MEDU 6714- Teaching With Technology Toolbox Part 1: Differentiating by Content

This post is the first in a series of three. I will be sharing with you 21 methods of differentiation using technology in the classroom: 7 methods for differentiating by content, 7 methods for differentiating by process, and 7 for differentiating by product. These methods are described for the context of my alternative high school ELA setting, but can be applied to any classroom. Links to specific tools are included as the tools are mentioned.

What exactly is differentiation and why should you care? A common misconception about differentiation is that it requires the teacher to create a completely unique lesson for each and every student; thankfully, this is absolutely not the case. Differentiation is about responding to the “variance among learners in the classroom” so students can access, process, and demonstrate learning in ways that still lead to the same meaningful goals (Tomlinson, 2014, p. 1). “Well-managed classrooms are well-managed differentiated classrooms," which matters because differentiation only works when students have enough structure to make choices responsibly. In other words, differentiation is not lowering expectations; it is making sure students have an appropriate path to meet them (Heacox, 2017, p. 116).

Differentiating by Content

Differentiating by content means adjusting how students access the information, ideas, or skills they are expected to learn. Tomlinson (2014) explains that content is what students need to know, understand, and be able to do, while Heacox (2017) emphasizes that differentiation should provide appropriate support without lowering the learning goal. In practice, this might mean offering the same essential content through different texts, videos, audio, visuals, or guided resources.

Method 1: Ebook and Audiobook Access 

Online resources/tools: Project Gutenberg, LibriVox, YouTube audiobook recordings, and ebook and audiobook tools available through your school or public library (These may include apps like Sora, Overdrive, or Libby.)

Peer-reviewed support: Wood et al. (2018) found that text-to-speech and related read-aloud tools such as audiobooks can support reading comprehension for students with reading disabilities as ways to reduce barriers without changing the learning goal.

How it differentiates by content: Students are still working with the same text, but they can access that text in different ways. Some students may need to read visually, some may need to listen, and some may benefit from reading and listening at the same time. Tomlinson (2014) defines content as what students need to know, understand, and be able to do. The goal is not to lower the expectation, but to give students a more appropriate way into the same content. 

Possible units: This differentiation works best in my classroom with whole-class reading units such as The Strange Case of Dr. Jekyll and Mr. Hyde, Lovecraft short stories, and Scythe. 

Rationale for my classroom: This method is especially useful in my alternative high school ELA classroom because many students miss class, need repeated exposure to a text, or struggle to keep up with in-class reading. My physical classroom books do not leave my room, so digital access gives students a way to continue reading outside of class when needed. In my Jekyll and Hyde unit, ebook and audiobook access allowed a student who had missed significant class time to read the same novella as the rest of the class and still complete the same comprehension assessments. This method keeps the content consistent while making access more flexible.

Method 2: Curated Schoology Resource Hub

Online resources/tools: Schoology or any LMS used by your school, Google Drive, Google Docs, Google Slides, or YouTube to share teacher-created notes, linked articles, vocabulary lists, and other materials for students to access on their own devices in and outside of school.

Peer-reviewed support: Mayer and Moreno (2003) explain that multimedia learning is more effective when information is organized in ways that reduce unnecessary cognitive load. A curated resource hub supports this by keeping related materials in one predictable place instead of requiring students to search through multiple websites, folders, tabs, or assignments to find what they need.

How it differentiates by content: Students can access the same unit concepts through different types of resources. For example, one student may review a slide deck, another may watch a short video, another may use vocabulary notes, and another may reread an article or class handout. The learning goal stays the same, but the content is available through multiple entry points.

Possible units: I use these tools for all the content I share in all my classes which currently consist of junior ELA and speech.

Rationale for my classroom: In my classroom, students are often absent, behind, overwhelmed, or unsure where to start. A Schoology resource hub gives them one reliable place to find the materials they need without waiting for me to personally redirect them every time, also allowing them to receive the direction they need when they are not in class. For a reading unit, I might include the ebook link, audiobook link, reading questions, vocabulary notes, character lists, background information, and quiz links. For a speech unit, I might include example speeches, outlines, topic brainstorming tools, rubric links, and citation help. This method helps students access content more independently while still giving me room to guide students who need more direct support.

Method 3: Embedded-Question Instructional Videos

Online resources/tools: Edpuzzle, Nearpod, PlayPosit, VoiceThread, YouTube videos with teacher-created questions, or video lessons posted in Schoology with linked comprehension checks.

Peer-reviewed support: Van der Meij and Böckmann (2021) found that embedded questions in recorded lectures helped students engage more actively with video content and improved comprehension.

How it differentiates by content: Students can access important background knowledge, vocabulary, or direct instruction through video while still being guided through the same essential information. The questions built into the video help students pause and process instead of passively watching. Students who need more support can rewatch sections, use captions, or move through the video at their own pace, while students who already understand the material can move more quickly. The content remains the same, but the way students access and check their understanding becomes more flexible.

Possible units: This method would work well for introducing background information in The Strange Case of Dr. Jekyll and Mr. Hyde, historical or scientific context for Lovecraft stories, author background for Scythe, MLA citation instruction, or speech-writing mini lessons.

Rationale for my classroom: In my classroom, embedded-question videos are especially helpful for students who miss direct instruction, need repeated exposure, or struggle to stay engaged during a whole-class lecture. For example, before reading Jekyll and Hyde, students could watch a short video about Victorian London or Gothic literature with questions built in to check understanding. In a speech unit, students could watch an example speech and answer questions about hook, organization, delivery, and evidence. This gives students access to the same content even if they are absent or need extra time, and it gives me a quick way to see who understands the material before moving on. Additionally, if students are engaged in their own self-paced content assimilation on their individual devices, I am more free to roam the classroom and support students rather than standing at my computer or the board giving direct instruction.

Method 4: Leveled or Readability-Supported Articles

Online resources/tools: Newsela, CommonLit, ReadWorks, Achieve3000, Britannica School, or other school-approved databases that provide articles at different reading levels or with built-in reading supports.

Peer-reviewed support: Martin et al. (2020) found that adaptive learning technologies can help personalize instruction by adjusting the level of support, content, or pathway based on learner needs, supporting the use of leveled or readability-supported articles when students need access to the same concept but are not all ready for the same text complexity.

How it differentiates by content: Students can study the same topic or concept through texts that better match their current reading needs. For example, students might all learn about Gothic literature, artificial intelligence, media bias, or historical context, but one student may need a shorter or more accessible article while another is ready for a more complex source. The learning goal stays the same, but the content is adjusted so students can actually access and understand it.

Possible units: This method works especially well in my H.P. Lovecraft unit when students research historical context, science fiction, cosmic horror, or author background.

Rationale for my classroom: My students’ reading levels, stamina, and confidence vary widely. Some students can handle a long academic article, while others shut down if the text looks too difficult before they even begin. Using leveled or readability-supported articles allows students to access the same essential ideas without making reading level the barrier. It is also helpful for absent students or students who need to get caught up quickly because they can still engage with the same topic even if they need a more manageable entry point.

Method 5: AI-Support for Leveled or Readability-Support Articles

Online resources/tools: MagicSchool AI, ChatGPT, Claude, or another school-approved AI tool used by the teacher to adapt texts by reading level, language, vocabulary support, or background knowledge.

Peer-reviewed support: Kasneci et al. (2023) explained that large language models can support personalized learning and language-related tasks, but they also emphasize the need for careful guidance because AI tools can produce inaccurate or inappropriate responses. This makes teacher oversight especially important when AI is used to adapt classroom content.

How it differentiates by content: The teacher can use AI tools for content differentiation to make the same essential information more accessible. For example, a teacher might use AI to rewrite a complex article at a lower reading level, translate a passage into a student’s home language, generate vocabulary previews, create background knowledge summaries, or produce guided comprehension questions. The goal is not for AI to replace the original content or do the thinking for students. Instead, it gives students a more accessible entry point into the same topic, concept, or skill.

Possible units: I use this method in my ELA classes to adjust the language or reading level of texts to support my ELL/LEP and IEP students.

Rationale for my classroom: My classroom has a variety of students with very different reading levels, background knowledge, attendance patterns, levels of English proficiency and levels of confidence. AI can help me quickly create multiple access points to the same content without spending hours rewriting every text by hand. For example, if I want students to read an article about AI ethics before connecting it to Scythe, I can use AI to create a more accessible version, a vocabulary preview, or a Spanish-language support version while still keeping the class focused on the same essential ideas. This method is most appropriate when the teacher reviews and revises the AI output before students use it, because the teacher is still responsible for accuracy, quality, and alignment to the learning goal.

Method 6: Vocabulary and Background Knowledge Digital Supports

Online resources/tools: Google Slides, Canva, Quizlet, Gimkit, Blooket, YouTube, teacher-created vocabulary lists, digital word walls, image banks, timelines, maps, and short background videos posted in Schoology.

Peer-reviewed support: Cabell and Hwang (2020) emphasize that building content knowledge can strengthen comprehension because students understand texts more deeply when they have the vocabulary and background information needed to make sense of what they are reading. Digital vocabulary and background knowledge supports can give students that foundation before they are expected to analyze or respond to a text.

How it differentiates by content: Students may need different levels of preparation before they can access the same reading, discussion, or assignment. Some students may only need a quick vocabulary preview, while others may need images, videos, maps, timelines, or examples before the content makes sense. This is especially important when the text includes unfamiliar historical context, academic language, literary terms, or cultural references. Students are still learning the same core content, but the teacher provides different supports to help them enter the material.

Possible units: This method works best in my units for The Strange Case of Dr. Jekyll and Mr. Hyde when learning about Victorian London, Gothic literature, and vocabulary; in my H.P. Lovecraft unit when studying cosmic horror, scientific language, xenophobia, and historical context; in my Scythe unit when discussing artificial intelligence, mortality, government, and ethics; and in speech for rhetorical terms, source evaluation, and presentation vocabulary.

Rationale for my classroom: My students often struggle less with the main idea than with the vocabulary, context, or references surrounding it. A student may be able to discuss a character’s choices, but still get lost because words like “reputable,” “depravity,” “ape-like,” “ethics,” or “rhetoric” are unfamiliar. Digital supports let me give students quick access to definitions, images, examples, and background information without stopping the entire class every time. For example, a short Schoology folder with a map of Victorian London, a few key terms, and a short Gothic literature video can help students enter Jekyll and Hyde with more confidence. This method helps students access the content before they are asked to analyze it.

Method 7: Digital Annotation Tools

Online resources/tools: Kami, features on Google Docs like comments and highlighting, Hypothesis, Adobe Acrobat, or other tools provided by your school that allow students to highlight, comment, define words, ask questions, and respond directly on a digital text.

Peer-reviewed support: Azmuddin et al. (2020) found that digital annotation tools can support online reading comprehension by helping students interact more actively with academic texts.

How it differentiates by content: Students are able to access the same text with different levels of support. Some students may only need to highlight important lines, while others may need teacher comments, vocabulary notes, guiding questions, or sentence starters embedded directly in the text. Students can also add their own questions and notes as they read. The content stays the same, but the supports built into the text can vary based on student need.

Possible units: I use this method with H.P. Lovecraft short stories, The Strange Case of Dr. Jekyll and Mr. Hyde, Scythe, source evaluation lessons, speech research, and argumentative writing units.

Rationale for my classroom: In my classroom, many students struggle to know what to pay attention to while reading. Digital annotation tools let me guide students through a text without stopping every few sentences for the whole class. For example, I could use comments to point out Gothic elements in Jekyll and Hyde, define difficult vocabulary in a Lovecraft passage, or ask students to highlight evidence connected to a theme in Scythe. This also helps absent students because the reading support stays attached to the text. Instead of trying to recreate the entire class discussion later, students can see prompts, notes, and questions directly where they need them. Additionally, having them annotate digitally rather than on paper, makes it harder for them to lose their assignment and easier to refer back to it even when they conveniently forget their backpack at home.

References:

Azmuddin, R. A., Mohd Nor, N. F., & Hamat, A. (2020). Facilitating online reading comprehension in enhanced learning environment using digital annotation tools. IAFOR Journal of Education: Technology in Education, 8(2), 7–27. https://doi.org/10.22492/ije.8.2.01

Cabell, S. Q., & Hwang, H. (2020). Building content knowledge to boost comprehension in the primary grades. Reading Research Quarterly, 55(S1), S99–S107. https://doi.org/10.1002/rrq.338

Heacox, D. (2017). Making differentiation a habit: How to ensure success in academically diverse classrooms. Free Spirit Publishing. 

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., . . . Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, Article 102274. https://doi.org/10.1016/j.lindif.2023.102274

Martin, F., Chen, Y., Moore, R. L., & Westine, C. D. (2020). Systematic review of adaptive learning research designs, context, strategies, and technologies from 2009 to 2018. Educational Technology Research and Development, 68(4), 1903–1929. https://doi.org/10.1007/s11423-020-09793-2

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/S15326985EP3801_6

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

Van der Meij, H., & Böckmann, L. (2021). Effects of embedded questions in recorded lectures. Journal of Computing in Higher Education, 33(1), 235–254. https://doi.org/10.1007/s12528-020-09263-x

Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73–84. https://doi.org/10.1177/0022219416688170

Trying VoiceThread

For my MEDU-6711 course "Bridging Learning Theory, Instruction & Technology" at Walden University, I was encouraged to try out a Web 2.0 tool with which I was not very familiar: Voice Thread (n.d.). I used this program a little bit as a student when I was a high school freshman in 2012; my French teacher would have us record and share Voice Threads of us practicing French. At the time, I absolutely despised using the program because it gave me intense anxiety to record myself speaking another language and sharing that recording with my teacher and classmates, so I avoided the Voice Thread assignments altogether and almost didn't pass the class. Looking at it again with the perspective of a teacher and after more than ten years of added and upgraded tools, I have a much more positive attitude about the program. 

Voice Thread seems to be a highly effective tool that I would use with homework assignments if my school was not a "no-homework" school as it allows students to work independently with out the teacher present while feeling like they are in class with their teacher and peers. For this same reason, I could also see it being highly effective in an online, remote, or virtual classroom setting. Realistically, I am most likely to use this program to prepare for having a substitute because I can share material with my students the same way I would if I were in class and I can post the Voice Thread on Schoology for students to access on their individual Chromebooks so I don't need to rely on the substitute.

One of my classes right now is analyzing works by H.P. Lovecraft. For some of his stories, we read the original story first and then compare it to the For Beginning Readers version by R.J. Ivankovic (2019). Below is a Voice Thread I made that I would use if I were to have a substitute on the day we were studying Dagon (Lovecraft, 2021). I am still learning many of the tools that Voice Thread has to offer and will probably make adjustments to this Voice Thread if and when it comes time for me to actually use it in class.

Click here for Voice Thread

Let me know any feedback you may have by commenting on my blog post. I am anxious for any tips or insights you may have to offer. 

References

Ivankovic, R. J. (2019). H. P. Lovecraft’s Dagon for beginning readers. Chaosium.

Lovecraft, H. P. (2021). Dagon. In Collected stories (eBook No. 2100541h). Project Gutenberg Australia. https://gutenberg.net.au/ebooks21/2100541h.html (Original work published 1919).

VoiceThread. (n.d.). https://voicethread.com/ 

Constructivist and Constructionist Learning Theory, Teaching, and Learning

Constructivist and constructionist learning theories provide a powerful framework for understanding how students learn best in the 21st century, particularly in technology-rich classrooms. Constructivism emphasizes that learners actively construct knowledge based on prior experiences, while constructionism extends this idea by arguing that learning is most effective when students create tangible, shareable artifacts that allow them to externalize and reflect on their thinking (Orey, 2001 & Walden University, 2015). Because of technological advancements of the 21st-century such as the accessibility of the personal computer, the revolution of the Internet, and the explosion of artificial intelligence, constructionist learning is more accessible and more imperative than ever before (Levin, 2025, pp. 10, 19). Together, these theories form the foundation for instructional strategies such as project-based learning, learning by design, problem-based instruction, and inquiry-driven approaches like Genius Hour by engaging “students in a variety of structured tasks” (Pitler, 2012, p. 204).

Constructivist/Constructionist Learning Theories, Instructional Strategies, and Technology Tools

Constructivist and Constructionist learning theories and instructional strategies are magnified through the technological educational tools of the 21st Century. Constructivist-based strategies such as project-based learning, learning by design, and problem-based instruction are designed to place students at the center of the learning process, encouraging them to explore authentic problems, collaborate with peers, and construct meaning through active engagement rather than passive reception of information (Orey, 2001). Constructionist-based strategies take Constructivism a step further by having the students become the content creators of their own learning (Levin, 2025). Clark (2023) emphasizes that a vital trait of how these theories and strategies play into technology is that the technology must be used as an environment for learning through creation and exploration rather than tools for delivering instruction. Technology tools enhance these strategies by expanding students’ ability to research, create, collaborate, and reflect.

Orey (2001) states that Constructionism builds on Constructivism by focusing on the creation of external artifacts, noting that “learners don’t get ideas; they create ideas” through designing and constructing meaningful products (p. 130). Dr. Orey in Walden University (2015) makes sure to point out that Constructionism and Constructivism are different, though they are often confused: Constructivism at its simplest form is building knowledge based on our own personal experience which determines our understanding and that Constructionism is taking that understanding to build an artifact that shows our knowledge. Instructional strategies such as Learning by Design and Project-Based Learning operationalize this theory by requiring students to plan, design, test, revise, and present their work for real audiences. Technology tools, such as Google Slides, Canva, video creation tools, simulations, and collaborative platforms, support this process by making it easier for students to iterate on ideas, visualize complex concepts, and share their learning beyond the classroom.

Pitler (2012) applies Constructionist and Constructivist learning theory through the strategy of “generating and testing hypotheses” (p. 204). While this strategy is most often attributed to science class, it can be effectively used across all content areas, including high school English/ Language Arts, like I teach. No matter what students are learning, they can begin with developing a hypothesis or theory based on what they already know; they can then spend the duration of the unit testing and adjusting their hypotheses through Systems analysis, problem solving, experimental inquiry, and investigation (Pitler, 2012, p. 205). 

Levin's (2025) research applies Constructionist Learning Theory into the era of generative artificial intelligence (genAI), arguing that genAI represents a new phase in digital learning where tools become “partners to think with” rather than passive instruments (p. 14). From a Constructionist perspective, genAI allows students to engage in dialogue, explore ideas creatively, and construct knowledge through interaction rather than simple information delivery. When paired with inquiry-based strategies like the Genius Hour Project, these tools can scaffold higher-order thinking and promote student agency. 

Classroom Application, Genius Hour and ISTE Standards

Beginning on January 6th, as soon as my students come back from Christmas Break, I will be diving into my first intentional application of Constructivism and Constructionism by introducing a Genius Hour project to my high school speech class. One of the requirements of Speech in my school district is that students do research on a topic to present an informative speech. The course is meant to expose students to a variety of public speaking scenarios and different presentation methods. I have completely redesigned my Informative Speech Module for the class using the guidelines set by The Genius Hour Guidebook: Fostering Passion, Wonder, and Inquiry in the Classroom (Krebs, 2016). Rather than assigning students a traditional informational speech focused on summarizing a topic, students will develop an inquiry question, conduct research, form a claim, and create a presentation that communicates both their question and their conclusion. This structure aligns closely with Constructivist and Constructionist principles by emphasizing learner choice, authentic inquiry, and artifact creation. This formula of project preparation also aligns with Pitler's (2012) generating and testing hypotheses Constructionist/Constructivist learning strategy.

Students will be able to choose their presentation format, Google Slides, Canva, Prezi, PowerPoint, a video, a physical model, or any other presentation method they come up with, allowing them the autonomy to select tools that best support their own unique learning style and creative vision. This approach directly addresses the ISTE Standards for Students, particularly "Knowledge Constructor" as students evaluate sources and synthesize information to answer an inquiry question, "Creative Communicator" as they choose platforms and formats to effectively express their ideas, and "Empowered Learner" as they set goals, make decisions, and take ownership of their learning process (ISTE, n.d.-b). From the educator perspective, this project supports the ISTE Standards for Educators, including "Designer," "Facilitator," and "Learner," as I design flexible learning experiences, guide inquiry rather than dictate outcomes, and continuously adapt instruction based on student needs (ISTE, n.d.-a).

Generative AI tools, when used ethically and transparently, can further support this project by helping students brainstorm ideas, refine inquiry questions, organize research, or receive formative feedback on their claims. I have programmed a custom genAI tool for my class using Magic School AI (n.d.) This tool is designed to help students brainstorm ideas, find and cite reliable sources, and check their work with my rubrics I will be using to grade them. My students have enjoyed utilizing this tool in the past and I am looking forward to seeing how they continue to use it throughout their GH Informative Speech project. Encouraging my students to use genAI in this why aligns with Levin's (2025) argument that offloading lower-level cognitive tasks such as information gathering to AI allows learners to focus on deeper conceptual understanding and creative thinking which also aligning with Constructionist goals of students using that higher-level cognition to apply their learning in creating their artifacts or presentations. 

References

Clark, D. (2023, June 10). Papert, AI and concrete learning. Donald Clark Plan B. https://donaldclarkplanb.blogspot.com/2023/06/papert-ai-and-concrete-learning.html

International Society for Technology in Education. (n.d.-a). ISTE standards: For educators. ISTE. https://iste.org/standards/educ

International Society for Technology in Education. (n.d.-b). ISTE standards: For students. [Multimedia]. ISTE. https://iste.org/standards/students 

Krebs, D., & Zvi, G. (2016). The genius hour guidebook: Fostering passion, wonder, and inquiry in the classroom. Routledge.

Levin, I., Semenov, A. L., & Gorsky, M. (2025). Smart Learning in the 21st Century: Advancing Constructionism Across Three Digital Epochs. Education Sciences, 15(1), 45. https://doi.org/10.3390/educsci15010045 

MagicSchool. (n.d.). MagicSchool AI [AI platform]. https://www.magicschool.ai/ 

Orey, M. (2001). Global text: Emerging perspectives on learning, teaching, and technology. https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). ASCD.

Walden University, LLC. (2015). Constructionist and constructivist learning theories [Video]. Walden University Canvas. https://waldenu.instructure.com

Graphic Organizers and Virtual Field Trips – The Uncensored Library

 This week I had the remarkable opportunity to pilot an activity I have been wanting to do with my students for a long time: a virtual field trip to the Uncensored Library. 

What is the Uncensored Library?

The Uncensored Library is the world's largest collection of globally banned literature, mostly consisting of audio recordings and articles written by journalists from heavily censored countries. Where is this library? It is in a place that can only be visited virtually: Minecraft. Reporters Without Borders built a beautiful world in Minecraft to house all this forbidden knowledge for two reasons. The first is that it cannot be destroyed; each time someone accesses the world, they are creating their own individual copy so the countries attempting to censor the material are unable to destroy or restrict every copy. The second reason is that in most of the heavily censored countries, social media is restricted, but Minecraft, being a harmless open-world video game, is not, which means that having the library exist in Minecraft allows access to those in places where the content would otherwise be inaccessible (Reporters Without Borders, n.d.). 

The Field Trip

My intention with this project is to organized a school-wide virtual field trip in October 2026 during banned book week. So far, I have created a graphic organizer that was completed by a colleague at my school with whom I will be organizing the field trip as well as by two students who volunteered to stay after school to help me. 

My students and the teacher I collaborated with are both very excited about this idea. The next step is to take our planning to the principal for his approval. Then we can begin sorting out the details of having enough devices that can run the program and organizing the actual field trip.

Below is a picture one of the completed graphic organizers from my demo-activity. A PDF of the completed graphic organizer as well as the link to the original file on Canva can be accessed at the bottom of this post under "Appendix."

References

Reporters Without Borders. (n.d.). The Uncensored Library [Multimedia]. https://www.uncensoredlibrary.com/en

Appendix

Student Example- https://drive.google.com/file/d/1OFybM-1svWxmy5hS4ypsC4EUTz-9m0Nn/view?usp=sharing

Activity- https://www.canva.com/design/DAG64Dse7G4/GQwGTGzA2cx4IHoQLxg3cw/edit?utm_content=DAG64Dse7G4&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Behaviorist Learning Theory, Instructional Strategies, and Technology Tools

What is the relationship among behaviorism, the instructional strategies, and the technology tools? How do the strategies and the technology tools work together to support student learning? 

Behaviorism is based on the idea of simple operant conditioning: wanted behaviors are rewarded and unwanted behaviors are punished (Walden University, LLC, 2015). Punishment is the less effective form of behaviorism and can often be harmful, causing fear and even trauma in students. The worst forms of punishment are confinement and restraint which rarely have the desired outcome and can easily cause injury. A resource officer working at an elementary school in Kentucky in 2015 handcuffed a student and made him sit in a chair as a response to the child having behavioral outbursts in class; the student sustained minor injuries and the school was sued (Gonzalez, 2017). To prevent harmful uses of behaviorism, my school district now requires teachers to complete an online training each year about restraint and confinement. The summary of the hour-long training: don’t do it.

The more effective side of behaviorism is rewarding wanted behaviors. This can be done through rewards, praise, or recognition. Oftentimes, a system of recognition and reward in a classroom can mirror the instructional strategy of gamification or the “practice of strategically adding some game elements into a learning experience in order to boost motivation” (McNaughton-Hussain, n.d., para. 5). In the classroom, this is typically done through a Positive Behavior Support (PBS) or an Electronic Behavior Management Program (eBMP) which is a form of PBS based in technology. The most popular eBMP used by more than 90% of k-8 schools in the United States in ClassDojo (Corser, 2025). When using eBMPs like ClassDojo, students typically create avatars or characters to represent themselves and the teacher awards points or badges similar to points or badges one might earn in a video game. These can be linked to digital rewards like upgrades for their avatar or physical rewards provided by the teacher like getting to pick a prize from the class prize box. Corser (2025) and McNaughton-Hussain (n.d.) have discussed that as children are granted rewards for positive behaviors, they will continue to do those positive behaviors intentionally in seeking rewards, but then they will eventually exhibit the same positive behaviors naturally out of habit. 

How do you currently, or how might you in the future, use behaviorist-based instructional strategy(ies) and technology tool(s) in your classroom setting? 

I do not teach elementary school, so many eBMPs don’t really fit my students. I teach high-schoolers, specifically alternative high-schoolers, students who notoriously detest school with every fiber of their being and are at risk of dropping out or going to jail. Even though my students are too old for ClassDojo, they are far from too old for praise and recognition and other forms of positive behavior reinforcement. When it comes to my students’ work, what I struggle with the most is getting them to do anything more than the bare minimum. I assign a creative digital poster project, and they turn in a Google Doc with a white background and a few copied and pasted images with a single sentence at the top in 11-point Arial font. They don’t care about receiving a low grade, as long as they get at least a 59.5% overall grade at the end of the course. They don’t respond to the punishment of a low grade, but they do respond to positive reinforcement, especially the kind that puts them in the spotlight even when they are no longer in the class. 

When I assign my students creative digital projects like posters, slideshows, brochures, etc, I try to always show them my “showcase” of examples from past students. I keep the projects that look the best and required the most effort. They aren’t always the ones with the most correct information or the highest grades, but they do the best at showing what effort looks like. My students try harder on their projects when they know there is a chance that theirs will be used as a future example. They may not care about their grades, but they do care about their work getting to live on even after they are no longer in my class. As Pitler (2012) suggests, I am reinforcing effort because “effort leads to achievement” (p.57).

When my students are completing any digital projects, they are meeting the ISTE standard 1.6.a “Choose Platforms or Tools” by selecting which digital tools–usually Canva, Adobe Creative Cloud, or Google Docs or Slides–they want to use to meet the requirements of the project (ISTE, n.d.b). When my students understand that their work may be used as examples in the future and that their work will outlive their time in my class, they are meeting the ISTE standard 1.2.a “Digital Footprint” (ISTE, n.d.b).

In order for any of this to work, however, I need to do my part as well by meeting the ISTE Standards for teachers, namely being a leader as described in standard 2.2 and being a citizen as described in 2.3 (ISTE, n.d.a). I must ensure that the digital tools I am expecting my students to use are accessible to all of them and their diverse needs. Part of this is done by my modeling how to use the tools. Typically, when my students are doing a project, I am doing the same project on the board using Canva or one of the other tools that may be new to them and I make sure to model the lesser-known above-and-beyond features that will make their projects showcase-worthy. I meet the standards of being a citizen by doing more than just my part to make the experience as positive and engaging for them as possible, and also by removing names from past-student projects to protect my students’ identities. 

What are ways you can apply the sources you researched for this module’s Discussion? How might you integrate each source into the variation on GH or HoC you selected in Module 2 to support the application of behaviorist learning theory in your classroom?

This weekend, I have just finished a round of classes and will be beginning a fresh term on Monday. Right now, I am looking for ways to incorporate a Genius Hour Project into my Speech class for this block. My plan is to swap out their typical argumentative speech, for which they already choose their own topic or issue to present on, with a project of each student’s own design to argue a relevant issue. Since this is the first time I will be doing this project, I will not have examples from previous students to showcase, but I can invite a few other teachers to come watch their presentations to act as a special guest audience to judge the best project. If the project goes well and I plan to do it again in the future, I can then showcase the winner for the next class. 

As I brainstorm, plan, and prepare this project for my speech students, I will be studying The Genius Hour Guidebook: Fostering Passion, Wonder, and Inquiry in the Classroom by Krebs (2016) and looking for application ideas on the Genius Hour blog (Genius Hour Guidebook, n.d.). I will also be on the hunt for other resources and ideas so if you know of any, please, let me know in the comments.

References

Corser, K., Manolev, J., & Danby, S. (2025). Problematising ClassDojo as a digital tool for behaviour management and home-school communication. Learning, Media and Technology, 1–17. https://doi.org/10.1080/17439884.2025.2553184  

Genius Hour Guidebook. (n.d.). Let’s collaborate! blog. Routledge. https://www.geniushourguide.org/

Gonzalez, J. (2017, October 16). When we lose the right to call ourselves professionals. Cult of Pedagogy. https://www.cultofpedagogy.com/confinement-handcuffs/  

International Society for Technology in Education. (n.d.a). ISTE standards: For educators. ISTE. https://iste.org/standards/educators 

International Society for Technology in Education. (n.d.b). ISTE standards: For students [Multimedia]. ISTE. https://iste.org/standards/students 

Krebs, D., & Zvi, G. (2016). The genius hour guidebook: Fostering passion, wonder, and inquiry in the classroom. Routledge.

McNaughton-Hussain, H. (n.d.). Gamification in the Classroom: Learning through Play. Discovery Education. https://www.discoveryeducation.com/blog/teaching-and-learning/gamification-in-the-classroom-learning-through-play/ 

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). ASCD. 

Walden University, LLC. (2015). Behaviorist learning theory [Video]. Walden University Canvas. https://waldenu.instructure.com   

Final Reflection and Blog Posting on the Impact of Technology

This is a final reflection of my experience with the MEDU-6710 Understanding the Impact of Technology on Education, Work, and Society course taught by Dr. Joseph Ferguson during the Summer 2025 quarter at Walden University. I have enjoyed many of the principles taught in this class and have learned about some tools that I would not have otherwise used in my curriculum. However, most of the tools I have learned about were through my own efforts of trying to find suitable tools to today’s available technology as substitutes for the ones recommended by the course that I primarily found to be outdated and no longer relevant if they were even still available. Below are the questions I was asked to reflect on in regards to this experience with my responses to each one.

In what ways have the media, resources, and activities of this course helped you to develop your own technology skills as a professional teacher?

Media and Resources

The books Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms (2010) and From Master Teacher to Master Learner (2015) by Will Richardson along with a collection of videos from Walden University featuring Dr. David Thornburg (2015a-m) made up the primary literature for this course. We also heavily utilized the International Society for Technology in Education Standards for Students (2024b) and Standards for Educators (2024a) in our learning activities throughout the course. There were also resources as well, both scholarly and popular, that we referred to, some recent enough to be utilized in professional practice in the field of education technology and others as old as 2008 and all completely irrelevant to the technology this course was intended to teach. 

The overall principles of these materials have helped me to question my practice, understand that it is no longer the role of the teacher to give the students information but to help them find it on their own and that it is the duty of an educator to prepare students for the college and career environment that awaits them outside the classroom which means also teaching them to be digitally literate enough to thrive in today’s heavily technology-reliant world. Richardson (2015) shared the timeless comment “The world has changed. Knowledge is everywhere. Teachers must become master learners instead of master knowers” (p. 5). It is not my job to know things or even help my students to know things, instead my job is to know how to find information and teach my students to do the same using the resources and tools they have access to every day.

 Most of the tools and scenarios are painfully outdated, like when Richardson (2010) encourages teachers to rent DVDs from BlockBuster as a means to share timely content with their students (p.111). In expounding on the necessity of integrating modern technology into classroom instruction in his book Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, Richardson (2010) recommends several specific websites and platforms that may have been effective in 2010, but have since either become outdated or have ceased to exist altogether. This was most prominent in the chapter on wikis when he suggests the sites Wikispace.com and Wetpaint.com (pp.55-69). Unfortunately, these two websites are both out of commission and have been since 2014 (Wikimedia Foundation 2025 and 2024).

Activities

This course got me to do things that, as an education professional, I have never done before. I created an education blog and actually interacted with other blogs via the comments in lieu of just passively intaking their content, I used an X account to share my professional growth and pedagogical ideas, I used RSS feeds and social bookmarking sites, and I created a wiki-styled lesson on a wiki site that I later converted to a Google Document. I found the blogging and the wiki-site activities to be the most impactful of these activities along with the RSS feed which I was surprised by.

My blog, TechyTeacher42, has become an archive of my growth in becoming a more innovative and technology integrated educator. It is a tool that I am meant to use throughout the remainder of my time in the Master of Science in Education program at Walden University, but it is a skill that I intend to use throughout the remainder of my career as an education professional. I doubt that I will ever use my blog as a class site as the online learning management systems like Google Classroom and Schoology are much easier for students and other teachers and stakeholders to access while also preserving privacy and security policies of the school district. However, I may just keep a blog of my courses that I have taught and the content and activities I have used in those classes. This use of blogging will allow me to archive my past work for future use in the classroom, posting on an online portfolio, and sharing ideas with other educators. 

Creating a wiki-based lesson was the apex of my experiences in this course. I used the site Confluence for my original lesson but converted it to a Google Doc so it can be shared and accessed without creating an account. This tool allows students to work collaboratively to find information rather than me providing it. The best part is that the type of collaboration involved is primarily nonverbal and can be asynchronous which makes accommodating the diverse needs of my students so simple. 

I was surprised to find RSS feeds so useful. I subscribed to a few educational blogs and now, using the Google RSS Reader, I can click on the app in my pinned Chrome extensions and see if the blogs I follow have any updates. This has proved to be an efficient way to keep up with the fast-paced world of 21st-century pedagogy, especially when awaiting a response to a comment or question on a post I have already seen.

In what ways have you deepened your knowledge of the teaching and learning process with respect to integrating technology in the classroom? What might you do to apply that knowledge to how you facilitate the changing classroom of the 21st Century?

Because of this course, I have included the ISTE Standards for Students in my focus standards listed in my course syllabi for my 11th grade English classes (ISTE, 2024b). I have utilized technology in my instruction in the past, but it has primarily been just for myself while I have avoided requiring the students to do anything too difficult online. I have found that despite having nearly 24/7 access to modern technological resources, my students for the most part have been pitifully lacking in digital literacy. 

What is, at least, one Web 2.0 and/or social media tool that you are open to trying in your classroom? What is a potential roadblock to its implementation and what is your plan to overcome it? How does your selected tool assist students with 21st Century skills and the ISTE Standards for Students? How does the tool support your meeting the ISTE Standards for Teachers?

There are so many Web 2.0 tools, or digital tools that rely on user-created collaborative content, that I look forward to eventually integrated into my classroom instruction, or at the very least gain some experience with. I have used Minecraft: Education Edition in my freshmen English classes in the past and have had my students frequently use Canva–I use Canva for class preparation and content creation and presentation nearly every day– and they are constantly utilizing Google Drive and Schoology. After having gained more experience with it, I would like to incorporate a form of wiki-based lesson material into my classes, but the tool I am most anxious to implement is AI.

I currently use ChatGPT for creating content like grammar practices and quiz questions, as well as for refining and utilizing rubrics and for providing instant feedback on student writing assignments so students have something to work with to begin their revisions while I am reading and providing my feedback on every other student’s work. I would like for students to be able to use AI themselves for receiving instant, rubric-based feedback on their writing, generating images to use in projects, finding sources for their research, and brainstorming ideas. Fischer (2025) also suggests having students program AI to roleplay as specific characters from a story or historical figure and have mock debates.

The greatest barrier preventing me from achieving integration of this innovative Web 2.0 tool is the attitude of the education system towards AI. Most teachers see AI as nothing more than a way to cheat and replace human creative and critical thinking. However, Song (2024) found in a study of sixth-graders and AI that the use of AI in the classroom has a strong potential, when properly integrated and regulated, to support student agency, encourage reflection, and mitigate anxiety by positioning AI as a peer-like assistant rather than a replacement teacher (p. 18). Furthermore, if teachers are anxious about students using AI unethically, the solution is not to block it–students will always find ways around blocked content–but instead to adopt it and teach them how to use it appropriately. 

The use of AI in the classroom coincides perfectly with the ISTE Standards for Students standards 1.2 Digital Citizen and 1.5 Computational Thinker which involve students figuring out how to adopt new tools in an ethical and honest way (ISTE, 2024b). Not only does AI help students to meet the ISTE Standards for Students, but it also helps educators meet the ISTE Standards for Educators standards 2.1 Learner as they step out of their comfort zone to use this tool for themselves, 2.2 Leader as they pioneer this tool for their students, and 2.3 Citizen as they teacher their students how to use the tool ethically and honestly (ISTE, 2024a).

What are two long-term SMART goals (within 2 years) you will set for transforming your classroom environment in order to help students gain skills to be ready for tomorrow’s society and workplace? How do you plan to accomplish these goals?

The first SMART goal I have set to transform my classroom environment in order to help students gain skills to be ready for tomorrow’s society and workplace is to implement the use on an AI program in at least one of my classes to the extent in which it is utilized directly in a minimum of one quarter of classroom assignments by the end of the 2025/2026 school year. This will involve finding an AI that is specifically suited toward the goals and needs of education–I am currently looking at Magic School AI–and getting it approved by my district administrators. I went through the same process two years ago when I first implemented Minecraft Education: Edition and am thus familiar with the process and the people involved. Once I have an approved program, I will need to explore and experiment with it on my own and then slowly begin incorporating it into my classes.

Another SMART goal I am working on is to integrate the ISTE Standards for Students into my curriculum as though they were one of my content standards by the end of the 2025/2026 school year. I have already included seven of the standards in my syllabus for the 2025/2026 school year, the next step is to design content for the year that helps students to meet those standards. 

As a result of your experience in your courses, consider how the topics and concepts covered might align with an issue that you might want to study?

As a result of my experience in this course and the professional experience I have had in my three years of being an education professional, I am intending to study the issues surrounding AI including the controversies and ethical dilemmas preventing it from being integrated into the P-12 classroom. In my studies, I hope to better understand why educators are so afraid of it and gather enough evidence to allow for it to be utilized rather than shunned by teachers.

References

Fischer, T. (2025, June 3). 5 engaging AI classroom activities to try with your students. Edutopia. https://www.edutopia.org/article/5-engaging-ai-classroom-activities-try-your-students 

International Society for Technology in Education. (2024a). ISTE standards: For educators. [Multimedia]. https://www.iste.org/standards/for-educators 

International Society for Technology in Education. (2024b). ISTE standards: For students. [Multimedia]. https://iste.org/standards/students 

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Corwin.

Richardson, W. (2015). From master teacher to master learner. Solution Tree Press.

Song, D., Nimante, D., & Baranova, S. (2024, November 24). Artificial intelligence for higher education: benefits and challenges for pre-service teachers. Frontiers in Education, 9 (1501819). https://doi.org/10.3389/feduc.2024.1501819 

Walden University, LLC. (2015a). Making the shift [Video]. Walden University Canvas. https://waldenu.instructure.com 

Walden University, LLC. (2015b). Skills for the 21st Century [Video]. Walden University Canvas. https://waldenu.instructure.com 

Walden University, LLC. (2015c). Spotlight on technology: Blogging in the classroom [Video].  Walden University Canvas. https://waldenu.instructure.com 

Walden University, LLC. (2015d). Spotlight on technology: Collaboration through wikis [Video]. Walden University Canvas. https://waldenu.instructure.com

Walden University, LLC. (2015e). Technology and society [Video]. Walden University Canvas. https://waldenu.instructure.com 

Walden University, LLC. (2015f). The changing role of the classroom teacher: Part 1 [Video]. Walden University Canvas. https://waldenu.instructure.com

Walden University, LLC. (2015g). The changing role of the classroom teacher: Part 2 [Video]. Walden University Canvas. https://waldenu.instructure.com

Walden University, LLC. (2015h). The changing work environment [Video]. Walden University Canvas. https://waldenu.instructure.com 

Walden University, LLC. (2015i). The emergence of educational technology [Video]. Walden University Canvas. https://waldenu.instructure.com. 

Walden University, LLC. (2015j). Today’s students [Video]. Walden University Canvas. https://waldenu.instructure.com 

Walden University, LLC. (2015k). Transforming the classroom with technology: Part 1 [Video]. Walden University Canvas. https://waldenu.instructure.com

Walden University, LLC. (2015l). Transforming the classroom with technology: Part 2 [Video]. Walden University Canvas. https://waldenu.instructure.com 

Walden University, LLC. (2015m). Transforming the classroom with technology: Part 3 [Video]. Walden University Canvas. https://waldenu.instructure.com 

Wikimedia Foundation. (2025, February 24). Wikispaces. Wikipedia. https://en.wikipedia.org/wiki/Wikispaces 

Wikimedia Foundation. (2024, September 23). Wetpaint. Wikipedia. https://en.wikipedia.org/wiki/Wetpaint