ETEC 511: Foundations of Educational Technology

Dr. Franc Feng

Bad News Billy

Khan Academy: How educational technology can facilitate differentiated instruction

By: Claude DSouza

41667007
October 17, 2012
A non-profit educational website, Khan Academy, is challenging educators to flip the
traditional model of instruction, particularly in Math. Educators are encouraged to have students
watch online lectures at home and then complete related questions at school. An investigation of
the website demonstrates how educational technology can serve as an effective tool in schools,
assisting teachers in creating a differentiated class learning environment.

Through the website, students can access a library of online lectures that cover much of the K-12
Math curriculum in North America. Students are better able to control their own learning, as
they can watch the videos when they feel focused, and can rewind and replay sections as needed.
As part of a school learning program, students complete related exercises online using computers
or laptops during class time. A virtual scratchpad (for showing work), hints, and instant feedback
are included with most questions (Slavitt). The practice exercises are geared toward achieving
proficiency before progressing to the next level, and review questions are completed later so that
students demonstrate mastery of the learned concept. Gaming features such as profile avatars,
points, and merit badges are included on the website. Finally, students can track their own
learning progress, achievements and goals by viewing a knowledge map and accessing real-time
data reports. Parents can also access these reports to support their childs learning outside of the
classroom.

Teachers can use the site to advise students on learning goals, monitor individual or class
activity, and approach one or a few students who they notice are struggling during practice
exercises (Slavitt). Class progress/achievement graphs produced on demand can be shared with
students to provide visual reinforcement. By adopting this online program, educators spend
considerably less time a) planning and delivering lectures, b) ensuring that all students are
sufficiently challenged, and c) performing formative assessment.

Current research supports the individualized classroom instruction model fostered by Khan
Academy. Huebner (2010) claims that there is increasing evidence to support the
implementation of differentiated instruction in mixed-ability classrooms. Lancaster,
McQueeney, & Van Amburgh (2011) experimented with using online videos for instruction as
homework, and concluded that electronic lecture delivery enhances learning and better connects
curriculum with a more tech-savvy generation of students. Finally, neurologist and educator Dr.
Judy Willis (2011) claims that video game models as learning tools are effective because students
receive intrinsic reinforcement in the form of dopamine surges after progressing to the next level.
This natural motivator is only available when the learner is at an individualized achievable
challenge level, where a task, action, or choice is neither guaranteed to succeed nor fail.

General concerns include an overreliance on technology that dehumanizes the class, a teachers
role being minimized, and an increasing learning gap between low and high achieving students.
Founder Salman Khan responds that his model removes student passivity from the classroom,
and increases opportunities for teachers to engage in more meaningful interactions with students
(Gupta, 2012). Furthermore, freed up teacher time can be used to create project-based activities
that promote active learning and interaction between classmates. Research tracking student
progression in participating schools has revealed that learning pace is rarely consistent within a
class; each student experiences difficulty or races ahead at different times during the course of
the school year (Khan, 2011).

This investigation presents a case for more administrators and educators in North America to
seriously consider utilizing Khan Academy as a primary or supplementary resource for practicing
differentiated Math instruction in the classroom.

References:

Gupta, S. (Reporter). (2012, September 2). Khan Academy: The future of education? [Video
file]. 60 Minutes [Television program]. Retrieved from
http://www.cbsnews.com/video/watch/?id=7420278n&tag=mncol;lst;2

Huebner, T.A. (2010). Differentiated instruction. Educational Leadership, 67(5), 79-81.

Khan, S. (2011, March). Salman Khan: Lets use video to reinvent education [Video file].
Retrieved from
http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html

Lancaster, J.W., McQueeney, M.L., & Van Amburgh, J.A. (2011). Online lecture delivery paired
with in-class problem-based learningDoes it enhance student learning? Currents in
Pharmacy Teaching and Learning, 3(1), 23-29.

Slavitt, E. (n.d.). Khan Academy exercises and reports overview [Video file]. Retrieved from
Khan Academy website: http://www.khanacademy.org/about

Willis, J (2011, April 14). A neurologist makes the case for the video fame model as a learning
tool [Web log message]. Retrieved from http://www.edutopia.org/blog/video-games-
learning-student-engagement-judy-willis