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ERIC Number: EJ719941
Record Type: Journal
Publication Date: 2005-Sep
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1082-5754
Decision Making in the Process of Making Differentiation
Parsons, Catherine V.; DeLucia, Jodi M.
Learning & Leading with Technology, v33 v1 p8-10 Sep 2005
How has technology affected student achievement? There is a never-ending and misunderstood debate regarding technology integration that revolves around two main factors. First, the definition of student achievement has changed. Information technology literacy is now part of the skill set students will need to be successful, bringing with it a responsibility for educators to expose students to a wide variety of tools. Second, the technology must be skillfully harnessed and applied by professionals to ensure positive effects on student achievement. This article addresses the second part of the argument. Harnessing technology in the differentiation process provides an efficient method of using student data. The authors contend that it is the way educators apply data to planning and instruction that leads to student achievement. Educators must be supported in acquiring the skills (in data analysis, data application, and technology-based arenas) necessary to be successful with this process. Differentiated instruction is the approach to education adopted by the teacher; technology is the tool that allows them to be successful.
International Society for Technology in Education, 1710 Rhode Island Ave. NW, Suite 900, Washington, DC 20036. Tel: 866-654-4777 (Toll Free); Fax: 202-861-0888; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A