{"@id":"https://credentialengineregistry.org/resources/ce-ef1641c3-832a-4dc7-b0c9-0df882c7ea68","@type":"ceterms:MicroCredential","@context":"https://credreg.net/ctdl/schema/context/json","ceterms:ctid":"ce-ef1641c3-832a-4dc7-b0c9-0df882c7ea68","ceterms:name":{"en-US":"Using Technology for Differentiation"},"ceterms:image":"https://d2umcf2gmasgod.cloudfront.net/671291c813923d950566d9d9.png","ceterms:keyword":{"en-US":["technology coaching","technology integration"]},"ceterms:ownedBy":["https://credentialengineregistry.org/resources/ce-34e96e45-7ba7-4870-b3cf-055d9621d354"],"ceterms:requires":[{"@type":"ceterms:ConditionProfile","ceterms:name":{"en-US":"Open Badges Criteria"},"ceterms:description":{"en-US":"Key  Method\n\nThe coach supports educators in differentiating instruction by selecting and implementing technology tools that are aligned with the curriculum and learning goals to meet the diverse needs of all learners.\n\nMethod  Components\n\nCarol Ann Tomlinson (2000) defined differentiation as \"a teacher reacting responsively to a learner's needs. Differentiation is simply attending to the learning needs of a particular student or small group of students rather than the more typical pattern of teaching the class as though all individuals in it were basically alike.\" \n\nOur classrooms are made up of learners with different strengths and backgrounds, and therefore our educators must be well equipped with the knowledge and skills needed to address students' diverse needs.\n\nComponents of Differentiating Curriculum\n\nWhen educators differentiate instruction, three elements of curriculum can be differentiated: content, process, and product. Educators can differentiate these three elements according to students' readiness levels, interests, and learner profiles.\n\n1. Content: Content includes what the students will be learning as well as how they will access the knowledge, understanding, and skills related to the content (Tomlinson \u0026 Allan, 2000). Educators may differentiate how students gain access to the core learning in the classroom. Examples:\n\nUsing reading texts on different levels to teach the concept of the main idea\nUsing computer programs or videos to convey a key concept to varied learners\nProviding a reteach for some students who are still attempting to master the content while exempting others who have shown mastery.\n\nTypes of technologies to support differentiating content:\n\nOnline videos or podcasts\nDigital lessons that guide the student through the new learning\n\n2. Process: Process can be differentiated by allowing the learners to choose how they make sense of, understand, and \"own\" the key facts, concepts, generalization, and skills in what is being taught (Tomlinson \u0026 Allan, 2000). Many equate differentiating the process to the activity students are doing. Examples:\n\nProviding varying options at differing levels of difficulty\nProviding different options based on student interest\nProviding choices on how students express what they learned during a particular lesson or project, such as creating a PowerPoint presentation, poster, brochure, etc.\n\nTypes of technologies to support the differentiation the process:\n\nDigital concept-mapping tools\nTools to allow student self-reflection on learning during a lesson\n\n3. Product: Products are what the students use to demonstrate their knowledge, understanding, and skills as a result of an extended period of learning (Tomlinson \u0026 Allan, 2000). Typically, a product is undertaken at the end of a larger unit, as summative assessments, or as a final project. Strong products require students to apply their learning, extend their understanding, and use both critical and creative thinking. Examples:\n\nEncouraging students to express their learning in varied ways\nAllowing for varied working arrangements\nUsing a wide variety of assessments\n\nTypes of technologies to support the differentiation of products:\n\nDigital rubrics to ensure consistency across varied tools used to create products\nDigital presentation tools\nDigital posters or infographics\n\nStudent Characteristics for Which Educators Can Differentiate\n\nReadiness\nLearners have varying levels of readiness when it comes to different topics or skills being taught. Educators can adjust for readiness in many ways, such as adjusting the degree of difficulty on a task or varying direct instruction during small groups.\nInterest\nEducators can align the curriculum with topics that pique diverse student interests. Educators can do this in ways such as providing broad access to a wide range of materials and technologies, giving a choice of tasks and products, or providing multiple avenues of exploration on a particular topic of interest.\nLearner Profile\nEducators can address students' diverse learning needs by using flexible spaces, presenting information in different modes, utilizing flexible grouping, and allowing student choice.\n\nHow Can Technology Support Differentiation \n\nTechnology can help teachers to adapt learning experiences and meet the needs of all learners. Technology allows content to be presented in multiple ways, making it more accessible to our classroom of diverse learners. The right blend of student interactions with the teacher and the technology to provide a strong learning environment is needed.\n\nTechnology provides a wide variety of tools for educators to help with student understanding, allowing students to connect to content in a variety of ways. Technology supports educators' efforts in differentiating according to students' readiness levels, interest, and learning profiles by allowing students to acquire knowledge in a variety of mediums (Crowe, Flice, \u0026 Stanford, 2010). It is important to note that integrating technology should never be about matching the content to the technology an educator wants to use in the classroom. Using technology should start with the knowledge of what types of technology are available and how these might connect to the curriculum and classroom learning goals.\n\nThe Roles of an Instructional Coach\n\nRegardless of the role, a coach's primary purpose is to improve student learning by providing educator support. Defining a coach's role is key to the success of a coaching program. Regardless of the coaching program design, there are visible similarities in the knowledge and skills coaches use and the attitudes, aspirations, and behaviors they exhibit. Depending on the need and situation, there are10 roles that district or school-based coaches will take on (Killion \u0026 Harrison, 2017):\n\nResource provider\nData coach\nInstructional specialist\nCurriculum specialist\nClassroom supporter\nLearning facilitator\nMentor\nSchool leader\nCatalyst for change\nLearner\n\nNote: This micro-credential requires the technology coach to embody the instructional specialist role.\n\nCoach as Instructional Specialist\n\nThe coach:\n\nHelps educators select and implement the most appropriate instructional strategies to meet the needs of all learners\nApplies their knowledge and understanding of different frameworks to differentiate or modify instruction and learning tasks or processes to meet the needs of all learners\nSupports the educator in aligning instruction with curriculum standards to ensure a rigorous and personalized classroom experience\nHelps educators become connoisseurs of instruction by building capacity through demonstrating, co-teaching, or observing and reflecting with educators\nAssists educators in differentiating instruction and choosing the best strategies to ensure that all learners meet the intended learning outcomes\nFacilitates planning conversations during which they may discuss any of the following: decisions related to instruction, assessment strategies, adapting or personalizing instruction, integrating technology, choosing engagement strategies, and anticipating student misconceptions\nHas a deep understanding of research-based instructional strategies and how they align with content\nSupports educators in designing authentic learning tasks that engage students in constructing their own understanding of concepts and applying those concepts to real-life situations\n\nISTE Standards for Coaches\n\nThe micro-credentials in the Technology Coaching stack align with the six ISTE Standards for Coaches. This micro-credential supports standard 2e. (See the Research section for more information on the ISTE Standards.)"},"ceterms:subjectWebpage":"https://digitalpromise.box.com/s/s1f17pqa77knztrwurhbp7zd2klvwvab"}],"ceterms:inCatalog":"https://microcredentials.digitalpromise.org/explore/using-technology-for-differentiation","ceterms:offeredBy":["https://credentialengineregistry.org/resources/ce-34e96e45-7ba7-4870-b3cf-055d9621d354"],"ceterms:inLanguage":["en"],"ceterms:description":{"en-US":"Coach supports educators in using technology effectively to differentiate instruction."},"ceterms:credentialId":"https://microcredentials.digitalpromise.org/explore/using-technology-for-differentiation","ceterms:subjectWebpage":"https://microcredentials.digitalpromise.org/explore/using-technology-for-differentiation","ceterms:copyrightHolder":["https://credentialengineregistry.org/resources/ce-34e96e45-7ba7-4870-b3cf-055d9621d354"],"ceterms:availableOnlineAt":["https://microcredentials.digitalpromise.org/explore/using-technology-for-differentiation"],"ceterms:availabilityListing":["https://microcredentials.digitalpromise.org/explore/using-technology-for-differentiation"],"ceterms:credentialStatusType":{"@type":"ceterms:CredentialAlignmentObject","ceterms:framework":"https://credreg.net/ctdl/terms/CredentialStatus","ceterms:targetNode":"credentialStat:Active","ceterms:frameworkName":{"en-US":"Credential Status"},"ceterms:targetNodeName":{"en-US":"Active"},"ceterms:targetNodeDescription":{"en-US":"Awards of the credential are ongoing."}},"ceterms:usesVerificationService":["https://credentialengineregistry.org/resources/ce-1472586c-b08c-4f22-9013-5b4d9a58d277"]}