Location
Room 129
Proposal Track
Research Project
Session Format
Round Table
Preferred Time
Friday morning
Abstract
Differentiated instruction (DI) is based on the idea that students differ significantly in their interests, learning styles, and readiness, and teaching strategies and decisions involving content, process, and product should vary accordingly[1]. Grimes and Stevens (2009)[2] reported a positive correlation between students’ academic success, motivation, and self-efficacy with its use. DI has also been found to result in improved test scores on district and state assessments in every subject, at every grade level. Beecher’s (2008) study supports the idea that using a DI approach and enriched learning experiences could help close the achievement gap between culturally and economically diverse groups[3]. The use of technology tools has also been shown to result in significantly improved student achievement, student engagement, peer interaction, collaboration, and communication[4] [5].
The attitudes and perceptions of 17 teachers from the Putnam County, GA school district, who attended a summer workshop: “Technology Integration into Math Engagement (TIME): A Professional Development Workshop Integrating Technology Tools in Differentiated Math Instruction for Elementary Teachers” will be shared with conference participants. Technology tools and strategies for utilizing them as aides in differentiating mathematics instruction were shared with the teachers. Teachers participated in a survey to determine perceptions about the value of the workshop activities for differentiation. Patterns/trends in the data, gleaned from the survey and from ongoing follow-up visits to teachers’ classrooms to determine any lasting effects on their attitudes and perceptions, will be shared.
[1] Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD
[2] Grimes, K., & Stevens, D. (2009). Glass, Bug, Mud: A Self-Assessment System Enables Teachers to Differentiate Elementary Mathematics Instruction, Which Boosts Both Student Learning and Students' Sense of Themselves as Mathematicians. Phi Delta Kappan, 90 (9). Retrieved from http://www.questia.com/library/journal/1G1-200105549/glass-bug-mud-a-self-assessment-system-enables
[3] Beecher, M., & Sweeny, S. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school's story. [Electronic version]. Journal of Advanced Academics, 19(3), 502-530.
[4] Fulton, K. (2012, April). The flipped classroom: Transforming education at Byron High School. THE Journal, 39(3), 18–20.
[5] Kolb, L. (2011). Why and How: Teachers Using Mobile Phones in K-12. Education Leadership. February 2011.
Keywords
differentiation, technology, mathematics instruction
Recommended Citation
Foster, Ardyth and Kim, Jackie, "Technology Integration into Differentiated Mathematics Instruction: Teacher Attitudes" (2015). Georgia Educational Research Association Conference. 15.
https://digitalcommons.georgiasouthern.edu/gera/2015/2015/15
Included in
Technology Integration into Differentiated Mathematics Instruction: Teacher Attitudes
Room 129
Differentiated instruction (DI) is based on the idea that students differ significantly in their interests, learning styles, and readiness, and teaching strategies and decisions involving content, process, and product should vary accordingly[1]. Grimes and Stevens (2009)[2] reported a positive correlation between students’ academic success, motivation, and self-efficacy with its use. DI has also been found to result in improved test scores on district and state assessments in every subject, at every grade level. Beecher’s (2008) study supports the idea that using a DI approach and enriched learning experiences could help close the achievement gap between culturally and economically diverse groups[3]. The use of technology tools has also been shown to result in significantly improved student achievement, student engagement, peer interaction, collaboration, and communication[4] [5].
The attitudes and perceptions of 17 teachers from the Putnam County, GA school district, who attended a summer workshop: “Technology Integration into Math Engagement (TIME): A Professional Development Workshop Integrating Technology Tools in Differentiated Math Instruction for Elementary Teachers” will be shared with conference participants. Technology tools and strategies for utilizing them as aides in differentiating mathematics instruction were shared with the teachers. Teachers participated in a survey to determine perceptions about the value of the workshop activities for differentiation. Patterns/trends in the data, gleaned from the survey and from ongoing follow-up visits to teachers’ classrooms to determine any lasting effects on their attitudes and perceptions, will be shared.
[1] Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD
[2] Grimes, K., & Stevens, D. (2009). Glass, Bug, Mud: A Self-Assessment System Enables Teachers to Differentiate Elementary Mathematics Instruction, Which Boosts Both Student Learning and Students' Sense of Themselves as Mathematicians. Phi Delta Kappan, 90 (9). Retrieved from http://www.questia.com/library/journal/1G1-200105549/glass-bug-mud-a-self-assessment-system-enables
[3] Beecher, M., & Sweeny, S. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school's story. [Electronic version]. Journal of Advanced Academics, 19(3), 502-530.
[4] Fulton, K. (2012, April). The flipped classroom: Transforming education at Byron High School. THE Journal, 39(3), 18–20.
[5] Kolb, L. (2011). Why and How: Teachers Using Mobile Phones in K-12. Education Leadership. February 2011.
