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Does Mobile Technology Have a Place in Differentiated Instruction?

Does Mobile Technology Have a Place in Differentiated Instruction?

Therese M. Cumming
Copyright: © 2016 |Pages: 19
ISBN13: 9781522500346|ISBN10: 1522500340|EISBN13: 9781522500353
DOI: 10.4018/978-1-5225-0034-6.ch092
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MLA

Cumming, Therese M. "Does Mobile Technology Have a Place in Differentiated Instruction?." Special and Gifted Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 2119-2137. https://doi.org/10.4018/978-1-5225-0034-6.ch092

APA

Cumming, T. M. (2016). Does Mobile Technology Have a Place in Differentiated Instruction?. In I. Management Association (Ed.), Special and Gifted Education: Concepts, Methodologies, Tools, and Applications (pp. 2119-2137). IGI Global. https://doi.org/10.4018/978-1-5225-0034-6.ch092

Chicago

Cumming, Therese M. "Does Mobile Technology Have a Place in Differentiated Instruction?." In Special and Gifted Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 2119-2137. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0034-6.ch092

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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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