students differently, vary instruction rates, levels of complexities and challenge students (Stanford, Crowe, & Flice, 2010). It also removes barriers that students encounter through traditional instruction (Grant, 2008). Despite these positives, the limitations of technology in any given classroom as well as the limitations of educator technological knowledge are expected. Educator inexperience with integrating technology could also neglect the curriculum’s standards and distract students. The cost of some technology, such as the SMART Table at $6000 each (Vanderwerf, 2011), could result in one shared unit between multiple classrooms. The use of some forms of technology for special education students makes it easier for other students to identify them and reduce their feeling of inclusion in a regular classroom (Grant, 2008). Despite the drawbacks and in light of the positives, integration of technology for differentiation in education is useful and increasingly commonplace.
Conclusion
Technological tools, such as those examined above, in the hands of technologically literate educators encourage student learning despite the differences in student needs. Each traditional lesson contains issues negatively affecting student learning, which can be overcome with differentiating instruction and technology integrated into the lesson. Interactive White Boards are useful in any classroom, but may be used specifically to meet a student’s needs. SMART Tables, while offering engagement, has the ability to reach each learning style. Kidspiration helps students organize thoughts, ideas, and learned information for increased retention when processing information is a student issue. Student achievement is imperative and including technology to meet every student’s necessities ensures effective instruction.
References
Grant, K. (2008). Inclusive Technology - Tools for Learning. Special Education Technology Practice, 10(4), 27-32. Retrieved June 4, 2015 from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=d821ff50-302b-43b4-9d71-c0b2e7cb36ba%40sessionmgr4001&vid=76&hid=4213
Hatch. (2012, January 24). Hatch’s New WePlaySmart Educational Technology Solution for SMART Tables Builds Social-Emotional Skills in Early Learners. Business Wire (English). Retrieved June 4, 2015 from http://eds.a.ebscohost.com/eds/detail/detail?sid=d821ff50-302b-43b4-9d71-c0b2e7cb36ba%40sessionmgr4001&vid=11&hid=4213&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=bwh&AN=bizwire.c39266633
ISTE Standards for Students. (2007). Retrieved May 4, 2015, from http://www.iste.org/standards/ISTE-standards/standards-for-students
Manny-Ikan, E., Tikochinski, T. B., Zorman, R., & Dagan, O. (2011). Using the Interactive White Board in Teaching and Learning - An Evaluation of the SMART CLASSROOM Pilot Project. Interdisciplinary Journal Of E-Learning & Learning Objects, 7249-273. Retrieved June 4, 2015 from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=d821ff50-302b-43b4-9d71-c0b2e7cb36ba%40sessionmgr4001&vid=16&hid=4213
Stanford, P., Crowe, M. W., & Flice, H. (2010). Differentiating with Technology. Teaching Exceptional Children Plus, 6(4), 1-9. Retrieved June 4, 2015 from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=d821ff50-302b-43b4-9d71-c0b2e7cb36ba%40sessionmgr4001&vid=29&hid=4213
Vanderwerf, L. (2011, May 23). Kindergarteners 'love' new SMART Table. West Central Tribune (Willmar, MN). Retrieved June 4, 2015 from http://eds.a.ebscohost.com/eds/detail/detail?sid=d821ff50-302b-43b4-9d71-c0b2e7cb36ba%40sessionmgr4001&vid=13&hid=4213&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=nfh&AN=2W61012558316
Wade, E., Boon, R. T., & Spencer, V. G. (2010). Use of Kidspiration Software to Enhance the Reading Comprehension of Story Grammar Components for Elementary-Age Students with Specific Learning Disabilities. Learning Disabilities -- A Contemporary Journal, 8(2), 31-41. Retrieved June 4, 2015 from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=d821ff50-302b-43b4-9d71-c0b2e7cb36ba%40sessionmgr4001&vid=66&hid=4213