And even if a teacher possesses the willingness to change their practice, without the support of their broader school community, that sustained change may not be possible (Zhao & Frank, 2003). Continue to read more from Beth Holland… Beth Holland combines over 17 years of experience in mobile learning, K-12 education, and differentiated instruction to help teachers create innovative learning environments. This post originally appeared on EdTechResearcher. MORE

A key facet of instructional leadership is addressing and closing the achievement gap. In Closing the Achievement Gap: A Vision for Changing Beliefs and Practices (2003), Belinda Williams identified four needs of students. 1. Access to challenging curriculum and instruction. Within the classroom, personalized instruction has increased in popularity. This allows you to customize instruction to the particular needs of individual students. MORE

24th, they say “how to use technology to differentiate instruction” (51 percent) and “how to use educational games in the classroom” (35 percent) are at the top of their wish list for professional development this year. One of last year’s winners reported back, “I have been participating in the Speak Up survey ever since it started [in 2003]. Since 2003, more than 3.7 MORE

Shane joined TechSmith in 2003 with over eight years of management and production experience in video and television. Shane believes that technology has the ability to empower teachers to be more effective at facilitating the learning process and support students through differentiated instruction Join me on Tuesday, December 4th, for a live discussion with Stacey Roshan, a high school math teacher at Bullis School in Potomac, Maryland. MORE

One of my very memorable failures was in 2003, when I went to Austin ISD to present to the technology team as the final step of a large purchase. We used the terms “Differentiated Instruction,” “Adaptive Learning Software,” “Individualized Instruction” and now, “Personalized Learning.” MORE

One of my very memorable failures was in 2003, when I went to Austin ISD to present to the technology team as the final step of a large purchase. We used the terms “Differentiated Instruction,” “Adaptive Learning Software,” “Individualized Instruction” and now, “Personalized Learning.” MORE

Matt Akin was a visionary early adopter of classroom technology when he deployed iPads throughout his district in 2003, long before edtech was the norm. Piedmont partnered with us to differentiate instruction for 300 students, and Piedmont students who are using eSpark have grown an average of 13 percentile points on national assessments in 2014. MORE