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 [http://www.learningstyles.net/index.php?option=com_content&task=view&id=131&Itemid=188&lang=en 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. [http://www.viral-notebook.com/wordpress/ Grant] and [http://clifmims.com/site/ 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 [http://www.informatik.umu.se/~mwiberg/ Wiberg](2007), these new technologies can be used for user-centered production, instead of teacher-centered content.  [http://www.informatik.umu.se/~mwiberg/ 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 ([http://www.educause.edu/Community/MemDir/Profiles/EdwardJMaloney/47239 Maloney], 2007).  [http://www.ejel.org/Volume-6/v6-i2/Kahiigi_et_al.pdf 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 ([http://www.viral-notebook.com/wordpress/ Grant] et al., 2009).  [http://iste-international.wikispaces.com/?responseToken=064a3c3fa505e33c5135116a53f24beac 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 [http://www.viral-notebook.com/wordpress/ Grant] et al. (2009) and [http://iste-international.wikispaces.com/?responseToken=064a3c3fa505e33c5135116a53f24beac 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 ([http://www.caroltomlinson.com/ Tomlinson], 2000).  [http://en.wikipedia.org/wiki/Differentiated_instruction Differentiated Instruction] begins with and requires that teachers present engaging instruction ([http://www.caroltomlinson.com/ 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 ([http://iste-international.wikispaces.com/?responseToken=064a3c3fa505e33c5135116a53f24beac Shihab], 2008).
 
== References ==
 
 
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Brualdi, A. C. (1996). Multiple intelligences: Gardner's theory. Practical Assessment, 
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Criswell, C. (2008).  What Web 2.0 can teach us about learning.  Teaching Music, 
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Dunn, R., Beaudry, J.S., and Klavas, A. (Spring 2002).  Survey of research on learning 
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Grant, M., and Mims, C., (2009).  Web 2.0 in teacher education:  Characteristics,
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Hall, B. (2009) Differentiated instruction: Reaching all students. Pearson Education. 
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Kahiigi, E., Ekenberg L., Hansson H., Tusubira F.F., and Danielson M., (2008).
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Thousand, J.S., Villa, R.A., Nevin, A.I. (2007).  Differentiating instruction:   
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Latest revision as of 02:06, 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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