“Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals” – ISTE Coaching Indicator 2e
As I consider ISTE Coaching indicator 2e, I am reminded of a post I wrote on the ability of technology to empower the learner. An empowered learner is one who has some agency in his or her own education. To that end, differentiation allows students to exercise this empowerment to pursue their educational goals through various means. Teachers who foster this environment via technology are essentially demonstrating the indicator for this standard by adjusting and adapting their plans (be it in content, process, product, or learning environment) to the readiness levels, learning styles, interests, or personal goals of their students. In the aforementioned post on the empowered learner, I cite the example of the Madison Consolidated Schools digital leadership class, which is centered around several “commitments.” One of these commitments is to “experimentation.” Teachers must constantly adjust and experiment to find new pedagogical avenues to reach different students. Technology can facilitate a more rapid and effective adjustment for this process. Another commitment I observed in the blog is a commitment to students. Teachers and administration gave this small group of students a relatively free hand with regards to the how the class was structured and how they completed their work – much of which was done digitally and on their own time. I believe that this type of differentiation which uses digital technology to readily adjust content, process, and product to meet different learning styles and interests at various levels of readiness is an excellent example of the indicator.