Does Mobile Technology Have a Place in Differentiated Instruction?

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Author(s): Therese M. Cumming (University of New South Wales, Australia)
Copyright: 2016
Pages: 19
Source title: Special and Gifted Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-0034-6.ch092

Keywords: Education / Information Science Reference / K-12 Education / Special Education

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Abstract

Although mobile technologies are relatively new, they have quickly become ubiquitous in education, despite a limited evidence base for their efficacy in instructional design. This chapter discusses differentiated instruction for the inclusive classroom and how this can be best accomplished using mobile technology as an educational tool. Using mobile computing devices such as the iPad in differentiated instruction has many advantages, but is not without challenges. Many of these challenges can be addressed using suggestions from previous research in the areas of differentiated instruction and educational technology. Future research is necessary to provide a solid evidence-base supporting the use of mobile technology with diverse learners in all levels of classroom instruction.

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Does Mobile Technology Have a Place in Differentiated Instruction?

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