Twitter Chat #4: Differentiation

Last Wednesday we had our fourth biweekly Twitter chat. The chat was moderated by Aziza, Eric, Kaitlyn, and Kimberly. Although there were a variety of questions about edtech there were two that stood out to me the most. One question asked about how we would go about personalizing technology in our classroom and the second question asked about how we would use technology to differentiate in the classroom. I felt that these two questions were similar in that they both highlight technological differentiation in the classroom. A common theme throughout my classmates' answers was the use of Google. This includes Google Docs, Google Drive, and especially Google Classroom. I have not had the privilege of using Google Classroom and have only been able to see how it works through the Google Educator Training certification process online. However, it seems extremely helpful and beneficial. A teacher can upload assignments, add students to groups, give feedback, and grade student work all through Google Classroom. I am sure there are many more things teachers and students can accomplish through Google Classroom unfortunately, I have not messed around with it yet.

Aside from using Google Classroom, there were many more suggested ways of differentiating for students. In particular, Twitter chat attendees emphasized technological tools that differentiate for students with disabilities: both learning and physical disabilities. Mr. Marsh suggested using throat microphones if you have a hard of hearing student in your classroom. Other people suggested incorporating audio books or recorded readings for students with learning disabilities. This can be easily utilized in classrooms that are 1:1. There are free audiobook downloads online and podcasts that teachers can upload to Google Drive for students to access. Or teachers can create lists of websites and links on Google Docs which will give students a choice with which podcast or lecture they want to supplement the information they may be missing because of a learning disability. One thing I noticed about these technological tools that work for differentiation for students with disabilities is that they also work and are helpful for all students. In essence, they exemplify best practice pedagogical techniques. In fact, I have witnessed teachers using throat microphones in other classes even when there were no hard of hearing students present in the classroom. All students, especially those without a disability but have other obstacles such as ELL students, can benefit from the incorporation of this type of technology. It is exciting to think about all the differentiating possibilities that edtech can bring to the classroom.

Another way technology aids in differentiation is by adding another medium for creative expression. I was able to witness the use of technology for expression through Project-Based Learning at PBL Middle School. The students were using 21st century technology such as iPads, Chromebooks, tripods, and video recording tools to create public service announcements about digital citizenship. It was great to witness how excited students were about the technology and about the project itself. I hope to see this kind of excitement and technological access in inner city schools where spirits are low and funding is even lower. Instead of just doing the same old worksheets, the same activities, and the same projects, technology can add more exciting tasks for students. This is a form of differentiation because students who feel hindered by the old way of doing things can express themselves in constantly evolving new ways through technology.

Lastly, a question asked during the Twitter chat was about technology and assessment. I feel like technology provides more differentiation in that aspect. Now teachers and students are not only limited to essays, paper tests, or projects for assessments. Students can create videos, power points, and photo projects to demonstrate their learning. Teachers can use Google applications such as Google Classroom and Google Docs to give real-time student feedback and to provide grades. This aids in differentiation because some students may only be interested in their grade where as others may want their grade immediately and want to have some kind of feedback. Technological tools can provide this kind of differentiation in assessment.

Overall, I really enjoyed last week's Twitter chat because it gave me a lot more things to think about. Also, it was fun to see other people join us. Their points of views and experiences were helpful and interesting!

#edtechchatwsuv