This document discusses strategies for differentiating instruction with technology to support student needs. It begins by explaining Gardner's Multiple Intelligences theory and then provides examples of differentiating instruction by content, process, and product using technologies like accessing primary documents online and connecting with other classrooms. The document also discusses Response to Intervention, assistive technologies at different levels from low to high tech, supporting cognitive needs, and culturally responsive instructional strategies. Key assistive technologies mentioned include speech synthesizers, alternative keyboards, and captioning services.

1. Chapter 6: Customizing
Student Learning Activities
Chapter 11: Diversity and
Cultural Understanding
Technology Integration for Meaningful
Classroom Use
By: Katherine S. Cennamo, John D. Ross, and Peggy A. Ertmer

2. Gardner’s Multiple Intelligences
× Logical-Mathematical
Intelligence- ability to use
strategies and direct patterns to
solve problems.
× Musical Intelligence- express
oneself through music.
× Naturalist Intelligence- relate to
the environment.
× Spatial Intelligence- use
imagination to see how things
can be transformed.
× Bodily-Kinesthetic Intelligence-
manifested through physical
contact
× Interpersonal Intelligence- ability
to understand the desires
motivations, and needs of others.
× Intrapersonal Intelligence- ability
to have deep understanding
abilities, fears, and motivations.
× Linguistic Intelligence-
Communicate through verbally
and written languages.
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3. Ideas for Differentiating
Instruction with Technology
Differentiate
Content:
Example-
Access primary
documents
including
images and
audio files from
museums or the
Library of
Congress
Differentiate
Process:
Example-
Connect with
other classrooms
through email or
videoconferencing
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Differentiate
Product:
Example-
Create a
concept map
before and after
instruction.

4. “By offering choices
of media and
materials, you can
support students’
affective needs.”
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5. RTI (Response to
Intervention)
5

6. “The term ‘assistive technology’
has usually been applied to
computer hardware and
software and electronic devices.
However, many AT tools are
now available on the Internet.”
-Stanberry & Raskind

7. Assistive Technology
High-Tech
× Environmental controls
× Augmentative or alternative
× Speech synthesizers
× Voice-recognition systems
× FM amplification systems
× Text-to-speech software
× Word-prediction software
× Trackball, mouse stick, and
switches
× Touch-sensitive pads
× Eye-tracking technology
× Abbreviation-expansion
software
Mid-Tech
× Word processing software
× Prewriting, organization, concept mapping software
× Portable word processors
× Large print word processors
× Ergonomic, alternative, programmable, or virtual
keyboards,
× Hyperlinked multimedia
× Electronic organizers
× Scanning reading pens
× Leveled voice output devices
× Telecommunication Devices for the Deaf
× Captioning
× Text messaging
× American Sign Language software
× Descriptive Video Services
× Closed-circuit Television Magnification
× Braille notetakers
× Talking dictionaries
× Audio/video recorders
× CD/MP3 media players
Low-Tech
× Scanning print using
an optical recognition
software
× Enlarging print and
visuals on screen
× Talking picture
frames
× Calculators
× TImers
× Switch toys
× Spell checkers
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8. Supporting the Cognitive Needs of Students
1. Observing closely and desctibing what’s there
2. Building explanations and interpretations
3. Reasoning with evidence
4. Making connections
5. Considering different viewpoints and perspectives
6. Capturing the heart and forming coclusions
7. Wondering and asking questions
8. Uncovering complexity and going below the surgae of things

9. Culturally Responsive Instructional Strategies
1. Acknowledge students’ differences as well as commonalities.
2. Validate students’ cultural identities in classroom practices and
instructional materials.
1. Educate students about the diversity of the world around
them.
1. Promote equity and mutual respect among students.
2. Use valid measures to assess students’ ability and achievement
3. Foster a positive interrelationship among students, their families,
the community, and school.
1. Motivate students to become active participants in their
learning.
1. Encourage students to think critically.
2. Challenge students to strive for excellence as defined by their potential.
3. Assist students in becoming socially and politically conscious.

10. Resources
Stanberry, Kristen, and Marshall H Raskind.
“Assistive Technology for Kids with Learning
Disabilities: An Overview.” Reading Rockets, 6 Sept.
2017, www.readingrockets.org/article/assistive-
technology-kids-learning-disabilities-overview.
CENNAMO, KATHERINE. TECHNOLOGY
INTEGRATION FOR MEANINGFUL CLASSROOM
USE: a Standards-Based Approach. WADSWORTH,
2018.
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