Finding the Right Tools

Reading the discussions and examples of tools for students, it becomes apparent that there is a lot to consider when we bring technology into the classroom. One important consideration is how the technology acts as a tool in the classroom. Is this shiny new tool grounded in good pedagogy? Does it enhance the curriculum? Is the technology picked first, and then the lesson is adapted to fit the technology? What level is the technology supporting of the students’ learning on the SAMR model? Will it enhance their learning or transform it? There is a lot of debate around how best to use technology in a meaningful way. My own limited experience with technology use in the classroom means I do not have a definitive opinion on this yet, but I appreciate the dialogue around these issues.

When I think of differentiating curriculum, whether with or without technology, I am reminded of the importance that the tools used work for the individual student. I am interested to read more about how teachers differentiate the technology they use to best support the learning of each child in their class. As with any instructional tools, there is not a one-size-fits-all answer.

Recently, I had a teaching moment that reminded me of this. At the end of a parent education session with my adult students, I passed around a spiral notebook for the students to write their comments or further questions about the topic so I could follow up with them. One of the students paused when he received the notebook, then flipped it upside down and began writing. He explained that he was left handed so it hurt his hand to write in a spiral notebook the traditional way (with the binding on the left). Something as low-tech and simple as a notebook, did not work for every student. He literally had to turn it upside down to make it work for him. It will be interesting to see how technology needs to be flipped or turned to work for each learner.