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Diverse Technology Applications for Diverse Learners

Assignments and Course Instructional Activities

Presenter: Sharron Williams M.S. J.D.

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Unleash your educator “super-powers” while using diverse applications of tech-based, novel computer and cell phone downloadable “apps”. Using these “tech” applications along with culturally responsive instruction, provides opportunities to review and support the use of seven downloadable “apps” for simulations, gamification, collaborative project-based learning and student social-emotional support. Lessons become active and engaging, while achieving grade level or content area objectives. Student diversity is an asset and students’ “cultural capital” can embellish instruction.  Teachers have the opportunities for real-time formative assessment through the use of quantitate and qualitative feedback from these “apps”.

Course Objectives: 

Basic Cognitive Background:

Review research to access information about “Culturally Responsive Pedagogy”.

Develop knowledge of specific project-based learning which is appropriate for their grade or content area.


            Intellectual Development:

Think logically, analytically, and creatively about curriculum planning and

curriculum issues.           

      Communicate effectively in speech and writing.


Conduct a personal review of the teacher’s technology skill-set to increase uses of  downloadable computer-based and cell phone applications for learning. 

Think logically, analytically and creatively about curriculum planning using culturally- responsive strategies.

Application of Learning:

Create an evaluation of student profiles and learning styles for two students from present    or previous classes.

Design at least two major learning goals will be addressed and plan mini-lessons using the   seven technology-based learning applications presented in this class.

This study is organized into modules which review specific applications of technology for classroom use.


Module I

Technology Self-Assessment

Essential Question: How does knowledge of TPACK affect educator integration of technology?


Enduring Understanding: TPACK identifies the confluence of content and technology, thereby enabling educators to use these areas of interaction to implement appropriate Ed-tech applications.


This first module is an evaluation of your TPACK. TPACK is a technology integration framework that identifies three types of knowledge instructors need to combine for successful “EdTech” integration—technological, pedagogical, and content knowledge. (Ohio Department of Education).

Read: Instructional Technology in Computer Science:

Sections for Instructional Technology and Diverse Learners

View the video “What is TPACK and why is it important?


View the video “What is TPACK?”

CommonSense Education YouTube


Academic Questions: Please answer with a minimum of 1 typed page (150 words) APA style double spaced. The 150 words is a combined requirement not an individual requirement for each question.

How confident are you about using technology?

Upon reflection, where did you find areas for improvement?

What collaborations with other grade or content area educators, would be beneficial to increasing TPACK in your instructional setting?

Reference:  Instructional Technology in Computer Science. Ohio Department of Education



Module II

Learning About the Technology

Essential Question: Why use educational technology in the classroom?


Enduring Understanding: Educational technology is a digitized support to provide engaging, effective instruction, helping students to have better access to information, develop 21st century skills of communication, collaboration and problem solving, while also meeting the needs of diverse learners.


Preview each tech application by accessing the website.



Academic Questions: Please answer with a minimum of 1 typed page (150 words) APA style double spaced. The 150 words is a combined requirement not an individual requirement for each question.

NOTE: Specific directions for researching each application will be given after you are registered for the class.  These directions are step by step and very clear as to how to begin researching each site.

Creating a rubric to answer these questions is acceptable and recommended. Example:

Educational Technology Analysis Rubric



Thinking Skills


Simulations, gamifications, videos, hybrid learning

















As you review these applications your criteria should include:

Relevance- How does this align with the goals or standards you use in your classes? Differentiation? Student profiles can easily be used in differentiation? Would your students find this engaging?

Customization-Can you adapt this “app” easily for use in you instruction? Ease of use?

Thinking Skills-Are critical thinking skills (analysis, interpretation, inference, explanation, communication, collaboration, critical thinking and problem-solving), addressed?

Feedback for teachers and students – Is feedback included in the “app”? Feedback which can be communicated to parents?

Simulations, gamifications, videos, hybrid learning – Does the “app” create or support these?



Technology Integration Assessment Rubric123



Module III

Culturally Responsive Pedagogy


Essential Question: Why is culturally responsive pedagogy essential for students’ educational efficacy?


Enduring Understanding: Culturally responsive pedagogy is designed to provide benefits both cognitive and social for all students.  Using the educational philosophy for “student-centered learning”, culturally responsive pedagogy can promote inclusion, engagement, growth and achievement.

Culturally Responsive Pedagogy uses these principles: “Positive perspectives on parents and families, communication of high expectations, learning within the context of culture, student-centered instruction, culturally mediated instruction, reshaping the curriculum and teacher as facilitator.”

(Ladson-Billings) (1994).


Culturally Teaching and the Brain, Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Zaretta Hammond Corwin Publications (2015) Building Awareness and Knowledge. Climbing out of the Gap. Part I-I



5 Culturally Responsive Teaching Strategies. Kristin Burnham July 31, 2020

15 Culturally-Responsive Teaching Strategies and Examples + Downloadable List

Creating Learner Profiles

Academic Questions: Please answer with a minimum of 1 typed page (150 words) APA style double spaced. The 150 words is a combined requirement not an individual requirement for each question.

Question 1-What are some culturally responsive teaching strategies (minimum 2)

Question 2- After creating a student profile for 2 students, which strategy is most interesting to you and why?


Module IV



Essential Question: How does instruction which incorporates Ed-tech enhance learning?

Enduring Understanding: Technology when used as a support to focused helps students of different learning profiles to engage, collaboration, and innovate. Differentiation strategies are supported by multiple learning platforms.


Academic Question: Please answer with a minimum of 1 typed page (150 words) APA style double spaced.

In Module II you previewed seven Ed-tech applications.

In this Module you will create a mini-lesson using at least two of the applications from Module II. Remember to include as your criteria, the analyses you listed in the technology evaluation rubric, and learner profiles.

 Which of the seven, Ed-tech application(s), would you use to create a mini lesson? Why?  What is the academic standard for the lesson? What is the title of the lesson? What is the student population for this lesson (i.e., grade, subject area, virtual, hybrid, students with disabling handicaps, gifted)?



Creating Learner Profiles

Culturally Responsive Teaching: Brown University, Gloria Ladson-Billings


Framework for 21st Century Learning

Technology Integration Assessment Rubric

Harris, J. Grandgenett, N & Hoefer, M. (2010). Testing a TPACK-based technology integration assessment instrument. In C.D. Maddux, D. Gibson & B. Dodge (Eds.) Research highlights in technology and teacher education 2010(pp.323-331). Chesapeake, Va: Society for Information Technology and Teacher Education (SITE).

Instructional Technology in Computer Science. Ohio Department of Education


The Analytic Assessment Rubric provided will be used for evaluation of each submission for the module questions and answers.

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