Technology in the Classroom

 

    Learning environments need to be built with a foundation of safety and community. Students need to feel that they are valued and that it is a safe space to try new things, to succeed and fail. According to Katie Topple’s article, cultural diversity in curriculum is focused on empowering students through connection, however, teachers may not have the ability to change the content but how they instruct their students. She goes on to state that her focus is more on “…lesson delivery to elicit better engagement from culturally and linguistically diverse sudents” (2015). I think it is important to understand that the curriculum itself might not best suit your diverse student population so it is up to educators to be mindful of their class population and chose instructional aids that will help all students make connections with the content that are relevant to their individual differences.

With that in mind it is important for teachers to get to know their student’s cultural identities and individual learning styles. Keeping that information in mind when considering instruction and what technologies to use when supporting your learners. When teachers understand how their students best learn (kinesthetic, auditory, visual) and teach in ways that reach the different styles, students are more successful understanding concepts (Guven & Ozbek 2007).  

Technology has become a reality that educators are embracing in the classroom.  Lee & Lin suggest that blended learning is a widely accepted model for teaching where learners are in the physical space but also learning in a virtual space where time is flexible and resources abundant (2023). There are so many different options to choose from when considering which would be best to bring into the classroom. Below you will find three different technologies that support differentiated instruction and enrich learning styles in your classroom.

1.     GoNoodle

This is a website that has a variety of activities in English and Spanish for students to do together from a dancing brain break to social emotional videos that get students thinking and promote discussions. This site makes it easy for educators to choose activities that are tailored to the content they are working on in the classroom as well as individual student preferences. As well as choosing activities that highlight different learning styles.

2.     Google Meets

This is a platform where students can get on and connect with people from all over the world through video chat. Educators need to be diligent when setting up conferences. This is a good tool to connect students to other kids who are similar and different from themselves.

3.     Kahoot!

Kahoot is a site where teachers can create unique quizzes tailored directly to their students. It is a fun way to incorporate individual cultural identities and differences among students while at the same time reaching the different learning styles. It can be as serious or silly as the teacher wants it to be.

Using any of the above listed resources in your classroom will promote student learning and help students develop ownership over their learning because they offer choice and allow for student voices to be heard in the classroom. They allow students to demonstrate understanding of concepts through play, connect with other students helping widen their world view, and helps them think critically about social emotional aspects of school- connecting their own experiences (from home and school) to the ideas brought about from the videos. And sometimes it is just fun to dance and giggle together with your class which is a wonderful way to continue to foster a community of safety and trust where all differences are celebrated and valued.

References

Guven, B. & Ozbek, O. (2007). Developing learning style inventory for effective instructional design. The Turkish online journal of educational technology, article 2, 6(2).

Lee, L., & Lin, C. (2023). Digital and traditional learning: learning styles with music and technology for early education. Engineering proceedings, 38(1), 19. https://doi-org.lopes.idm.oclc.org/10.3390/engproc2023038019

Toppel, K. (2015). Enhancing core reading programs with culturally responsive practices. Reading Teacher, 68(7), 552–559. https://doi-org.lopes.idm.oclc.org/10.1002/trtr.1348