# Integrating Technology and Differentiated Instruction

Using technology in the classroom not only allows the teacher to differentiate instruction but to foster the development of Digital Age Fluencies. In essence, it serves a dual purpose; however, using technology requires more than enhancing a lesson with a PowerPoint or Prezi presentation or providing the students with time to play an educational game on their iPad. In order to develop Digital Age Fluencies, using technology requires students to understand the complex and dynamic nature of the technological landscape from the perspectives of the user and of the developer. Taking this perspective has made it easier to provide differentiated instruction while still developing Digital Age Fluencies.

This idea actually came to me before I started teaching this school year. I knew I would be teaching Geometry and Algebra II, and considered how I would integrate technology into the curriculum in a way that would really enhance the students’ technological understanding and fluency. One of the ways that I did this was by introducing the students to Microsoft Excel. Many of them had already used Excel to create simple graphs. Instead, I taught the students how to create their own graphing calculators. First, we started small and worked with basic formulas. Then, I introduced them to Macros and created simple calculators for some of the equations we were working with. Finally, I introduced them to Visual Basic and had them work on creating their own graphing calculators.

Another way that I could integrate technology into the curriculum in order to differentiate instruction and develop Digital Age Fluencies is by taking a Project Based Learning approach. I have actually started this with a number of classes and have already seen students more engaged. In Geometry, for example, the students are creating model cities inspired by different two-dimensional shapes. Some of the students had struggled with the relationships between two-dimensional shapes and three-dimensional objects prior in the first semester. For these students, I introduced them to simulators online that helped them visualize the relationships. For the other students, who were able to identify the relationship, but struggled with visually representing it, I introduced them to three-dimensional modeling software. After spending much time with both of these forms of technology, the students understood the project better and the mathematics necessary for creating their model cities.