Create one differentiated activity for any content area in the social sciences which utilizes at least one form of technology. In your paper, describe the activity and how it is situated in the conten

Create one differentiated activity for any content area in the social sciences which utilizes at least one form of technology.

• In your paper, describe the activity and how it is situated in the content area. Justify how and why the activity is differentiated. That is, in what way(s) does the activity appeal to learners of different abilities?
• Construct a response that is clear about the role of technology in your activity. How will the technology you select better fulfill the need to differentiate?
• Examine at least one limitation or challenge to the differentiated activity or to the inclusion of technology.

Ensure to be practical by giving practical examples in your answer. 

Submit a paper which is 2-3 pages in length, excluding the Title and References pages. Your paper should be double-spaced and cite at least 2 outside sources in APA format. Your paper should be well-written and free from grammar, spelling, and content errors. Be sure that you have properly cited (in APA format) all resources used.

References

1. Hall, T., Strangman, N., & Meyer, A. (n.d.). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. https://sde.ok.gov/sites/ok.gov.sde/files/DI_UDL.pdf

• Pages 1-22. Differentiated instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms. This report examines information on the theory and research behind differentiated instruction and the intersection with Universal Design for Learning (UDL), a curriculum designed approach to increase flexibility in teaching and decrease the barriers that frequently limit student access to materials and learning in classrooms. The text begins with an introduction to differentiated instruction by defining the construct, then identifying components and features; additionally, the text provides a sampling of applications and linkages with differentiated instruction both in theory and with specific lesson.examples.

2. Reimaging the role of technology in education: 2017 National education technology plan update. (2017). Office of Educational Technology. https://tech.ed.gov/files/2017/01/NETP17.pdf 

• Pages 55-68: Chapter 4, Assessment. Measuring learning is a necessary part of every teacher’s work. Teachers need to check for student understanding, and parents, students, and leaders need to know how students are doing overall in order to help them successfully prepare for college and work. In addition to supporting learning across content areas, technology-enabled assessments can help reduce the time, resources, and disruption to learning required for the administration of paper assessments. Assessments delivered using technology also can provide a more complete and nuanced picture of student needs, interests, and abilities than can traditional assessments, allowing educators to personalize learning.

3. Student success: Differentiated instruction educator’s guide. (2010). Reach Every Student.  http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf

• Pages 4-40. Once learning objectives have been constructed, a variety of strategies can be used to gather the assessment information from students such as exit cards, journals, checklists or simply listening to students share self-assessments after a think-pair-share. The reflective learning skills and the knowledge of their own thought processes (i.e., metacognition) that students develop by self-assessing not only serves to inform instruction but helps students clarify and advocate for their learning needs. A shared responsibility for learning is fostered and students become increasingly independent in their learning.

4. Winthrop, R. & Smith, M. S. (2012). A new face of education: Bringing technology into the classroom in the developing world. Global Economy and Development. https://www.brookings.edu/wp-content/uploads/2016/06/01_education_technology_shearer.pdf 

• Pages 30-40: Developing world experience of technology in education. This portion of the reading reviews common critiques about the use of technology in education: value-added, infrastructure and equity, reliability and sustainability, ease of use, teacher support, political symbolism, and the role of the teacher. In addition, the article outlines seven principles for the smart use of technology in education.

Optional Video:

1. Kayser, J. (2018, May 1). Using technology to differentiate instruction [Video]. YouTube.  (15:00)

https://youtu.be/siYbepZfmRk

• Runtime: 15 min. In this video, the narrator provides a basic foundation of what is meant by differentiated instruction and how to use differentiation in a classroom. In addition, the narrator examines the ways in which technology can be used to help further the goals of differentiation.