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| == Web 2.0 technologies and differentiated learning ==
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| [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 found that Differentiated education needs to be modified around each student and their individual needs.
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| [http://en.wikipedia.org/wiki/Web_2.0 Web 2.0] has many different applications and tools available to teachers and students. [http://iste-international.wikispaces.com/?responseToken=064a3c3fa505e33c5135116a53f24beac 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 [http://homepages.cs.ncl.ac.uk/jeff.yan/ Yan] (2008), “Teachers are amazed at how simple tools for sharing work and ideas can positively transform the classroom” (p.30). [http://homepages.cs.ncl.ac.uk/jeff.yan/ 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 [http://socstrp.org/issues/PDF/1.3.3.pdf Agnello, White and Fryer, (2006)], is that they are free which is favorable for both students and teachers alike.
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| 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 ([http://www.educause.edu/Community/MemDir/Profiles/EdwardJMaloney/47239 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.
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| [http://docs.google.com/viewer?a=v&q=cache:jjN_GAfE-ZIJ:citeseerx.ist.psu.edu/viewdoc/download%3Fdoi%3D10.1.1.108.5134%26rep%3Drep1%26type%3Dpdf+Social+software+for+life-long+learning&hl=en&gl=ca&sig=AHIEtbThZ7uwEiLVrO7HxyRmiX1A89Ihew Klamma et al.(2007)] argued that for learning to be effective, it has to be personalized and individualized. They also argued 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 ([http://www.nitle.org/about/bios/alexander.php Alexander], 2008). They must also 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).
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| == References == | | == References == |
Introduction
This wiki explores some of the links between Differentiated learning and Web 2.0 technologies.
- Felicia Roul
Memorial University of Newfoundland
== \
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 http://PAREonline.net/getvn.asp?v=5&n=10
Criswell, C. (2008). What Web 2.0 means for Teachers. Teaching Music,16(3), 24. Retrieved February 2, 2010 from http://www.britannica.com/bps/additionalcontent/18/35418422/What-Web-20-Means-for-Teachers
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
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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,P. (2007). Social software for life-long learning. Educational Technology and Society, 10(3), 72-83. Retrieved January 15, 2010 from doi: 0.1.1.108.5134
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 http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ756805&ERICExtSearch_SearchType_0=no&accno=EJ756805
Shihab, M.M. (2008). Web 2.0 tools improve teaching and collaboration in English language classes. International College, Beirut, Lebanon.
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Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.R.,Brimijoin, K., Conover, L.A., and Reynolds, T. (2003). Differentiating Instruction in 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/DI%20Review%20of%20Lit.pdf
Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the needs of all Learners. Alexandria: ASCD publications. Retrieved Feb 4, 2010 from http://books.google.ca/books?hl=en&lr=&id=dDJasEi- 6xQC&oi=fnd&pg =IA2&dq =+Differentiated+instruction+engaging&ots =NZ_S5uhFRY&sig=ctd8or AmPgALn_FiHEjN_AiycEs#v=onepage&q= Differentiated%20instruction%20engaging&f=false
Tomlinson, C.A., Brimijoin, K., and Narvaez, L. (2008). The differentiated school. Making revolutionary changes in teaching and learning. Virginia: Association for Supervision and Curriculum Development.
Tomlinson, C.A. (August 2000). Differentiation of instruction in the elementary grades. Eric Digest. Retrieved January 17, 2010 from http://www.ericdigests.org/2001-2/elementary.html
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