2.

5 Differentiation
Candidates model and facilitate the design and implementation of technology-enhanced
learning experiences making appropriate use of differentiation, including adjusting content,
process, product, and learning environment based upon an analysis of learner characteristics,
including readiness levels, interests, and personal goals. (ISTE-C, 2.E)

Artifact: EL Project
The artifact is designed to address the specific problems faced by student in learning
English Language. The artifact was developed in ITEC 7430 and is report of my sessions with
an English Language Learner (ELL) as I facilitated the use of digital tools to enhance the
learning environment. The field experience took place with a 2nd grade student at Feldwood
Elementary. I met with the student several times and helped with instruction using Nearpod
ELL lessons.
With this project, I was able to model and facilitate the design and implementation of
technology-enhanced learning experiences using a variety of differentiation strategies.
Content, process, product, and the learning environment were adjusted to meet the needs
of all classroom learners, even though there was only one student addressed during the report.
I chose Nearpod for ELL to conduct lessons because I wanted to use a tool that would
provoke student engagement, allow me to use and/or embedded the strategies and resources
that would directly assist students and cater to their learner characteristics. With the
information given in the IRIS module and by the teacher, I was able to find appropriate
lessons that aligned to students’ academic abilities, learner characteristics, and the
standards being covered. Throughout all lessons, students were given opportunities to interact
with their teacher by asking clarifying questions and/or share ideas with their peer. This
allowed for a safe and comfortable learning environment and supported student readiness to
work independently or continue to rely on their support systems within the classroom. Using
research-based English-Language Learner (ELL) lessons created by Nearpod, the lessons
were adjusted to the content and process of ELL instruction to build academic language,
activate prior knowledge and engage students with multiple means for input and output of
information. Nearpod offered a new and innovative approach to introducing instructional
content for the student.

The completion of this artifact reminded me how language is such a strong barrier for
development. Assisting the ELL student gave me the opportunity to bridge the gap between
contents with the use of technology for non-English speakers. The use and inclusion of assistive
technology and digital tools is especially crucial for closing the educational gap. I would have
liked to spend more time with my ELL student in other content areas to examine how language
barriers and the use of digital tools can change based on the content area.
The most important and noticeable impact was on the student’s performance due to the
incorporating the assistive technology. Using digital tools in the classroom, increase my ELL
student’s confidence, content knowledge and overall performance. In addition to this, this
case study may be helpful for other students with similar challenges, and its impact can be
measured by the implementation of similar tools in the future.