Blending Differentiated Instruction and Technology

    
     The article “Reaching Different Learning Styles Through Technology” by Rebecca J. Reynolds EdD focuses on Howard Gardner’s 8 intelligences and ways to differentiate instruction when using technology and multimedia tools.  Below are the intelligence categories and Reynold’s suggested technology focuses or tools.  I have included a brief reminder of each level of intelligence.

Linguistic:  Strengths are written and spoken language.    

• Make recordings or videos of lectures or information presented for student
• Have students video tape, record or write responses to your lecture or information presented: blogging, posting on class website, Youtube
• These students will be good at internet searches, Google, because they can pick words that will enable them to have successful search results.
• Other suggestions:  Word manipulation programs and word games

Logical-Mathematical: Strengths are analyzing problems, mathematical operations, and the scientific method.

•  Teach through use of video games and computer simulations
•  Have student use Excell or data compiling software
•  Other suggestions:  Challenging or innovation programs that include logical thinking and categorization               

Musical:  Strengths in identifying musical patterns, composing, performing, and evaluating music.

• Teach with music added in to the lesson
• Put a musical background to mnemonics or turn into a song
• Teacher/students should use electronic music software to create songs with information to present
• Have students create poems or songs using vocabulary or key content information then create background music for their writing.

Bodily-Kinesthetic:  Strengths are expressing themselves or learning through bodily movement.   (Quick side note the author connected ADD misdiagnosis with students that are high in this learning style)

• Put the student in charge of the technology to be used:  run Powerpoint presentation, projectors, Smartboards, laptop distribution, etc.

Spatial:  Strengths are in visualization, interpreting images and recognizing shapes, patterns, and space.

• Teach using PowerPoints or visual presentation software
• Have students create Mind Maps:  Mindmeister
• Allow for students to incorporate design elements into projects, including paint programs, symbols, word art, etc.
• Have students create presentations using digital programs or video

Naturalistic:  Strengths are in identifying natural relationship with the world, especially with human relationships to nature and identifying patterns in nature.

• Rotate the technology tools that you use so students do not become bored, change their environment
• Build upon the students ability to identify the similarities and differences of the technology tools used in class
• Have students use Nvivo: Tool that allows a user to collect and analyze data from a variety of sources

Interpersonal:  Strengths are collaborating and leading others.

• Implement webcam communication for presentations, lectures, group work
• Allow students to create videos for projects
• Include links to videos within PowerPoint presentations
• Have student create online surveys for the class to take, then compile and synthesize the data.

Intrapersonal:  Strengths are self-reflection and self-awareness.

• Have the student create a blog or online journal
• Allow student to create concept maps using online tools
• Assign student to do independent internet research

     When choosing this article, my main focus was on research to back the success of Web 2.0 tools within the classroom or ways to build student motivation and achievement through technology.  It became a difficult search and I accidentally left AERA and wound up at Academia.edu.  This article seemed a little basic and had a big focus on Microsoft tools with little mention of other Web 2.0 tools (When writing the summary I had to stop myself from adding in my own ideas for which tools to use).  But in the end I found this article very helpful in terms of applying the basic principles set forth to the large variety of Web 2.0 tools that exist.

     There are a lot of connections this course that can be made from the article.  When dealing with lessons that apply to spatial intelligences, teaching students design elements that we have learned would make them more successful and enhance their natural abilities.  Walker, Jameson & Ryan emphasize the importance of students and teachers collaborating to share their varied levels of technological understanding and knowledge.(2010)  Applying the ideas of a participatory classroom environment and collectivism to the Bodily-Kinesthetic and Interpersonal students could have great benefits for both.  The Bodily-Kinesthetic students in charge of technology and assisting others in room allows that student more movement while encouraging the hands on experiences that will enhance their learning.  The interpersonal student could take the leadership role of disseminating information throughout the class.  The MDMC project allowed for us to view many different Web 2.0 tools in an academic environment and applying the basic concepts of which types of technology enhance the different learning styles of the class will easily help in identifying which tools are the right ones for the class.

http://www.academia.edu/1868796/Reaching_different_learning_styles_through_technology

There are also helpful charts/diagrams and a sample lesson if you scroll past the article.

Rebecca J. Reynolds EdD. “Reaching Different Learning Styles through Technology”.  Academia.edu. 1868796.

Walker, S., Jameson, J., & Ryan, M. (2010). Skills and Strategies for E-learning in a Participatory Culture. In R, Sharpe, H. Beetham, & S. de Freitas (Eds.), Rethinking Learning for a Digital Age:  How Learners Are Shaping Their Own Experiences (pp. 212-224). Routledge: New York, NY.