Differentiated learning and web 2.0 technologies: Difference between revisions

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== Introduction ==
== Introduction ==


This wiki explores some of the links between differentiated learning and Web 2.0 technologies.
This wiki explores some of the links between [http://en.wikipedia.org/wiki/Differentiated_instruction Differentiated learning] and [http://en.wikipedia.org/wiki/Web_2.0 Web 2.0] technologies.




Felicia Roul


== Differentiated learning ==




Increased attention to students’ different abilities, different talents, and different [http://en.wikipedia.org/wiki/Learning_styles learning styles] has become particularly relevant in today’s education system ([http://www.caroltomlinson.com/ Tomlinson et al.,] 2003).  As [http://www.linkedin.com/pub/basia-hall/15/831/138 Hall](2009) explained, students come from different social backgrounds, cultures, and economies and are all different in their academic and linguistic ability.  She argued that they need differentiating in learning content, in the learning process and the product of their learning.  Many teachers struggle with this idea, and don’t fully understand how they can differentiate learning for so many students ([http://www.caroltomlinson.com/ Tomlinson] 2000).    However as Hall posited, “[http://en.wikipedia.org/wiki/Differentiated_instruction Differentiated instruction] does not change WHAT is taught; it changes HOW it is taught” (p.1).
Memorial University of Newfoundland


[http://en.wikipedia.org/wiki/Differentiated_instruction Differentiated learning] is at the forefront of many educational systems around the world as educators, researchers and administrators alike strive to meet the needs of individuals ([http://www.caroltomlinson.com/ Tomlinson], [http://www.education.sbc.edu/faculty.html Brimijoin], and [http://www.ascd.org/professional_development/oscb/faculty/Narvaez_L.aspx Narvaez], 2008).  [http://en.wikipedia.org/wiki/Differentiated_instruction Differentiating learning] which is student centered; provides children with variety of different options to learn the same outcome ([http://www.caroltomlinson.com/ Tomlinson], 2001). [http://www.caroltomlinson.com/ Tomlinson] (2000) argues that by using [http://en.wikipedia.org/wiki/Differentiated_instruction Differentiated instruction], a teacher has the opportunity to take action in order to reach each child’s different learning style. Every child has its own unique learning style; this uniqueness does not make the child any more or less intelligent than the next person with a different type of [http://en.wikipedia.org/wiki/Learning_styles learning style] ([http://www.learningstyles.net/index.php?option=com_content&task=view&id=131&Itemid=188&lang=en Dunne],[http://www.usm.maine.edu/cehd/Educational-Leadership/beaudry.htm Beaudry], and Klavas, 2002).  A [http://en.wikipedia.org/wiki/Learning_styles learning style] is simply the way a student learns best.  [http://pareonline.net/getvn.asp?v=5&n=10 Brualdi (1996)] explained that teachers can refer to [http://en.wikipedia.org/wiki/Howard_Gardner Gardner’s ](1983) [http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences Theory of Multiple Intelligence] to help guide them in recognizing student’s different abilities and talents.  She also identified that teachers should structure their instruction in such a way that it has the ability to appeal to a variety of students different intelligences. 
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[http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml Willoughby (2005)] confirms that teachers can differentiate instruction and reach [http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences multiple intelligences] by providing several different learning options or paths and allowing for different levels of challenge for all students.  [http://www.corwin.com/authorDetails.nav?contribId=527768 Thousand], [http://www.sagepub.com/authorDetails.nav?contribId=527767 Villa], and [http://www.corwin.com/authorDetails.nav?contribId=527769 Nevin](2007) concur that [http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences multiple intelligences] are very important for [http://en.wikipedia.org/wiki/Differentiated_instruction differentiated instruction] and observed that it’s very important to note that the intelligences a student possesses are not fixed and can be strengthened.
 
== Web 2.0 technologies and Differentiated Learning ==
 
 
[http://www.webreference.com/promotion/web20/ Web 2.0 tools] are very useful and innovative ways to collaborate (http://www.suite101.com/profile.cfm/maestroc Criswell], 2008).  He argued that, instead of static content which only allowed viewing, students and teachers now have the power to change and create content.  [http://www.linkedin.com/pub/basia-hall/15/831/138 Hall] (2009) and Dunne et al. (2002) maintained that the how of the instruction and learning is the most important aspect in a child’s learning. With [http://www.webreference.com/promotion/web20/ Web 2.0 tools], teachers have more options for how they can present lectures, how students can complete their work, and how students can learn. Grant and Mims (2009) pointed out that Differentiation is a word that is essential and encompassed by both [http://en.wikipedia.org/wiki/Web_2.0 Web 2.0] and education.  They also posited that Differentiated education needs to be modified around each student and their individual needs.
 
[http://en.wikipedia.org/wiki/Web_2.0 Web 2.0] has many different applications and tools available to teachers and students.  Shihab (2008) claimed that teachers perceived [http://www.webreference.com/promotion/web20/ Web 2.0 tools] such as [http://en.wikipedia.org/wiki/Blog blogs], [http://en.wikipedia.org/wiki/Wiki wikis], [http://en.wikipedia.org/wiki/Podcast podcasts], and [http://en.wikipedia.org/wiki/RSS RSS feeds] as efficient, useful, and powerful.  According to Wiberg (2007), these new technologies can be used for user-centered production, instead of teacher-centered content.  Wiberg also found that [http://en.wikipedia.org/wiki/Blog blogs], [http://en.wikipedia.org/wiki/Wiki wikis], video sharing programs and [http://www.whatissocialnetworking.com/ social networking] tools allow for social interaction and creativity. They encourage students to have a more active and participatory role in what they are doing (Maloney, 2007).  Kahiigi, Ekenberg, Hansson, Tusubira, and Danielson (2008) noted that this technology allows teachers to take on more of a facilitative role while the students take control over their learning.  According to Yan (2008), “Teachers are amazed at how simple tools for sharing work and ideas can positively transform the classroom” (p.30).  Yan also established that students who wouldn’t normally participate in the physical classroom were much more vocal in the class discussions online.  Another benefit of these tools acknowledged by Agnello, White and Fryer, (2006), is that they are free which is favorable for both students and teachers alike.
 
As with many new ideas and technologies, there are some limitations and challenges to [http://www.webreference.com/promotion/web20/ Web 2.0] and education that teachers may need to take into consideration when tailoring education for an individual’s needs.  Some of those limitations and challenges include issues such as the immaturity of applications, the longevity of the applications, and the vast number of applications that are available, unconsolidated services, and security and ethics (Grant et al., 2009).  Shihab (2008) acknowledged similar concerns inferring that these technologies have a chance to be disruptive to learning. Trying to find a way to incorporate [http://www.webreference.com/promotion/web20/ Web 2.0] into teaching and learning may present another small hurdle for educators (Maloney, 2007). However both Grant et al. (2009) and Shihab (2008) argued that, even with these limitations or challenges, [http://www.webreference.com/promotion/web20/ Web 2.0 tools] are valuable and will enhance teaching and learning.
 
As Klamma et al. (2007) conceptualized that for learning to be effective, it has to be personalized and individualized.  They also argue that learning needs to be centered on a learner’s preference; things they are competent in and knowledge that is constantly growing. However in order to give [http://www.webreference.com/promotion/web20/ Web 2.0] an opportunity to improve education for students, teachers have to be willing to change and expand on their previously required technology skills (Alexander, 2008),  just as teachers have to be willing to use a variety of instructional strategies, and to learn new ways of doing things (Tomlinson, 2000).  [http://en.wikipedia.org/wiki/Differentiated_instruction Differentiated Instruction] begins with and requires that teachers present engaging instruction (Tomlinson, 1999).  [http://www.webreference.com/promotion/web20/ Web 2.0 tools] are engaging; they require creativity and higher-order thinking and are promising tools to enhance education (Shihab, 2008).
 
== References ==
 
 
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Brualdi, A. C. (1996). Multiple intelligences: Gardner's theory. Practical Assessment, 
  Research & Evaluation, 5(10). Retrieved January 17, 2010 from 
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Criswell, C. (2008).  What Web 2.0 can teach us about learning.  Teaching Music, 
    16(3), 24.  Retrieved February 2, 2010 from Eric Database.
 
Dunn, R., Beaudry, J.S., and Klavas, A. (Spring 2002).  Survey of research on learning 
  styles. California Journal of Science Education, 2(2), 75-88.  Retrieved January 15,     
  2010 from http://www.cascience.org/csta/pub_learnjournal.asp
 
Grant, M., and Mims, C., (2009).  Web 2.0 in teacher education:  Characteristics,
    implications and limitations.  Wired for Learning: An Educators guide to Web 2.0
    (pp. 343-360).Retrieved January 15, 2010 from http://www.viral-notebook.com
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Hall, B. (2009) Differentiated instruction: Reaching all students. Pearson Education. 
    Retrieved January 15, 2010 from http://wilsonsd.org /77032081816511420/lib
    /770320818 165 11 42 0/DI_Reaching_All_Students.pdf
 
Kahiigi, E., Ekenberg L., Hansson H., Tusubira F.F., and Danielson M., (2008).
    Exploring the e-learning State of the Art, The Electric Journal of e-learning, 6(2), 77- 
    88.  Retrieved January 17, 2010 from http://www.ejel.org/.
 
Klamma, R., Chatti, M.A., Duval, E., Hummel, H., Hyannberg, T.E., Kravcik., . . . Scott,
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Maloney, E.J., (Jan, 2007).  What Web 2.0 can teach us about learning.  Chronicles of
    Higher Learning, 53(18), b 26.  Retrieved February 2, 2010 from Eric Database.
Shihab, M.M. (2008).  Web 2.0 tools improve teaching and collaboration in English
  language classes. International College, Beirut, Lebanon.
  Retrieved January 15, 2010 from  https://www.iste.org/Content/NavigationMenu   
  Research/NECC_Research_Paper_Archives/NECC2008/Shihab.pdf
 
Thousand, J.S., Villa, R.A., Nevin, A.I. (2007).  Differentiating instruction:   
  Collaborative planning and teaching for universally
  Designed Learning. California:  Corwin Press. 
 
Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.R., K
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    Response to Student Readiness, Interest, and Learning Profile in Academically   
    Diverse Classrooms: A Review of Literature.  Journal for the Education of the Gifted 
    27(2/3), 119-45.  Retrieved January 22, 2010 from  http://etseo.org/info/raas
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Tomlinson, C. A. (1999).  The Differentiated Classroom:  Responding to the needs
    of all Learners.  Alexandria:  ASCD publications.  Retrieved Feb 4, 2010
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Tomlinson, C.A., Brimijoin, K., and Narvaez, L. (2008).  The differentiated school.     
    Making revolutionary changes in teaching and learning.  Virginia: Association for
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Tomlinson, C.A. (August 2000).  Differentiation of instruction in the elementary grades.
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Tomlinson, C.A. (2001).  How to differentiate instruction in mixed-ability classrooms. 
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Wiberg, M.  Net learning through networks, Educational Technology and Society, 10(4),     
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Willoughby, J. (2005).  Differentiating instruction: Meeting students where they are.
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Yan, J. (2008).  Social technology as a new medium in the classroom.  The New   
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    from Eric Database.

Latest revision as of 01:06, 1 June 2012

Introduction

This wiki explores some of the links between Differentiated learning and Web 2.0 technologies.



Memorial University of Newfoundland

== \

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