The purpose of this Web site is to focus on how technology already in the classroom or school can support good instruction and research-based strategies that work. Our focus in this site is on Differentiated Instruction – which is a teaching theory based on the idea that instructional approaches should give students multiple options for taking in information, making sense of ideas, expressing what they learn, and accommodating differences while teaching to students strengths and knowledge (Tomlinson 2001). We also explore how technology can support Differentiation and the Research-based Strategies; such as those identified in the work of Marzano, Pickering, and Pollock (2001). [i.e teaching strategies based on research evidence that are shown to raise student achievement.
For schools that have invested in technology and want to better leverage their resources, Tech Tips can help you. We'll show you how to assist instructional staff to utilize the computers, software, and other tools they have for differentiating instruction. We show you how to flex and adjust "digital" media to suit your students' needs. We'll show you how to use technology to motivate students, and let them explain through technology what they know.
No Child Left Behind requires teachers to continually ensure that all students have access to the general curriculum. Technology can help here, too. We acknowledge that a large part of differentiation starts with understanding when a student is ready for learning; what it takes for their processing; and how we can increase learning by providing variety in output options. Using data to understand students and their needs and to "drive" decisions about instruction and learning is also an important part of NCLB.
For more information view our related services and learn how WestEd staff and our partners can provide professional development services both online and in face-to-face forums to help schools and districts better use technology to support the needs of diverse learners.
These materials were originally developed as work of the WestEd Regional Technology in Education Consortium (RTEC) 2000-2005; and in partnership with various staff of the California Technology Assistance Project and the Alliance for Technology Access. Additional funding provided by The NEC Foundation of America.
References
Marzano, Robert J., Debra Pickering, and Jane E. Pollock. 2001. Classroom instruction that works : Research-based strategies for increasing student achievement. Alexandria, Va.: Association for Supervision and Curriculum Development.
Tomlinson, Carol A. 2001. How to differentiate instruction in mixed-ability classrooms. Alexandria, Va.: Association for Supervision and Curriculum Development.
Julie Duffield, Research Associate II
Julie Duffield joined WestEd in 1990. She is currently a Research Associate in WestEd’s Comprehensive School Assistance Program (CSAP) where she works for various CSAP’s professional development projects, including managing online events, learning resources, and mentoring networks for WestEd’s SchoolsMovingUp -- a WestEd initiative aimed at serving low-performing schools nationwide.
Duffield has more than 22 years of experience both within and outside of the classroom, including working with diverse learners. Starting in the early 1980’s she provided technical assistance to educators on Language Arts for English Language Learners in remote rural communities, using technology to support professional development. As well, she has worked on State and Federal initiatives to apply technology to support student learning. As a member of Distance Learning Resource Network she was an early adopter of online learning including using technology in teacher professional development.
Most recently Duffield managed the Access and Equity strand of the Regional Technology in Educational Consortium (RTEC) where she highlighted best practices of differentiated instruction and technology to support diverse learners in reading and writing skills. As such, she is a strong advocate for assistive technology and fostered partnerships with groups like Alliance for Technology Access to connect children with disabilities and their families to technology.
Also, Duffield is been part of an evaluation of Schools Attuned, a teacher professional development program in which teachers learn how to manage student differences. She also oversees the Technology for Diverse Learners web site and is a blogger n the The Infinite Thinking Machine (ITM) which is designed to help teachers and students thrive in the 21st century.
She also works on school improvement issues and has been a member of school improvement teams.
Duffield received a BA in psychology from the University of Queensland, Brisbane, Australia, a teaching diploma from Kedron College, Brisbane, Australia, and a technology in education certificate from the University of California, Santa Cruz.
|
