Audrey Criss or Warren Dale
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Integrating Technology In A Differentiated Instructional Program
Recommendations for 21st Century Classroom Configurations
Warren Dale, Technology Advisor
Winter 2000
Our goal is not to be teaching technology in our classrooms and we will follow the state of California's framework and instructional standards. We simply want our students to using the tools, excitement and skills of the 21st century just as they would use pencil and paper. In providing instructional support to teachers of gifted and talented students in Schools for Advanced Studies, this list of recommendations was created to assist in the development of a classroom environment that integrates technology in a differentiated instructional program. Our District Mission Statement is:
"The teachers, administrators, and staff of the Los Angeles Unified School District believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential."
As educators of gifted and talented youth we have an awesome responsibility in educating these students to their maximum potential.
The use of technology is second nature to students and they enjoy using these tools. Our students are often proficient in the use of computers and are eager to expand their knowledge with the help of technology. In the words of Margaret Mead:
"Interest and proficiency in almost any one activity - swimming, boating, fishing, skiing, skating - breed interest in many more. Once someone discovers the delight of mastering one skill, however slightly, he is likely to try out not just one more, but a whole ensemble."
The world in which our students live and will live as adults is saturated with the use of technology. Our students’ future is now!
Differentiation is the process of matching student need with program options. Therefore, the integration of technology into a differentiated instructional program is essential as we work toward educating our gifted students to their maximum potential. Differentiation revolves around the adjustment of curriculum and the instructional delivery system using the dimensions of acceleration, depth, complexity and novelty. In short, differentiation requires an adjustment of :
Technology plays an essential role in the adjustment of content, process and product. Many researchers are able to provide evidence to support the conclusion that technology, especially in a differentiated classroom works to improve student achievement. The attached bibliography is provided for use in studying the correlation between the integration of technology and differentiation to improve student achievement.
The following recommendations are provided to foster the implementation of the instructional program in Schools for Advanced Studies (SAS) who want to institutionalize the integration of technology in a differentiated classroom. However, if you have questions or wish to arrange an on-site assessment of your classroom space and/or need specific information regarding hardware and software please call Audrey Criss, Specialist (District K) at 310 354-3418.