Chapter 2: Literature Review

The learning competencies of students differ from student to student, which leads
to the development of a diverse classroom composition. Researchers believe learners
have different and diverse learning competencies primarily because of various learning
preferences and abilities. Not only do learners' learning preferences and abilities differ,
but they also possess diverse experiences that uniquely shape the learning process for
each student. These variations show the need for a highly differentiated learning
approach for each student because only a pedagogical approach that fulfills the
differentiated learning needs helps the learner learn, grow, and develop personally and
academically (Gronseth et al., 2021). The impact of these diverse experiences on the
learning process is significant, and educators must be empathetic and understanding
towards their students. The differentiated learning needs of students can be addressed
only if these needs are accurately identified. Without knowing these needs, a teacher
cannot improvise the resources and pedagogical practices to facilitate the learning of
students.

As all students are not fast learners and a variety exists in competency and
caliber of the students, it is the responsibility of the teacher to create an inclusive
learning environment that can help facilitate the learning of all students equally. An
inclusive learning environment is a learning space where fast and slow learners are
similarly encouraged. Researchers have noted that teachers’ competency for upholding
inclusivity in the classroom helps slow learners match their learning pace with desired
learning outcomes. In contrast, regular learning procedures whereby the differentiated
needs of students are not catered to effectively lead to lagging behind the slow learners
in achieving their learning outcomes (Mumpuniarti et al., 2020). This shows that
teaching practices should be highly inclusive to address the differentiated learning
needs of students.

The differentiated learning needs of learners are triggered by different factors,

such as the various levels of academic competency, as mentioned above. However,
one of the most significant factors is the student's cultural background and identity.
Understanding and acknowledging these elements are crucial in shaping their learning
needs. Researchers have shown that students from different cultural backgrounds show
different classroom engagement levels. Their interaction with the course material and
resources for learning is different. These elements consequently lead to varied learning
outcomes. Some students score well, while others lag behind the standard average
performance required by their grade level (Sanger and Gleason, 2020). This
underscores the urgency for policymakers to address the cultural context of learning for
the students, as it is essential. By isolating students from their cultural identity and
background, we risk not grasping their core competencies and locating their
weaknesses, which can significantly impact their learning outcomes.

Researchers have emphasized teachers' need for training and skill development
to help students of all competency levels achieve their academic goals. Research
highlights that intervention from the teachers should be highly informed in terms of their
target students, pedagogical approach, and means to teach the concepts of lessons. By
working on these areas, researchers have noted a significant improvement in the
performance of the low-achievers, thus adding significantly to the overall performance of
the class (Selvarajan, 2022). These details also show that the relationship between the
teacher and the student needs to remain impeccable. Only by understanding the needs
of the students, either through observation or communication with the learners, can the
teacher intervene and provide all students with the means to achieve their learning
outcomes depending on their learning needs and competencies.

Apart from the social constructs that shape the competencies of learners, their
cognitive development also plays an integral role in bringing about variety in their
competencies. Depending on their mental development, motor skills, and neural activity,
every student has unique learning needs and requirements. The learning needs here
are the learners' pedagogical methods and strategies preferences and the areas where
they need more teacher assistance and guidance. Advanced cognition and motor skills
of the students increase their pace of learning. Researchers have added to these
insights by showing through research that if the pedagogical practices are aligned with
the student's learning pace, a significant improvement in the student's grades can be
witnessed. Teachers drive these interventions, and they show that the student's learning
pace is a core element of the differentiated learning needs of the students (Yunus et al.,
2023).

Another important aspect highlighted by the existing literature is that learning is a

highly personalized process. The learning process should be individualized, i.e.,
designed and implemented per the learners' needs. Researchers believe that the
customized needs of the learners are shaped by their goals and skills. For successfully
meeting the students' needs, the teacher should know the learners' previous
experiences, skills, and pace of learning. With this knowledge, the teacher is more
aware of the desired aspirations and their relative skill set and abilities to achieve them
(Shemshack et al., 2021). This research yet again shows the need for having a solid
teacher-student bond because this is the only way for the teacher to know the needs of
the students. This is also needed so the student can communicate clearly with the
teacher and get the required guidance to reach the stipulated learning outcomes.

As detailed in the above paragraphs, the learning needs of the students are
diverse, and each student requires some individualized or personalized learning
experience for self-growth and academic progress. Conventional teaching practices
seldom pay attention to these details. The elements of uniformity and monotony were
extensively apparent in traditional teaching practices. Researchers have noted that
conventional teaching practices have not become redundant or obsolete in
contemporary times, but they have been mainly improvised to the modern needs of the
times. Across the globe, pedagogical practices have carefully integrated technology into
conventional teaching paradigms primarily because of learners' decreasing focus and
attention. In a traditional learning environment, today’s learners remain at a loss. Still,
the same learner is motivated to learn and engage in lessons by incorporating digital
technologies into the learning process (Suleimanova, 2020). Having detailed a few of
the essential parameters based on which learning needs differ from person to person,
the following paragraphs carefully analyze the role of digital technologies in assisting
students' learning in an individualized manner. The role of digital technology in bringing
about inclusivity in the learning process is given peculiar importance in this section.
 The most lucrative advantage digital technologies enjoy for creating an inclusive
learning environment whereby the learning needs of all students are fulfilled is that
digital technologies offer a personalized learning experience. Researchers believe that
differences in learners' competence can be augmented by using customized learning
technologies. The use of personalized learning technologies refers to the use of
available digital tools based on the choice and preference of the learners. In this way,
different digital tools are used in one lesson depending on the differentiated learning
needs of the students. The researchers have also shown that using such personalized
technologies helps all students uniformly achieve learning outcomes, thus progressing
steadily in the academic field (Bunting et al., 2021). In this way, the primary advantage
of using digital technologies in education is creating a highly individualized and
personalized learning environment, thus allowing students to learn at their own pace
while meeting the academic standards of their respective grades.

Researchers have noted in another research that the personalized learning

environment provided by using digital technologies applies learners' choice and
preference for learning materials and resources and personalizes the feedback process.
Learners receive individualized feedback, and their assessments are designed to keep
their unique learning needs in mind. In addition to this, the support provided by the
teacher in the process also carefully considers the students' personalized needs. These
outcomes cannot be achieved through conventional teaching approaches mainly
because traditional pedagogical practices tend to uphold uniformity instead of diversity
(Major et al., 2021). Incorporating digital technologies in the classrooms allows learners
to opt for learning resources depending on their preferences and choose the
assessment and feedback procedures that support their learning patterns and
behaviors.

Another research highlights that using digital technologies in learning provides an

interactive platform for learners, thus making knowledge-sharing easier and more
feasible. The study also highlights that by making learning interactive, the teachers help
students retain knowledge more efficiently and longer and improve the presentation and
communication of knowledge they gain (Haleem et al., 2022). Although digital
technologies make the learning process interactive for learners, researchers have
shown that the role of parents and teachers in determining children's interaction with the
technologies to gain the desired outcomes is crucial. Families who support the
constructive use of technologies by learners at home tend to witness the improved
performance of their children. Moreover, the teacher's role in promoting the efficient use
of technology by the learners in a goal-oriented manner also plays an integral role in the
overall results they achieve (Konca, 2021).

The most crucial pedagogical strategy aimed to fulfill the differentiated learning
needs of students prevalent in contemporary times is differentiated instruction. This
teaching strategy believes learners have different profiles and should be exposed to
learning resources and class activities depending on their interests and competencies.
Digital technologies complement this pedagogical strategy quite efficiently because they
provide diverse activities and resources that learners can use and improvise quickly
depending on the learner’s profile (Güvenç, 2021). Moreover, differentiated instruction is
one of the most beneficial teaching strategies for meeting the differentiated needs of the
learners. Research highlights that differentiated instruction allows students to learn
depending on their readiness and interest in the subject matter. The cumulative impact
of this approach is a significant increase in the learners' creativity (Puteri and
Alfiansyah, 2023).

Some critical digital technologies currently being used in early education to meet
the differentiated needs of learners include PowerPoint, Plickers, Wordwall.net, and
smart boards, which provide an audiovisual experience. The following paragraphs detail
the impacts of these technologies on learning in light of the existing literature.

PowerPoint is a digital technology repeatedly used in the classroom, whereby

teachers can easily present the course content on the smart boards. The time
consumed previously in filling the whiteboards is saved, and the teacher gets more time
to interact with the learners and observe their performance. PowerPoint technology
positively and constructively affects learning experiences that stimulate progress. With
this tool, students can engage directly with the content and create and break down
knowledge in infinite ways (Kumar et al., 2021). Second, PowerPoint helps instructors
overcome time and space constraints by assisting them to conduct remote learning
sessions or make up missed classes (Putri, 2021). These two elements make it clear
that PowerPoint, as a teaching and learning technology tool, significantly impacts the
learning process and helps teachers and students.
Worldwall.net is another effective media gaming tool that raises student interest
and involvement during learning. Due to the unconventional learning methods that
Worldwall.net provides, students generally find this approach appealing, and they
complete more academic work on this platform than they would in a traditional
classroom (Hidayaty et al., 2022). Another study on worldwall.net's efficacy reveals that
this technological instrument is more notable for studying English. Worldwall.net is a
vital resource, especially for improving students' command and proficiency in the
language (Paksi et al., 2023). Furthermore, this tool's use is not limited to any subject or
topic; instead, it can be investigated and employed by the needs of the lesson.
Researchers have discovered that higher education lessons can also benefit from the
efficient utilization of worldwall.net. Although this instrument is typically considered an
effective educational tool, studies have demonstrated that it may accomplish a few
academic goals in higher education when used wisely and effectively (Listiani, 2024). In
conclusion, worldwall.net provides teachers with resources such as assessments,
learning activities, and templates to aid their teaching techniques (Bilova, 2023).

Like wordwall.net, Plickers also gamifies the learning process and thus is
believed to engage students more effectively. Researchers believe that gamification of
learning is an effective means to attain the engagement and interest of students. Digital
technologies have allowed teachers to create exciting and challenging games for the
students that can be experimented with in the classroom. These games provoke
students' curiosity and engage them in peer-to-peer interaction. In this way, the
gamification of learning engages students and makes the learning process highly
interactive (Lamrani and Abdelwahed, 2020). Researchers believe that digital gamified
learning tools such as Quizlet, Kahoot, and Plickers motivate students to score high. As
these games are created by the teachers based on the lesson's content, they are a
pivotal tool for assessing the students (Mirzoyeva, 2021). Depending on the student's
performance in these activities, the teachers can further improvise the games based on
the learning needs of the students, thus facilitating a wholesome learning experience for
them.

Having seen the importance of digital technologies in assisting differentiated

instruction for meeting the differentiated learning needs of the students, the role of the
teacher in successfully incorporating digital technologies in the classrooms cannot be
underestimated. A teacher takes on several roles in the school depending on the
learning needs of the students and the learning environment. The teacher can be a
classroom leader, mediator, negotiator, or observer. These roles can only be performed
if the teacher has impeccable command over the pedagogical strategy. The interaction
between teacher and student should remain the primary goal in the classroom. The
teacher's digital skills will allow the successful incorporation of digital technologies in the
school. The following paragraphs analyze the available literature on how teachers can
and should use digital technologies in the classroom to meet and fulfill the differentiated
learning needs of the students.

Researchers believe that using digital technologies in learning helps teachers

bring about equality and inclusivity in the learning process. The equal access of digital
resources to the students enables them to skim out their preferred resources for
learning the relevant concepts. Not only this, but the support of the teachers can also
help them successively move higher on the academic ladder. This research also
highlights the need for teachers to have digital competence. A digitally illiterate teacher
cannot achieve these outcomes, whereas a digitally aware and competent teacher can
remarkably improve the teacher's performance (Stenman and Pettersson, 2020).
Another research shows that teacher training enhances educators' digital competence.
Teachers should be adequately trained to use and successfully incorporate digital
technologies in the classroom. With this training in hand, the potential of the teacher to
bring about inclusivity in the school increases manifold (Al-Dababneh and Al-Zboon,
2020).

The literature review above shows that students have diverse capabilities,
leading to differentiated learning needs. These needs can be adequately met by trained
and professional teachers using digital technologies in the classroom. Differentiated
instruction is being used across the globe to help teachers in meeting the diverse needs
of the learners. At the same time, the teacher's role in locating the students'
differentiated competencies and intervening with relevant pedagogical strategies is vital.

Digital technologies offer many tools that support differentiated instruction by

addressing the diverse needs of learners (Pane et al., 2014). A significant advantage of
using these technologies is their ability to create interactive and engaging learning
environments (Bower et al., 2017). Tools such as interactive whiteboards, educational
software, and online resources enable teachers to present information in various
formats, catering to different learning styles. For example, multimedia presentations can
integrate visual, auditory, and kinesthetic elements, making learning more accessible to
students with diverse preferences (Bower et al., 2017).

Adaptive learning technologies are particularly effective in providing a

personalized education experience (Johnson et al., 2019). These systems use
algorithms to adjust the difficulty and type of content presented to students based on
their performance and learning pace (Pane et al., 2014). Platforms like DreamBox and
Knewton offer real-time feedback and adapt to each learner's needs, ensuring that
students receive the appropriate level of challenge and support (Johnson et al., 2019).
Research has shown that adaptive learning technologies can significantly improve
student outcomes by providing tailored instruction that meets individual learning needs
(Pane et al., 2014).

Gamification, which involves using game design elements in non-game contexts,

has been widely adopted in education to enhance student engagement and motivation
(Dicheva et al., 2015). Tools such as Kahoot!, Quizlet, and Classcraft transform learning
activities into interactive games, increasing student participation and enjoyment. Studies
have found that gamified learning environments can boost student engagement,
motivation, and academic achievement (Dicheva et al., 2015). By incorporating
elements like points, badges, and leaderboards, these tools make learning more
dynamic, rewarding, and enjoyable for students (Pane et al., 2014).

The flipped classroom model is another innovative approach that leverages digital
technology to cater to differentiated learning needs (Pane et al., 2014). In this model,
students are introduced to new content outside of class, typically through video lectures
or online modules, and then use class time for hands-on activities and collaborative
learning (Pane et al., 2014). This approach allows students to learn independently,
revisiting challenging concepts as needed, while teachers can provide more
individualized support during class. Research indicates that the flipped classroom model
can enhance student learning and engagement, particularly in diverse classrooms
(Bishop & Verleger, 2013).

Assistive technologies provide equitable learning opportunities for students with

special educational needs (Kopcha, 2012). Text-to-speech software, screen readers,
and communication devices help students with disabilities access curriculum content
and fully participate in classroom activities (Bishop & Verleger, 2013). Studies have
demonstrated that assistive technologies can significantly improve the academic
performance and independence of students with special needs (Edyburn, 2013). By
incorporating these technologies into their teaching practices, educators can create
more inclusive learning environments that accommodate the diverse needs of all
students.

The successful integration of digital technologies in education relies heavily on

teachers' digital competence. Professional development programs that enhance
teachers' technological skills and pedagogical knowledge are essential (Kopcha, 2012).
Practical training should cover the technical aspects of digital tools and strategies for
integrating these tools into differentiated instruction. Research has shown that when
teachers are well-trained and confident in using digital technologies, they are more likely
to implement innovative teaching practices that benefit all learners (Kopcha, 2012).
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