Differentiated Instruction/Learning

The framework behind differentiated instruction is new, yet it seems secure and something that will continue to be built upon for years to come. Differentiated instruction helps engage all students at all levels (even within the same course). It meets the student where they are in their journey of education. Offering differentiated instruction can help develop active learners and active learning. Differentiated instruction provides better results than just having a set assignment that is a “one-for-all” model. When learning is differentiated it helps make the educational experience more meaningful for all of the students. Students do not get left behind and students can also work ahead.

I am new to the education field, so I don't have a lot of preset notions on what works or doesn't work. Yet, it does seem like an effective approach to helping deal with the diversity in the field of educational technology. In regard to technology, teachers and students are at different levels in what they know. In fact, some of today's students know more about technology than their teachers. But, for teachers that are using technology can do as Solomon, Allen, and Resta (2003) suggested that teachers need to help create a learner-centered environment.

This information can help us learn various methods of teaching using technology that will reach different students at their various learning levels. As far as distance learning, the spectrum varies from junior high students, who also attend traditional classrooms, to senior citizens who have not been in a classroom/”learning environment” in many, many years. Research needs to be done to help schools develop curriculum that can offer differentiated teaching/learning for their students to be better equipped to prepare their students for this technology driven society that we live in.

Reference:
Solomon, G., Allen, N.J., Resta, P. (2003). Toward digital equity: Bridging the divide in education. Boston, MA. Pearson.