CHAPTER 5: DATA PRESENTATION
5.5 Catering for diverse learners
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He further points out that technology tools have raised the possibility of visual representation which plays a huge role in mathematical reasoning, investigation and argument. The use of colourful images and pictures is beneficial to the learners in mathematics classrooms.
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watch YouTube videos at the beginning of the lesson to capture their interest or at the end of the lesson to consolidate the concept. Learners could be heard reminding each other that they needed to listen to the teacher in order to avoid having this privilege withdrawn. This showed the researcher how learners look forward to watching a video. In one of the classes it was exciting to note that after watching the video they would ask questions wanting to know more which gave the teacher a chance to reinforce concepts. It further helps to challenge high achievers depending on what has been shown on the video. Watching videos caters for both auditory and visual learners and helps them to remember concepts easily. The following is a picture of one of the videos that was watched by the class:
Figure 7: Grade 6 learners watching a YouTube video (Maths Antics) at the participating school
During the interview the other participant pointed out that:
Rose: “…as small as they are (classes) each child has a different need, some learn better when they actually visualise and others prefer to see and touch for them to grasp the concept…”
When responding to the questionnaire, one participant indicated that most of her learners were different in terms of preferences and learning abilities. Technology integration helped her to reach out to each learner. A few learners who are high achievers completed their work early and were directed to open another folder with extension work which was a little challenging. This work was tailor made specifically for them. During the lesson, as a way
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of motivating one learner to complete his work, the teacher promised to give him a chance to share a recording of himself reciting the nine times table with the other learners. The teacher then wrapped up her lesson with a YouTube video which was exciting to all learners.
The video shown to the learners consolidated the concept that had been taught. Showing the video catered for learners with different learning styles: the visual and auditory learners.
Catering for different learners could be hard to attain in a traditional classroom, Koc (2005) affirms this by pointing out that everybody has different learning styles for meaningful learning, but teachers cannot represent all the styles in a traditional classroom. Technologies in the classroom assist the student to manage and construct their own representations of knowledge in their minds. During the interview one of the participants affirmed this by saying:
Azalia: “…technology helps me to cater for x. y and z … with different learning styles...some learners are visual learners while others are auditory, all are catered for...”
Researchers argue that teachers using technology tools make use of images, varying text, audio, animation and videos. Ford (2018) further advised teachers about the need to plan lessons that provide multiple means for representation, expression and engagement. This is beneficial to the learners as they have different ways of approaching learning tasks, processing and expressing knowledge. Technology is rich in diversity of the world and exposes each child to a variety of things as each class is filled with a wide range of strengths, interests and needs. Taking a differentiated approach to instruction accommodates learners’
differences by tailoring teaching to their strengths and knowledge as the teacher brings tasks of varied levels of difficulty. Other researchers argue that differentiated instructions give students multiple options for taking in information, making sense of ideas and expressing what they learn. Technology promotes differentiation as it provides various avenues for students to acquire content and process ideas.
Wahl, Duffield, and WestEd (2005) believe that using flexible technology to meet the needs of diverse learners cannot be overemphasised. Technology offers learning through music, which is a powerful learning motivational tool. The researcher believes that there is always something appropriate for the student regardless of his/her ability. During the lesson some learners could work at their own pace as they were given work that suits their capability.
The use of iPads becomes beneficial as it is possible characteristics; using technology to
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motivate people, using technology to enrich learning to tailor-make even the assessment tasks for both high achievers and those who are academically challenged. Keppell, Hard, and Suddaby (2015) define technology enhanced learning environments as having four resources, using technology to implement learning and instructional strategies and using technology to assess and evaluate learning goals.
Meldrum (2018) believe that computer-based assessment has many advantages including improved learner motivation. Teachers in the participating school can set individualised tasks according to their abilities. Normally learners are given these tasks in different categories without revealing that the assessment tasks are different. Such informal tasks help the teacher check how much of the concept was understood by the learners. These tasks are saved in the folder and learners are given a chance to answer questions on their own.