"In recent years, students increasingly communicate at school through their own wireless electronic devices such as cell phones, iPhones, and Blackberrys (Kemerer & Sansom 2013, pg. 234).” At the core of technology education is the barrier of access. One of the major hurdles we have been facing at our school is how can we move forward with technology implementation in the classrooms when many of our students do not have access to consistent forms of technology at home. As Kermer and Sansom mentioned, one of the keys to this obstacle is cell phones.
Last year was my second year using 1:1 with chromebooks, but as much as I wanted to flip my classroom I had the issue of my students not being able to access or create material outside of my classroom. What changed in my second year were the advances made by Google in the mobile technology field. Programs such as mobile Docs (which is where I'm typing this from), Google classroom, YouTube, and Drive have allowed students who did not have access to the curriculum previously be able to access it now. At this time I'm reminded of a student who told me this year very embarrassed that he didn't have a laptop or tablet where he could access the homework for that night. When I showed him how he could use his phone to complete his homework he was thrilled because he would be able to do it anywhere.
As far as how do we differentiate curriculum in order to reach all of our students with various language backgrounds and cultures the answer is to first focus on the California Common Core State Standards (CCSS). The second step is to know our students. One way to accomplish this is to survey both the students and the parents in order to better understand their cultural and linguistic background. Finally, as a teacher it is important to develop self awareness of what gaps exist in the cultural and linguistic knowledge of our student demographics and plan accordingly. In the end, unless we know our students both inside of the classroom and their lives outside, it will be difficult to plan curriculum that will reach them.
Kemerer, F., & Sansom, P. (2013). California School Law Third Edition. Palo Alto, CA: Stanford University Press.