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Dionne Owens
EDU 225
November 9, 2014
Brian Clark
website: www.owensroom1.com

Technology is an important part of the educational process. The teacher will provide
students with information and knowledge of how to use technology in their everyday life. It is
important for students to be given as much access to technology as possible. Technology
enhances what the students already know about the Internet and other resources that are
incorporated through technology. The student will be given knowledge about technology through
a class curriculum.
Differentiating instruction in the classroom means giving students many options for
receiving information. There are numerous ways for students to enhance learning through
technology. Students can learn through the Internet or the traditional way using textbooks to
retain instructions from the teacher. The student will use different technologies or assessments to
teach the classroom the teacher must first know their students to provide improve for learning.
Problem solving will differentiate instruction this gives the students ideas how to expand their
understanding of valuable concepts. Differentiated instruction is the process of ensuring what the
student learns and how they demonstrate what they learned (Rock, Gregg, Ellis & Gable, 2008).
There are pros and cons to differentiating instruction in the classroom. The teacher will
enhance student's knowledge of technology and other digital media while teaching. Students
become more engaged in the learning process. Students are excited about learning technology
which makes them more motivated. Improvements on student's core curriculum learning
assessment grade level are higher. Students will not be prepared for standardized test.
Differentiating instruction could create unfair workloads for students. Having differentiated
instruction help the students who have different learning interest experience challenge success

and satisfaction in the classroom (George, 2005). More classrooms are starting to use
differentiated instruction to enhance learning.
Knowing the students strengths and weakness is key when differentiating instruction
(McHugh, 2007). The teacher should assess each student to have a better understanding of the
student grade level. The teacher will provide different learning styles to be able to reach the
student target goal area for learning. Ongoing assessments will help the teacher develop
differentiated lessons to meet their academic needs. Teachers can also provide assessments to
identify the student's strengths so they can meet students where they are and help them move
forward. Through differentiating instructions teachers are able to help students strive to their
maximum learning ability in the classroom. When students collaborate in small group discussion
the teacher will be able to observe and assess the students.
The ISTE Standards for students and teachers promote differentiated instruction in the
classroom. The student's standards allow communication and collaboration with peers in a digital
media environment. Critical thinking, problem solving, and decision making allows students to
use the digital tools of technology to enhance learning. The teacher standards facilitate learning
and creativity to enhance student learning. The teacher will also perform varies assessments that
are geared toward technology and differentiated instruction (ISTE Standards, 2007).
In conclusion differentiation instruction in the classroom allows teachers to embrace
different teaching practices. Technology enhances student's knowledge and learning in the
classroom as well as in their everyday life. Differentiated instruction should be applied to each
class instead of traditional learning. Differentiated instruction will not only help teachers identify
students strengths and weakness it will help students achieve their full potential and more. Using

a differentiated instruction in the classroom gives the teacher options on how to plan every
lesson according to the students.
References
George, P.S. (2005). A rationale for differentiating instruction in the regular classroom. Theory
Into Practice, 44(3), 185-193.
McHugh, M.W. (2007). Differentiating instruction in the regular classroom: How to reach and
teach all learners, grades 3-12. Journal for the Education of the Gifted, 30(3), 404-409.
Rock, M.L., Gregg, M., Ellis, E., & Gable, R.A. (2008). REACH: A framework for
differentiating

classroom instruction. Preventing School Failure, 52(2), 31-47.

Standards*S, (2007). International Society for Technology in Education.