OTAN News
Differentiated Learning and Technology: A Powerful Combination
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“Dynamic, individualized instruction is possible when teachers intentionally design learning experiences.”
Educators realize the importance of innovative technologies for students in the classroom. As with any new tool, people, including instructors, need time to experiment and decide its usefulness. Post-pandemic, teachers, especially those who personalize learning for their students, realize “technology has potential to transform learning.” Not only can it transform, but technology can reliably create learning environments which are more “equitable, efficient, effective and engaging.” Educators who design for personalized instruction already systematically “create, implement, evaluate, and adjust plans according to each individual.” Technology provides a means to create easier ways to differentiate pathways for students.
This article recommends the “4Es of Edtech Integration,” as a way to determine whether a tool creates equity, efficiency, effectiveness, and engagement." These are all important thoughts to choosing the best technology for a lesson or unit.
Additionally, OTAN developed and extended upon these 4 E’s of Edtech Integration” with Liz Kolb’s research on the Triple E Framework. This practical research and OTAN extension promote an easy segue to aligning the tool with the content. See the articles below for more information and Teaching with Technology link for actual lesson plans which incorporate technology. Together these resources support extensive technology and content alignment.
OTAN’s Triple E Framework
Articles:
- Introduction to the Triple E Framework by Susan Gaer, OTAN SME
- Triple E Framework: Extension by Debbie Jensen, OTAN SME
Lesson Plans with embedded Technology
Teaching with Technology - each resource facilitates learning about technology and its integration to Engage, Enhance and Extend Learning Goals. These essential resources support an easy conduit to creating lessons which effectively incorporate technology.
Transactional vs. Transformative Learning
Traditionally education focused on Transactional learning which “involves the exchange of ideas and information between teachers and students where the focus is knowledge transmission and acquisition.” Many teachers use technology for transactional learning. For example, an instructor may record or video their lectures using closed captioning for invisible challenges or students who speak additional languages other than English. This type of technology tool aligns with supporting students with knowledge transmission. Transactional learning best supports entry to new information because this type of approach has limited outcomes. Conversely, national teaching standards emphasize a more applicable approach to demonstrating learning which is transformative. While transactional learning can be perfect for new learning experiences, transformational learning fosters student “capacities for creativity, collaboration, communication, critical thinking, cognitive flexibility, complex problem solving, and curiosity at the same time students are acquiring basic knowledge.” In terms of digital tools which promote transformational learning, “students use digital tools to achieve instructional outcomes that are only possible with certain uses of technology.” The same technology tool could be used for either transactional or transformational learning, but how an educator designs the instruction with the tool produces the learning experience. For explicit examples on the differences between transactional transformational learning with digital tools, consult the full text.
For more information on transformational learning, ISTE produced several conditions that must be in place before transformational learning can occur, including:
- shared vision,
- implementation planning,
- equitable access,
- prepared educators,
- skilled and sufficient technical support,
- high-quality learning activities and content, and
- ongoing evaluation. (n.d.)
Designing for Differentiation
Designing for learner variability can be challenging, especially with six sections of 30 students in each class. However, technological reliability, post Pandemic, generates the first time in educational history where technology can be interfaced efficiently with differentiated instruction. The correct digital tool produces more than a transactional approach to learning. The correct digital tool generates transformational learning where each student has room to demonstrate and apply their learning.