Information Communication Technology ICTFacilitatesthe Incorporationof Differentiated Instructional Strategiesin Diverse Grade Nine Classrooms

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A Qualitative Assessment of how Information Communication Technology (ICT)

Facilitates the Incorporation of Differentiated Instructional Strategies in Diverse
Grade Nine Classrooms...
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DOI: 10.13140/RG.2.2.10837.06885
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A Qualitative Assessment of how Information Communication Technology
(ICT) Facilitates the Incorporation of Differentiated Instructional
Strategies in Diverse Grade Nine Classrooms in the Public Secondary
Schools in Antigua and Barbuda
By
Jacqueline Y. Peters-Richardson
A research project submitted for the Masters in Education
Department of Education
University of Roehampton - Online
2017
Jacqueline Peters-Richardson Student ID: ukr1.2570655
Research Project – Second Draft
DECLARATION FORM
I hereby confirm that the work I have submitted for assessment is entirely my own. I certify
that the origin and provenance of all the materials in this submission that is not my own
work has been identified and acknowledged. No materials are included for which academic
credit has been previously conferred upon me.
Signed Date
A N Other
2
Abstract
The United Nations Sustainable Development Goal No. 4 underscores lifelong learning through
quality access and inclusive education for all learners (United Nations, 2016). However, to
achieve this quality education, it is paramount that the process of teaching and learning shifts
from the traditional ‘one size fits all’ attitude practiced in many learning environments (Mills,
Monk, Keddie, Renshaw, Christie, Geelan & Gowlett, 2014). The infusion of Information
Communication Technology (ICT) and differentiated strategies to reinforce and advance students
the 21st century and problem-solving skills also expedites the process of meeting the individual
needs of the students. Therefore, the focus of this qualitative research is to assess how ICT
facilitates the incorporation of differentiated instructional strategies in diverse grade nine
principles of business class in three secondary schools in Antigua. The research concentrates on
the processes, attitudes, and perception of ICT and differentiated approaches to engage their
diverse learners. The data gathering process of this investigation included the observation of the
teachers in their working environment, focus group sessions and the use of questionnaires. The
conclusion from the data of this research indicates a gap in the teachers’ skills to effectively
differentiation instruction and integrates ICT integration. Although the data noted that the
teachers have an understanding of the two approaches evaluated, there is a clear disconnect
between their knowledge and the implementation of these strategies in their classroom.
Therefore, for the education system of Antigua and Barbuda to reap the benefits of
differentiation and ICT integration, the policy makers and stakeholders need to support the
teachers by offering the essential training for effective implementation of the instructional
strategies. Along with the training, the teachers should have a support system that seeks to
mentor and monitor their practice as they implement the knowledge acquired. Training
providers should also consider that teachers also differ in their readiness, interest and learning
profiles and should provide on-going support to address the teachers realities (Smit and Humpert,
2012).
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Contents
Chapter 1 – Introduction, Context and Research Objectives .......................................................... 6

Introduction ................................................................................................................................. 6
Research Context and Background ............................................................................................. 7
Statement of the Problem ............................................................................................................ 9
Research Questions and Objectives ............................................................................................ 9
Rationale and Purpose of the Study .......................................................................................... 10
Thesis Overview ....................................................................................................................... 11
Chapter 2 - Literature Review....................................................................................................... 12
Theoretical Framework ............................................................................................................. 12
Differentiated strategies incorporated to engage students in diverse classroom ...................... 13
Teachers’ interpretation of differentiation ................................................................................ 15
Role of Information Communication Technology (ICT) to support Differentiated Instruction17
Conclusion ................................................................................................................................ 19
Chapter 3 – Research Design and Methodology........................................................................... 20
Methodology ............................................................................................................................. 20
Research Design........................................................................................................................ 20
Study Population/Sample .......................................................................................................... 23
About the research .................................................................................................................... 24
Data Collection ......................................................................................................................... 24
Questionnaires....................................................................................................................... 24
Observations ......................................................................................................................... 25
Focus Group .......................................................................................................................... 26
Data analysis ............................................................................................................................. 26
Limitations ................................................................................................................................ 28
Validity and Credibility ............................................................................................................ 29
Ethical Issues ............................................................................................................................ 29
Chapter 4 – Findings, Analysis and Evaluation ............................................................................ 31
Teachers’ interpretation of Differentiated instruction and ICT Integration.............................. 33
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How are students engaged in diverse classrooms ..................................................................... 34

The role of Information Communication Technology (ICT) to support Differentiated
Instruction ................................................................................................................................. 37
Chapter 5 – Conclusion and Recommendation ............................................................................. 42
References ..................................................................................................................................... 46
Appendices .................................................................................................................................... 54
Appendix A – University of Roehampton Reseach Approval .................................................. 54
Appendix B – Research Information Sheet .............................................................................. 71
Appendix C – Letter of request to conduct research................................................................. 74
Appendix D – Research Approval from Director of Education ............................................... 77
Appendix E – Notification to the schools about the research ................................................... 78
Appendix F – Research Participants Invitation ........................................................................ 79
Appendix G - Questionnaire Consent Form ............................................................................. 81
Appendix H – Research Questionnaire ..................................................................................... 83
Appendix I – Observation Schedule ......................................................................................... 91
Appendix J – Observation Consent........................................................................................... 92
Appendix K – Observation Checklist ....................................................................................... 94
Appendix L – Focus Group Consent Form ............................................................................... 96
Appendix M – Focus Group Questions .................................................................................... 99
Appendix N – Questionnaire Data .......................................................................................... 100
Appendix 0 – Observation Notes ............................................................................................ 119
Appendix P – Focus Group Notes .......................................................................................... 124
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Chapter 1 – Introduction, Context and Research Objectives

Introduction
The main purpose of any education system is to create an inclusive life-long learning
environment that establishes learning goals to ensure learners acquire the relevant skills and
knowledge to efficiently and professionally engage in their community and global society (Aslan
& Reigeluth 2013; Tomlinson 2015). Critical to achieving these goals in a 21st Century learning
environment, students should become motivated achievers, problem solvers, critical thinkers
with the requisite communication skills and collaborative skills (Lim, Zhao, Tondeur, Chai &
Tsai, 2013) to make meaningful contributions to their society. These skills are critical to
developing life-long learners who have a better understanding of their society and a drive to
grasp opportunities to enhance and improve their standard and quality of living. Additionally,
these attributes are crucial in encouraging and enhancing greater collaboration and cooperation
between different age groups and building a positive democratic society. However, with an
increasingly diverse community, these fundamental 21st-century skills are achievable through the
employment of differentiated instructional strategies that focus on students abilities, interest, and
learning as strategies to revamp the traditional classroom (Subban, 2006).
There is a need to encourage a holistic approach that considers students’ readiness, interest and
learning profile (Tomlinson & Allan, 2000; Tomlinson& Imbeau, 2010; Tomlinson &
Kalbfleisch, 1998). This research seeks to identify how diversified is the teaching/learning
process in grade nine classrooms to meet the varying abilities, skills and interest of the students
to promote lifelong learning and an inclusive education system. This research project is a
qualitative assessment of how Information Communication Technology (ICT) facilitates the
incorporation of differentiated instructional strategies in diverse Grade Nine classrooms in
secondary schools in Antigua and Barbuda.
6
Research Context and Background
In 2013, Universal Secondary Education (USE) an educational mandate to ensure that all
learners gain access to a secondary education was implemented in Antigua and Barbuda. In the
USE system, learners, regardless of their learning abilities and socioeconomic status seamlessly
transition from the primary to the secondary school system based the capacity of the public
secondary school within proximity of the students’ home address. Students whose scores fall in
the top one hundred are exempt since they are given the option to attend the school of their
choice. The prospective research participants for this study are the teachers the Grade Nine
classes in eleven Government Secondary Schools in Antigua and Barbuda with a combined
population of one thousand seven hundred and seventy-nine (1779) students and four hundred
and seventy-three (479) teachers across twenty-six (26) subject disciplines. This group of
teachers was selected since the majority of the first cohort of USE students are at this level.
To facilitate the transfer from primary to secondary the Grade Six, students are examined in four
subject disciplines (Mathematics, English, Social Studies and Science) to determine if the
students are performing above, at or below grade level. A combined score out of a possible four
hundred determines a student’s level of competence which is ranked from one to four. Table 1.1
indicates the scores at each level and related performance ranking. The level one and two
students are considered working at or above grade level, whereas the levels three and four
students are performing below grade level. Consequently, in Antigua and Barbuda students with
varying abilities, varying performance levels are grouped into classes, which require a change in
instructional practices to address the diverse needs of these students (Huebner, 2010). Lending
support to this view is an officer in the Measurement and Evaluation Unit, stating that the recent
results indicated that a shift in instructional practices is necessary to address the diverse nature of
the classrooms (2016).
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Table 1.1 – Student Level of Competence
LEVELS SCORES LEVEL OF PERFORMANCE
1 260 – 400 At and/or above grade level

2 180 – 259
3 101 – 179 Below grade level
4 0 – 100
The awareness of the changing dynamics of the secondary classroom resulted in the researcher as
an Education Officer becoming concerned about the quality of instruction students received.
During routine school visits and evaluations of the instructional practices of business teachers,
the researcher observed that many of the business teachers struggle to effectively integrate
differentiation and technology instructional strategies to facilitate teaching and learning in the
new diverse learning environments. The traditional ‘one size fits all,' indicative of the
deployment of a single pathway to learning for all learners irrespective of their learning interest,
ability, readiness and learning profiles (Jorgensen, 2004) is prevalent in many learning
institutions and hinders students embracing their full potential to succeed (Nicolae, 2014).
The education officer was not alone in her concern since, in discussions with Principals and
Teachers, they have expressed similar concerns relating to their ability to effectively integrate
technology and their apprehensions about catering to the needs of the increasingly diverse
classrooms. However, for differentiation to evolve teachers need to understand and appreciate
the nature of their craft, so their teaching strategies reap benefits not only for the student but to
the profession of educators (Tomlinson & Allan, 2000). Therefore, the researcher would like to
understand the problems and challenges with differentiation and technology integration
experienced by the teachers who are not to address the gaps observed in the practice of the
business teachers.
8
Statement of the Problem
The diverse nature of the classroom as implemented under USE demands greater flexibility in
teachers’ instructional practices. Additionally, there are increasing investments in technology
tools to support teaching and learning in Antigua and Barbuda. Many educators, however, fail to
utilise these tools to engage their learners and facilitate instruction and learning. The researcher
in her capacity as the Education Officer responsible for the supervising, mentoring, and
evaluating the instructional practices of business cognate teachers has noted some of the
following gaps in the practices of these teachers.
(i) some teachers not cognizant of the different interest and learning profiles of their
learners;
(ii) teachers seemingly lack the understanding of how to effectively implement
differentiated instructional strategies in the teaching/learning domain;
(iii) a one size fits all approach is used by most teachers in the delivery of their lessons;
(iv) some teachers are not familiar with the differentiated approach while others are not
comfortable with their technology skills to effectively utilized ICT tools in their classes.
Research Questions and Objectives
As a Professional Practitioner desirous of improving the quality of education for the students in
Antigua and Barbuda, this study is designed to investigate how diversified is the teaching and
learning process in Grade Nine classrooms of none business teachers. This study, therefore,
seeks to determine the teachers’ understanding of differentiated instructional strategies, the role
of technology integration in supporting these strategies and how differentiated and technology
strategies are employed to meet the different needs and abilities of the students thus promoting
lifelong learning and an inclusive education system. The following questions from the teachers’
perspective were investigated:
1. How are students engaged in a diverse classroom?
2. What differentiated strategies are incorporated in these classes?
3. What role does ICT play in the teaching and learning domain?
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4. How do the teachers interpret differentiated instruction and ICT integration?
Consequently, the objectives of this research are to:

1. Identify what differentiated and technology strategies are employed in the diverse
learning environment of none business teachers,
2. Determine how ICT tools are utilized in the classroom to engage learners,
3. Identify the challenges experienced by the educators in a diverse class,
4. Determine teachers’ attitudes and beliefs towards differentiation instruction and the use
of ICT tools.
5. Propose strategies to address any challenges/problems experienced by the teachers
The qualitative method facilitated investigations in the context of the research and supported the
hands-on gathering of data with the use of questionnaires, observations, focus group, interviews
and annotated notes (Punch, 2009).
Rationale and Purpose of the Study
The overall goal of the researcher is to gather information to facilitate training, upgrade teachers
knowledge on how best to integrate technology to cater to the diverse class, equip the education
system with educators who understand the needs of their students and facilitate learning that
addresses these needs thus, improving the quality of learning that occurs in the classroom.
As a professional practitioner and a change agent, it is the researcher desire to continuously
advocates for an inclusive learning environment that addresses teachers challenges, failing
students and effective use of limited resources to provide data to support the allocation of
resources, to ascertain training and professional development needs of teachers. Social change
builds responses to social issues at the individual, institutional and community level and requires
collective actions by all stakeholders to change attitudes, behaviors, policies, and institutions to
demonstrate the principles of inclusion, opportunities, and diversity (Leadership Paradigms, no
date). However, to advocate for this social change requires evaluating educators’ practice to
determine where changes are necessary (Laureate Education Inc, 2013). Making a positive
change requires the needs and challenges of the teachers should be addressed. As noted by Smit
10
& Humpert (2012), student learning is affected by the teacher. Therefore, to ensure that
teachers provide the best quality learning environment for all learners is to equip the educators to
address their challenges adequately. Teachers’ challenges can only be addressed if these
difficulties are identified. Hence, one goal of this study is to identify the challenges experienced
by Grade Nine teachers in the implementation of differentiated instructional and the integration
of technology in their practice. The data collected from this study provide information that could
guide the researcher as an Education Officer to ensure education policies consider the needs of
all learners and the effective use of resources to address learner needs. This information will
also guide training, resource allocations, support and mentorship programmes for teachers in
performing their duties.
Thesis Overview
The overview provides a synopsis to the different chapters in this study. This research paper
began with an introduction of the project and outlined the research questions, objectives, the
research context, and purpose of the study in chapter one. Chapter two is a literature review of
studies similar to my study done by other researchers. The information gleaned from these
studies guides this researcher to attain an in-depth understanding of the topic under review. In
chapter three is a detail description of how the research was conducted. The main focus of
chapter three is the methods and methodology deployed to gather data for this study and the
process of data collection. It entails details of the research design, a brief account of the
instruments used in the study, of the selection of the participants, research procedures, and
validity credibility issues in the study. Once the data collection process is complete, a data
analysis and evaluation is presented in chapter four. This section examines and discusses the
data to highlight themes and patterns to gain an in-depth understanding of the teachers’ approach
and perspective on the integration of differentiation and technology in their lessons. This study
concludes with a summary of the overall research process and findings in chapter five. This
entails a summary of the investigations and results, unexpected findings, links to other studies
and recommendations for future study.
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Chapter 2 - Literature Review
In this chapter, an analytic review of scholarly articles on differentiated instruction will ensue.
The reviewed scholarly articles provided pertinent ideas and insights into the approaches and
strategies for the implementation of differentiated instruction and technology integration that is
directly related to this research focus. Hence, studies that examine how students are engaged in
diverse classrooms, classroom strategies, and the role of ICT and teachers’ interpretation of
differentiation forms the basis of this review. The review of the scholarly articles critically
analyse the problem being addressed; the purpose of the studies; a brief review of the context of
the study along with the keys findings will also be presented. Thus the analysis is presented
based on the research questions investigated.
Theoretical Framework
Vygotsky’s constructivism theory sets the platform for differentiated teaching and learning
strategies to encourage students to be cupable for what they learn and when they learn as they
advance their prior knowledge and scaffold to construct and master new knowledge (Bofill,
2013; Subban, 2006). Central to Vygotsky sociocultural theory of learning is the zone of
proximal development (ZPD). Proximal development is the interval between the learner present
development level and their possibility for achievement which allows the learner to increase
knowledge by scaffolding on what they know (Subban, 2006). ZPD is the learning gap between
the level of learning that occurs and the range of capability and ability of the learner. However,
to fill the learning gap requires the learner to interact with their peers and the environment
guided by a facilitator (Riddle & Dabbagh, 2005). Clearly, the teacher and the teaching
strategies are critical to engaging diverse learners in bridging the zone of proximal development
gap. This investigation seeks to assess how students in diverse learning environments are
engaged to address their individual learning needs.
Educationalists and researchers agree that differentiated instruction supports a learning

environment as a community that accommodates learning differences and similarities (Subban,
2006). Lawrence-Brown (2004) also notes that the learning environment should encourage
12
success and benefits all learners. Furthermore, to maximise the benefits to all learners, it is
critical that teachers address the readiness, interest and learning profiles of each student
(Tomlinson, 2000). Although the implementation of differentiated instruction began with gifted
learners, it has expanded to mixed ability classrooms and diverse learning environments
(Lawrence-Brown, 2004). Smit & Humpert (2012) note the lack of positive effects of
differentiated instruction stems from a lack of training and the teachers continued use of one size
fits all approach to teaching and learning. Therefore, this research proposes to assess the grade
nine educators differentiated and technology strategies employ to facilitate their learners to
bridge the zone of development gap of their learners.
Differentiated strategies incorporated to engage students in diverse

classroom
Subban (2006) conducted an analysis of studies with reference to differentiated instruction

between the periods 1980 to 2005 to present a grounded theory to support the implementation of
differentiation. Subban (2006) analysis found that with the diverse nature of the contemporary
classrooms requires a shift to invite students to engage in the learning process and a review of
the structure, management, and content of the classroom. According to Subban teachers
motivate learners to master their skills and abilities by supporting their different intelligence and
varying learning styles by integrating strategies such project-based learning, critical thinking and
problem-solving activities and discussions aligned to the students learning variances. The
students are provided with opportunities to illustrate their unique strengths with a range of
assessment strategies such as presentations, critiques and debates to demonstrate their mastery of
the content. Therefore, in the differentiated classroom the students are encouraged and allowed
to decide what they learn and how they learn, and the teachers also learn from their students
(Morgan, 2014). However, to review the learning structure, administration and learning content
requires an evaluation of present practices, as undertaken by the researcher in this investigation.
The outcome of this investigation will provide data to compare the practices of the grade nine
teachers to strategies highlighted by previous studies to examine not only how students are
engaged, but determine where changes and areas for training necessary to ensure all learners are
fully engaged in bridging the gap in their knowledge. This assessment will provide information
13
on the strategies used to engage learners and the restraining factors prohibiting the engagement
of differentiated strategies in teaching and learning.
Subban findings on differentiated instruction are further supported by Joseph, (2013) who
reiterated that in a differentiated learning environment instruction is tailored based on the
assessment of the learners readiness, interest and learning preference. Joseph (2013) study on
Strategies for enhancing student learning experiences in higher education was conducted among
220 second year student teachers at the University of Trinidad and Tobago. The objective of
Joseph’s mixed methods study was to identify the degree to which differentiated instruction
positively impacts the student teachers learning experiences. To assess the students’ readiness,
learning profile and interest Joseph (2013) used a questionnaire to capture information about the
variance of the learners in order to group students and prepare resources to address student
differences and interest. The questionnaire provides critical data necessary for the teacher to
organize the learning environment, prepare for the students’ mastery of the content, and
determine the process of delivery of the content and how the student would demonstrate
knowledge to meet the interest of the learners. Joseph (2013) study concluded that students are
engaged, motivated and empowered when provided with an opportunity to choose the materials,
activities and assessment to demonstrate their competencies. An important consideration
highlighted by Joseph’s is that although differentiation is not an easy strategy, it is achievable if
implemented in stages. Joseph (2013) recommends that a teacher focuses on differentiating one
element of the curriculum instead of attempting all the curriculum areas at once. The information
obtained from the assessment of grade nine teachers’ differentiated practices will determine how
Joseph’s recommendations are reflected in the practices of the teachers.
Chapter one of Tomlinson and Allan’s book on Leadership for Differentiating Schools and
Classrooms looks at Understanding Differentiated Instruction. The chapter examined some
principles of effective differentiation and the elements of the curriculum that can be
differentiated. Tomlinson and Allan (2006) principles of effective differentiation include
flexible classrooms where materials, content process and product are used in various ways to
promote the success of the whole class and individual learners. Another principle noted is an
effective and ongoing assessment of learner needs where instructional practices are directed by
14
student differences and instruction are crafted to be efficient for each learner. Student access to a
variety and range of learning opportunities through flexible grouping is another principle of
effective differentiation highlighted by Tomlinson and Allan (2006). The collaboration of
students and teachers along with interesting and engaging task that offers access to vital
information to master desired skills are also outlined as important principles of effective
differentiation. Tomlinson and Allan (2006) books also feature how the principles of
differentiation can be integrated to address learning variances of each learner. According to
Tomlinson and Allan (2006), the readiness level of learners can be differentiated by offering
student choices at varying levels of difficulty to provide a suitable level of challenge. Tomlinson
and Allan continue to note student interest can be differentiated by aligning key curriculum skills
and materials with a task that intrigue learners. The use of flexible learning options and the
opportunity for the student to engage their preferred learning style are avenues to differentiating
learning profiles highlighted by Tomlinson and Allan (2006). The data collected in the
assessment of teachers in the research context contribute to researchers’ identification of the
principles of differentiation evident in how students the grade nine students are engaged. The
research information gathered facilitates the identification of the training and professional
development sessions required to address the needs of diverse learners. Therefore, one objective
of this study is to identify the challenges with differentiation integration experienced by the
grade nine teachers and propose strategies to address these challenges.
Teachers’ interpretation of differentiation
Nicolae (2014) research on teachers’ belief as the differentiated instruction starting point noted
that the implementation of differentiation is not to fix all the issues of instruction, but rather to
address any discrepancies between teaching and learning. Nicolea’s study was conducted in
schools in Romania. The study informed that it is critical for teachers’ to develop a positive
attitude towards differentiation and remove teachers’ misinterpretations to develop a better
understanding of the function of differentiation. Nicolea concluded to develop a positive attitude
towards differentiation by teachers’ demands adapting training programs that allow the teachers
to be self-efficiency in differentiated pedagogical practices. Hence, one goal of differentiation
assessment in Antigua’s secondary school is to determine teachers’ perceptions and beliefs
15
toward the incorporation of differentiation and ICT strategies in their lessons. The findings of the
assessment would provide a clearer understanding of the teachers’ expectations, and beliefs
towards this teaching model and identifies areas for professional development to improve
teacher’s knowledge and skills in differentiated instruction. An understanding of the grade nine
teachers perception of differentiation directs ways to motivate and change teachers’ attitudes
towards the teaching/learning approach. Nicolae (2014) research indicates a teacher’s conviction
towards adapting content can only be altered with continuous education to enhance their
knowledge of the essential elements of the differentiated classroom. Morgan, (2014) also agrees
that only when instructors acquire the requisite skills and knowledge to understand the
differentiated approach can they maximize their learners’ success. Therefore, for efficient
differentiation, it is critical that time is spent on categorising the learning process for the diverse
learners (Stanford, Crowe & Flice, 2010) and educators are engaged in continuous professional
development to improve their competency and skills (Dixon, Yssel, McConnell & Hardin, 2014).
Smit & Humpert (2012) research on differentiation instruction in small schools also agrees that
teacher collaboration along with administrative support is key factors that enhance teachers’
implementation of differentiated instruction. Smit & Humpert's study conducted in twenty-two
primary and secondary schools in the Alpine Region was an overview of how differentiation is
integrated into the schools. The study highlighted peer collaborations to examine teachers’
beliefs and expectations and changes in school leadership to better plan for evaluating
differentiation are among the strategies employed to promote the integration of differentiation
among teachers. Smit and Humpert also noted that many teachers experience difficulties
integrating the principles of differentiated instruction due to insufficient training and lack of
administrative support. Smit & Humpert (2013) study concluded differentiated instruction is not
widely practiced and only utilized occasional as an add-on to regular instructions attributed to
their lack of training and experience in differentiation. A key point to note from the Smit &
Humpert probe is that the incorporation of differentiation instruction allows teachers to better
adapt to their diverse class and helps to improve the teaching culture. Similarly, the analysis of
how the grade nine teachers interpret differentiation and technology integration seeks to
determine the teachers’ attitude and beliefs toward the teaching approaches. The results of this
probe would guide the researcher as an education officer to identify training and strategies to
16
motivate and equip teachers and promote the integration of differentiation to address the needs of
all their learners.
Notably, with all the documented benefits of differentiated instructions, there is limited research
on why the model is not more widely implemented at the secondary level. (Kiley, 2011)
research on Differentiated Instruction in the Secondary Classroom examined the extent to which
differentiation is implemented and whether factors such as administrative support, professional
development, additional planning time and class sizes influence the implementation of
differentiated strategies. The mixed methods research was conducted among seventy-six
teachers in five high schools in southwest Michigan. Kiley (2011) concluded that the teachers’
value of differentiation was the only significant factor that impacted the level of differentiation
practice in their classes. A key finding of Kiley’s research is differentiation was not widely used,
and there was evidence of differentiation observed in the materials and delivery of content, but
no noted differentiation was evident in student assessments. Kiley attributes the limited use of
differentiated strategies to teachers’ interpretation of differentiation. Hence, the objective of the
probe into the differentiated practices in secondary schools in Antigua and Barbuda is to provide
the researcher with an in depth understanding of the teachers’ interpretation of differentiation.
The research results will facilitate the overall improvement of the education system by
identifying the gaps and challenges experienced by the teachers and provide opportunities to
address these gaps. This qualitative assessment seeks to improve the teaching practices and
culture to better facilitate the needs of all learners.
Role of Information Communication Technology (ICT) to support

Differentiated Instruction
Differentiation develops a culture that includes all learners and focuses on the success of these
learners (Subban, 2006; Lawrence-Brown, 2004). The differentiated model has flipped the role
of the teacher to the mediator of purposeful instruction and activities which allow learners to
achieve their zone of proximal development (Blanton, 1998). Mooij (2004) conducted a study
on optimising ICT effectiveness in instruction and learning in Dutch secondary education. The
goal of Mooij’s study was to determine how teachers can use technology-supported instructional
17
and learning process to address the differences between learners. Mooij found that the
deployment of Information Communication Technology (ICT) Tools, allow teachers to
acknowledge the differences and competencies of their students. Mooij noted that technology
could be integrated into the multilevel instruction and learning process to tailor content, process
and product to address the readiness, interest and learning profile of the students. According to
Mooij (2004) the integration of computers, softwares, the internet and multimedia tools provides
opportunities self-evaluation, track learning achievements, demonstrate knowledge and design,
monitor and evaluate instruction. Consequently, the probe into differentiated and ICT practices
in Antigua and Barbuda will determine how technology is utlized in the classroom and the role
of ICT in the diverse teaching/learning domain. The research result is necessary to determine
the technology tools and resource needs to support differentiation and provide the researcher
with critical information to advocate for resources and training to promote the development of
lifelong learning, problem-solving and critical thinking skills of learners. Empirical research has
found the approach of infusing technology and differentiated strategies in the learning
environment allows students to maximize their potential (Tomlinson & Allan, 2000) and
addresses the ‘one size fits all’ approach to instruction (Taylor, 2015; Subban, 2006).
The inclusion of technology in the differentiation of the content, process, and product facilitates
the teacher to address the student diversity. A study on the inclusion in the 21st-century
classroom: differentiating with technology conducted by Hobgood & Ormsby (2011) identifies
four variables (content, process, product and environment) that can be differentiated with
technology. Hobgood & Ormsby's research was conducted among students in Tanzania who
learned differently because of their linguistic or cultural background and gifted learners. The
finding posits that a culturally inclusive learning paradigm includes ready access to resources
that offer a rich and global perspective of the world. These resources can be made available
through the use of technology. Consequently, the investigation of the differentiated practices
employed in the secondary schools in Antigua will examine the role of ICT and how ICT tools
are utilised to engage learners. However, Hobgood & Ormsby also pointed out that the focus of
integrating technology should be on the outcomes and not on the technology tools. The teachers’
skills and abilities are again highlighted as the decisive factors in the effectiveness of ICT in the
differentiated process (Aslan & Reigeluth 2013; Lim, Zhao, Tondeur, Chai & Tsai, 2013)
18
Conclusion
Researchers have noted that an essential factor for successful differentiation is the teacher.
Equally important to the curriculum are the teacher's knowledge of the process; their attitude and
beliefs; how students are engaged; classroom strategies and the role of ICT for effective
implementation. Further, it is critical that teachers in diverse learning environments be equipped
with the requisite skills to assess the learning abilities, level, and needs of their learners (Smit &
Humpert, 2012).
The studies indicate effective differentiation encourages an environment of problem-solving

where learners develop knowledge through their preferred learning style for active success by
scaffolding and other learning strategies (Morgan, 2014). However, even the most experienced
and trained teacher encounter challenges effectively differentiating instructions (Hobgood &
Ormsby, 2011) and integrating technology. However, to successfully differentiate with
technology requires careful planning which begins by addressing student readiness, interest and
learning profiles and clear knowledge of the learning goals (Hobgood & Ormsby, 2011).
However, many of the research on differentiated instruction focuses on the learners’ performance
and the benefits of this model to the learners. The skills of the teachers, what motivates the
educator to implement the differentiated model along with the restraining factors are areas still
requires investigation. Therefore, this research seeks to address some of the identified gaps in
previous studies on differentiation from the perspective of the teacher and the factors that
motivate and hinders their use of differentiation in the teaching-learning environment.
19
Chapter 3 – Research Design and Methodology
The focus of this chapter is to give an account of the research design specifically related to the
topic, research questions, the procedures of data collection, data analysis and the instruments
used in the research. The validity and ethical issues for conducting this study will also be
addressed.
Methodology
A primarily qualitative approach was undertaken for this research. Qualitative research seeks to
assess a holistic review of the problem not derived from statistical or quantification process to
benchmark and explain the cause of the problem (Golafshani, 2003). The qualitative research
further applies naturalistic approaches allowing the researcher to engage with the subjects within
the natural context in order to gather data and interpret the phenomena (Golafshani, 2003;
Caswell, 2009; Krauss, 2005). A range of data collection instruments such as focus groups,
observation, questionnaires and annotated notes was used to interpret the participants
understanding, attitudes, beliefs, and behaviours(Punch, 2009; Frey, Botan & Kreps, 1999).
This approach is inductive in that hypotheses are not formulated, but theories are generated
based on the study data to explain the behavior observed in the study context (Punch, 2009).
Hence, this inductive nature of naturalistic research undertakes a bottom-up approach where the
focus is on teachers’ behavior in their classrooms and generates theories for these behaviors
(Dudovskiy, 2016; Winch, Todd, Baker, Blain & Smith, no date).
Research Design
The research design outlines the plans to complete the research project from the problem
statement to the data analysis and discussion (Punch, 2009). In this study, five research phases
and analysis process were undertaken. In phase one, the relevant permission and approvals were
received, and the participants identified. Phase two was data collection in which the data
collection instruments were administered and information collected to answer the research
20
questions being investigated. The third phase the research findings and collection and phase five
concluded the research findings and provided recommendations for further research.
The first phase of this study was to gather information pertinent to the research, and the relevant
permissions were obtained from the authorizing individuals and departments. The research
proposal was first submitted to the University of Roehampton for Approval before the study was
undertaken. Once the proposal was approved (Appendix A), the research information sheet
(Appendix B) and a letter of request to conduct the research (Appendix C) was sent to the
Director of Education (Appendix D) who is responsible for authorizing research within the
public school system in Antigua and Barbuda and notifies the institutions of the pending
study(Appendix E). The email addresses of proposed participants were then acquired from the
curriculum officers through the Director of Education. One hundred and forty-three (143) email
addresses across twelve (12) subject disciplines were received. In phase two of this study, the
proposed participants were invited to engage via an email (Appendix F) through the use of
Google Form (Appendix G) which included a link to the research information sheet which
outlined the purpose, scope and how they could engage in the study. The participants had the
option of engaging by completing a questionnaire, class observations and/or focus group which
they indicated on the participation consent form. The prospective participants had two weeks to
review the research information sheet and accept or decline the invitation. This method of
selecting the research participants allows the teachers to accept or decline the invitation freely
without feeling coerced or intimidated. A spreadsheet was generated from the Google form
submission with the teacher's indications of their interest in the research.
Phase three of the research is the data collection process of the study began with the
dissemination of the research questionnaire. The questionnaire consent form (Appendix H) was
first emailed to the participants who accepted to complete the questionnaire (Appendix I). The
consent form provided a description of the study and informed that they were free to withdraw
from the study at any time. The consent form also advised that the information provided would
be kept secure and confidentially and no identifiable information would be presented in the
research report. Once the consent form was completed by the participants, a link to the online
21
questionnaire was emailed to the participants. The analysis of the data gathered from the
questionnaire generated themes and identified areas of focus for clarification and explanations
during the focus group stage of the research.
The class observations formed the second aspect of data collection phase of this study. Twelve
teachers indicated on the research participation form (Appendix G) a willingness to engage in the
observation component of this study. Following the administering of the questionnaire, twelve
classroom observations were conducted to gather first-hand information on the teacher
approaches to differentiation and technology integration in their classes. The teachers were
contacted to set a date and time for the observation. This information was used to create an
observation schedule (Appendix J) each teacher was observed once for seventy minutes. An
observation consent form (Appendix K) was presented to the participants before the observations
were conducted. An observation checklist (Appendix L) was used to capture information during
the class observations. The analysis of observation notes (Appendix O) provided additional
themes to be compared with the themes generated from the questionnaires to provide an in-depth
understanding of the challenges experienced by the teachers along with the best practices
presently employed and support the generalization of the findings.
The final data collection process was a focus group session. The information collected from the
research participation consent form (Appendix G) indicated six teachers accepted to be members
of the focus group. The focus group participants were invited to recommend possible venues,
date and time for the meeting. All six participants suggested a central location and agreed that
the Multi Purpose Centre would be ideal because of the parking facilities and easy access to the
bus terminal. Although six teachers accepted to be a part of the focus group session only five
actually attended the session as one of the participants withdrew from the session. The group
met for a ninety (90) minute session to discuss the practices and process employed by the
teachers, a possible reason for their practice along with suggestions and recommendations to
address gaps identified. Similarly, to the other data collection methods (questionnaire and
observation) the teachers were presented with focus group consent form (Appendix M) before
the focus group session began and were informed that the session would be recorded and they
would be reimbursed a maximum of EC$25 to cover their transportation cost to and from the
22
meeting venue. A list of the question (Appendix N) was compiled based on the data collected
from the questionnaire and class observations to guide the focus group discussion.
Although this research design allows for a collective understanding of the problems and possible
resolutions to address the disparities, the vast accumulation of data can be strenuous for analysis,
problematic for generalization of the findings, and could incorporate the researcher biases
(Mercer, 2010). However, qualitative research methods were deemed effective in empirical
research as they support the engagement of research participants to contribute to the
investigation (Punch, 2009; Thomas, 2010). The research design also provides authentic data on
the issues and gaps in the differentiation and ICT integration process at the Grade Nine level in
Government Secondary Schools in Antigua and Barbuda.
Study Population/Sample
Sampling is a research procedure in which a subset of the research population is selected, and the
knowledge gain can be generalized to the entire population (The Regents of the University of
Michigan, 2016). A purposive sampling approach was used to select participants for the
various data collection processes. A purposive sample is a non-probability sample that involves
identifying and selecting persons engaged in the phenomenon of the study and based on the
study objectives (Crossman, 2017; Creswell, 2014). A purposive sampling was used as it
ensures that all the participants who met the inclusion criteria were engaged in this study. The
inclusion criteria were the teachers teaching all other subject disciplines except business at the
Grade Nine levels. Although the study engaged Grade Nine Teachers, the business cognate
teachers were excluded from this study since the researcher is responsible for the business
cognate with a total of sixty-six teachers. These teachers were excluded from the study to ensure
that the association of the business teachers and the investigator do not create an issue for
credibility and validity and ethical guidelines are not violated. Therefore, one hundred and
forty-three Grade Nine teachers, excluding business teachers were invited to participate in the
study of which twenty-eight consented to participate in the research.
23
About the research
Conducting this research is motivated by a passion and advocacy for an inclusive education
system that harnesses the critical thinking, problem-solving and collaborative skills of all
students and purports lifelong learners and global citizenship. As an Education Officer and a
professional practitioner, it is critical to the researcher to engage in evaluative practices to
identify best practices and gaps within the field. Continued research is critical to identify new
approaches that improve the teaching and learning domain to ensure all students can enjoy
learning and master their potentials. Students should feel compelled, enthusiastic, and
passionate about learning, inquiring and mastering skills (Costa, 2008) in an atmosphere that
facilitates learning and examines their needs.
Therefore, the study results could inform how the teachers’ challenges can be addressed, the
training and resources required and strategies that can be employed to cultivate an all-
encompassing all-embracing education system. Hardiman (2012) notes lifelong learning is
evident when students can apply content, skills and processes by engaging their higher order
thinking and problem-solving skills. Hence, the cultivation of the holistic advancement of
learners through higher-order thinking and problem solving as global citizens and lifelong
learners drives this researcher/Education Officer.
Data Collection
Qualitative data were gathered with a range of data collection instruments. These tools include
questionnaires, observations and focus group.
Questionnaires
The use of a questionnaire is a verse and valid method of collecting data (Punch, 2009). The
research questionnaire comprised both open ended and closed ended questions. Open-ended
questions offer validity to the research by allowing the participants to highlight problems and
collaborate closed-ended questions, on the other hand, closed-ended questions supports the
24
objectives of the researcher (The Regents of the University of Michigan, 2016). The use of
questionnaires provided an opportunity to collect data from a large population, which allowed for
the generalization of the data (Punch, 2009) and allows for data collection in the natural setting
(Winch et al., no date). On the other hand, questionnaires can also accumulate large amounts of
data that pose difficult for analysis and generalization as well.
In this study, questionnaires were used as the baseline data to determine the teachers’
perspectives of the challenges and appreciation of differentiation and ICT integration
experiences in the classrooms. The questionnaire (Appendix O) provided data on what
differentiated strategies are presently employed, the technology tools used, and how often are
differentiated strategies and technology used to engage learners. The table 3.1 below expands on
how the questionnaire and research questions are aligned to gather data for this study.
Table 3.1 Focus area of questionnaire questions

Research Questions Focus Questions
1. How are students engaged in a diverse classroom? 1, 2 & 7
2. What differentiated strategies are incorporated in 12, 13, 14, 16, 17, 18 & 23
these classes?
3. What role does ICT play in the teaching and 4, 6, 11, 15, 19 & 21
learning domain?
4. How do the teachers interpret differentiated 3, 5, 8, 9, 10 & 22
instruction and ICT integration?
Observations
Another data collection tool for this research is class observation. One seventy minute period of
the twelve teachers who consented to the observation aspect of the data collection was
conducted. Observations allowed the researcher to examine the problem and provides a
methodical picture of the attitudes, behaviors, and resources in the natural context (Kawulich,
2005). The main aspects observed were how the students are engaged; how technology is used
25
by the teachers to engage learners; what differentiated strategies are employed by the teachers;
and does the learning environment supports the integration of technology and differentiated
strategies. The observations data (Appendix P) provide an authentic view of the challenges,
gaps, and teaching strategies employed, quality and effectiveness of the available resources, and
the type and level of support the teacher received. The information gathered through observation
aided in the validation of data collected with the questionnaires. The data verification process
forms part of the triangulation process to facilitate the generalization of the research findings.
Focus Group
In research, the use of focus groups and observations offers a firsthand experience to access
information not easily acquired from other research methodologies (Subban & Round, 2015).
The focus group discussion focused on the approached engaged by the teachers in the classroom;
the teachers understanding of differentiation and technology integration; the technology tools
utilized in the classrooms; the challenges experienced in the classroom and how these challenges
can be overcome. The session was guided by questions (Appendix M) formulated from the data
collected through the questionnaire and class observations.
Data analysis
Data analysis in qualitative research is an ongoing process that requires the researcher to
continually reflect on the data, record notes on the findings and critically analyze the
information. A constant comparative analysis which allows the researcher in a natural context to
compare and identify relationships in the different forms of evidence collection utilized (Thorne,
2000). A descriptive and interpretative analysis of the data was conducted and was achieved
through the process of coding and classifying of the data to grasp the information and focus on
the ideas and findings generated. Through the analysis, common themes were recognized, and
insights into a possible reason for knowledge reflected in the data were derived which allowed
the structure of the information to provide possible reasons for the knowledge reflected in the
data.
26
One of the first set of data collected in this research was the participants’ indication of how they
would participate in the research collected form Google form emailed to the proposed
participants. This information was sorted and analysed to determine the teachers who
volunteered to be participants in the data collection process of this study. Three groups of
teachers were collated from the data. Group one, the teachers, to complete the questionnaire,
group two the teachers for the class observations and group three the participants for the focus
group session.
The next process was to email the link to the research questionnaire to teachers who volunteered
to complete the questionnaire. A spreadsheet summary was generated from the questionnaire
administered online with the use of Google forms. The information spreadsheet was downloaded
and coded to remove any identifying information of the participants. The teachers’ names were
replaced with identification codes being with URJPR001 and consecutive in the order in which
the questionnaires were submitted. In addition to the names of the schools were also change and
referenced as School A to School G in the order data was submitted. The questionnaire data
was examined, and common themes in the teachers’ responses highlighted. These would be
compared with the findings from the observation and focus group session.
Once the themes from the questionnaires were completed and reviewed, the observation data
were examined. The data from the observation checklist were categorized and collated based on
data collected from the observations to provide an overview of the information observed in the
classrooms. Once again common themes in the teacher observations were highlighted and
reviewed to provide the research with an in depth understanding of problems under investigation.
The themes from both the questionnaire and observation were compared to identify possible
indications of how differentiation and technology instructional practices are integrated into the
grade nine teaching and learning environment. The commons themes would provide information
that could be generalized in the research context and provide triangulation of the data for
authenticity and credibility of the research findings. The data collected from the questionnaire
and observations were used to generate questions to guide the focus group discussion.
27
Similar to the questionnaire and observation the focus group notes were coded to ensure the
anonymity of the participants, and common ideas from the participants highlighted. The notes
from the recorded session were analysed for themes that may further support the generalization
of the findings from the questionnaire and observations. However, the recording was poor and
made it difficult for transcribing; therefore the researcher had to rely on notes taken. The data
from all the data sources are then reviewed and common themes compared to present an
overview of the teachers’ experiences with differentiation and ICT integration.
A comparative analysis of all the data was conducted s to compare the summaries from each data
collection method to identify and cross reference the similar categories and prepare a short list of
common themes derived from the data. The information from the common themes identified
from the data was transferred to Microsoft Excel software to generate a visual display of the
information in the form of tables and charts. An interpretation of the information generated
ensued to highlight possible theories for the teacher's experience with integration of
differentiated and technology in their teaching/learning environment.
Limitations
The critical analysis of the methods and methodologies also examined possible limitations.
The issue of teacher resistance, the perceived complexity of the differentiation, and the lack of
confidence in their ICT skills could impact the number of teachers who agreed to participate in
this study. The researcher addresses these issues by providing a research information sheet
outlining the purpose of the research, how they can engage and the process of withdrawal from
the study. This pertinent information guided the participants to make an informed decision
about participating in the study. The researcher also reiterated to the participants the goal of the
study was to identify their challenges experienced with differentiation and ICT integration in
their classrooms and provide recommendations to address the challenges along with
opportunities to improve their practice.
28
Another limitation of this study is the sample size engaged in the research. A sample size that is
too small can affect the researcher’s ability to validate and authenticate the reliability of the
findings similarly a broad cross-section can pose problems for analysis (Punch, 2009).
However, the engagement of the teachers provides an insight of the gaps in their practice and
specific areas of training and professional development to address future and more efficient ICT
and differentiation integration in the classrooms.
Validity and Credibility
The nature of qualitative research is often criticized for the reliance on the researchers’
interpretations to support the generalization of findings and pose limitations to reliability and
credibility of the research (Anderson, 2010). The challenges with reliability and credibility of
qualitative research also impact the trustworthiness of the results (Lincoln & Guba, 1985).
Therefore, to overcome these obstacles, it is imperative that the researcher incorporates a process
of triangulation by using various methods of data collection and identify commonalities across
the data. Triangulation is using a variety of data sources to support the creditability and
reliability of research (Punch, 2009). Subsequently, the data collected through the questionnaires,
the class observation, and the focus group were compared and contrast to ensure the finding
provided a true picture of the experiences of the teachers. Comparing the findings from the three
data sources supports triangulation and allows for the generalization of the results.
Ethical Issues
In empirical research, there are many ethical issues to be considered to ensure the credibility and
validity of the findings. Although the study was conducted in a school environment, the focus
was the teachers’ integration of Information Communication Technology (ICT) and
differentiated strategies to engage students and promote learning. The relevant approvals were
received from the University of Roehampton and the Director of Education before conducting
this research. Approval for conducting the research was gained from the Director of Education.
The approval letters are included in this report however the names of the individuals were
29
blocked out to protect the identity of the individuals. Full disclosure of the purpose, process, and
the task were made to the research participants as empirical research required participants be
informed of their rights (BERA, 2011) and assured of the confidentiality, anonymity, and
security of the information received (Laureate Education, 2014).
Another ethical issue addressed is the privacy of the participants. The privacy of the participants
was replacing their names with codes and ensuring that the information collected is reported
using the assign codes. Empirical research requires the researcher to maintain the
confidentiality, anonymity, and security of the data collected (BERA, 2011; Laureate, 2014).
The researcher has the onus to share the findings and publicize the results for the benefit of the
general public, policy makers and other educational professionals (BERA, 2011). Therefore, to
ensure the privacy and anonymity of the participants and schools, both groups were assigned
random identification codes. All electronic documents are stored in Google Drive with the
researcher’s university email, and password on the investigator’s password protected the
computer. The hard copies of the data collection instruments and consent forms are stored a
locked filing cabinet accessible only by the researcher. A detail and comprehensive description
of the research context along with a triangulation approach to the data gathering process also
helped the credibility and validity of naturalistic inquiry (Whittemore, Chase & Mandle, 2001).
The researcher is compelled to comply with the research standards that guided and informed the
process for conducting investigations involving minors and subordinates (BERA, 2011). Any
foreseen conflict of interest that may present an appearance of coercion or exploitation should be
acknowledged (Emanuel, Abdoler & Stunkel, 2009). Therefore, as the researcher has
responsibility for five business subjects, the sixty-six teachers were not included in the study to
alleviate any ethical concerns due to the professional relationship between the researcher and this
group of educators. The student population in the research context was not engaged in the
study. All ethical issues were addressed in the pre-empirical stage of the study through an in-
depth analysis of the problems, procedures and research design (Punch, 2009).
30
Chapter 4 – Findings, Analysis and Evaluation
The findings, analysis, and evaluation of the research data in relation to the aims and objectives
of the research are presented in this chapter. Overviews of the demographics of the participants,
the analysis of the data collected are also reported in this section. The reports will focus on
themes derived from the data and address how the students in context are engaged; the teacher
perception of differentiation; the role ICT plays in the implementation of differentiation and
classroom strategies employed to differentiate the different aspects of the learning process
Figure 1 Research Participants
Of the one hundred and forty-three teachers invited to engage in this study twenty-eight accepted
the invitation three were males (11%), and twenty-five females (89%) see Figure 1. All twenty-
eight participants opted to complete the research questionnaire; twelve volunteered for the class
observation and six participants, of which engaged in the observations selected the focus group
session.
Table 4.1 Teacher Qualifications and Teaching Experience

Teacher Qualifications Teaching Experience
Qualifications Number Trained/untrained 10 years or less Over ten years
Untrained Teachers 1
Untrained Teachers with Diploma 0 4 Untrained
Teachers 14%
4 (14%) 0
Untrained Teachers with Degree 2
Untrained Teachers with Masters 1
31
Trained Teachers 2
Trained Teachers with Degree 15 24 Trained teachers
86%
5 (21%) 19 (79%)
Trained Teachers with Masters 3
Trained with other Qualifications 4
In the research context, a teacher is considered a trained teacher by completing the Associate
Degree program at the Department of Teacher Education of the Antigua State College or
acquired a degree in education from any reputable education institution. The participants have
varying levels of qualifications ranging from untrained teacher to trained teacher with a master’s
degree. Table 4.1 indicates that of the twenty-eight participants twenty-four (86%) are trained
teachers, and four (14%) are untrained. The table also indicates that all four untrained teachers
have ten years or less teaching experience, five (21%) of the trained teachers also has ten years
or less while nineteen (79%) has over ten years of teaching experience in the classrooms. This
means the majority of the research participants (79%) are trained and experienced teachers and
would have received training in pedagogical strategies to engage learners. Therefore, it is
possible that the teachers would have received some measure of training in differentiated and
technology integration approaches to teaching and learning.
The data also revealed that the classrooms comprise of students with varying nature of diversities
based on the questionnaire responses as illustrated in Figure 2.
Diversity of Students
Varying Technology Skills 20

Students with Disabillities 12
Ethic and Racial Group 8
Gifted and Talented 9
Socioeconomic Status 24
Different Age Groups 16
Learning Style 27
Cultural Background 17
0 5 10 15 20 25 30
Ethic and Students Varying
Cultural Learning Different Socioecono Gifted and
Racial with Technology
Background Style Age Groups mic Status Talented
Group Disabillities Skills
Range of Diversity 17 27 16 24 9 8 12 20
Figure 2 Diverse Natures of Classes
32
Twenty-seven out of twenty-eight respondents indicated that their students have varying learning
styles; twenty-four indicated the diversity of their learners include different socioeconomic
status, while twenty teachers identify varying technology skills of their students as another
indication of the diversity of their learners. This information was also supported by the focus
group and also added the students also come with different levels of literacy and numeracy skills
along with some behavioral issues and language barriers as well. The diverse nature of the grade
nine classrooms requires integration of differentiated strategies to address the diverse abilities of
their learners as promoted by (Subban, 2006).
Teachers’ interpretation of Differentiated instruction and ICT Integration
Significant to this study is the teachers understanding and interpretation of ICT integration. This
information is critical to determine the gaps and challenges in the teachers’ understanding, and
attitudes towards differentiated instruction can impact the quality of education students receive
(Nicolae, 2014). URJPR017 a member of the focus group stated, “Differentiated instruction
encompasses and caters for the needs of the various learning styles and is proactive in addressing
differences in learning need and styles.” This is supported by focus group member URJPR021
who adds that differentiated instruction is “to cater for the differences that make individuals
unique.” As differentiation allows learners to develop their critical thinking and problem-solving
skills and opportunities to perform at their best (Subban, 2006; Valiandes, 2015), it is essential
for educators to understand differentiation and how it benefits learners (Stanford, Crowe & Flice,
2010). One of the objective for conducting this study is to recommend strategies such as
professionals development sessions by grouping participants based on their readiness levels and
understanding of differentiation to address the challenges experienced by the teachers.
Therefore, the teachers’ interpretation of differentiation instruction forms the basis of the
researcher/Education Officer readiness assessment as Nicholae (2014) notes that willingness to
implement differentiated instruction is based on the teachers’ beliefs and understanding of the
teaching strategy.
33
The responses from the questionnaire respondents highlight the teachers’ definition of ICT
integration as the use of technology tools to receive and transmit information. According to
URJPR006, a questionnaire respondent ICT integration is “the use of technology devices in all
their forms and the various platforms that accompany them to make the transferring and
receiving of information possible.” Another member of the focus group URJPR021 added, “ICT
integration is the inclusion and adaptation of ICT into the school environment to impact or
improve the quality of teaching and learning in schools.”
How are students engaged in diverse classrooms
Engaging students based on their needs and abilities are critical elements of differentiation
(Tomlinson & Imbeau, 2010; Subban, 2006). The results of the research questionnaire indicated
that the teachers deployed various differentiated approaches in their teaching learning domain.
De Jesus (2012) views a differentiated classroom offers multiple ways for students to interact
with the content and make sense of the concepts and skills and opportunities to demonstrate their
learning. Although many of the teachers incorporated a range of content materials for their
students (worksheets, peer review checklist, handouts and class activities) all the resources
catered to the average learner. There were no materials presented for slow or gifted learners in
any of the lessons observed even though the focus group members indicated that their diverse
classes include students who perform below and above grade level. Further, in the focus group
session, one participant agreed that variety of materials are used in the teaching and learning
process that caters for different learning styles (Auditory, Visual, Kinesthetic ) but questioned
whether the materials address the various learning abilities. Table 4.2 gives a comparison of the
differentiated approaches the teachers indicated on the questionnaire was employed in their class
to differentiated strategies observed during the class observations.
Table 4.2 - Comparison of Differentiated Approached from Questionnaire and Observation

Differentiated Approaches integrated into Teachers' Questionnaire Observation
Lesson 28 Respondents 12 lessons
Content Materials prepared at varying levels 16 57% 0 0%
Classroom to support Collaboration, Peer Teaching, and 23 82% 7 58%
34
Group Work
Students decide what they learn and how they learn 3 11% 0 0%
Different teaching strategies to support various learning
25 89% 7 58%
styles
Students decide how knowledge is demonstrated 5 18% 0 0%
Follow-up support is provided 19 68% 6 50%
A variety of resources and materials are provided 15 54% 4 33%
Classroom layout to support differentiated instruction 7 25% 0 0%
Table 4.2 reveals that twenty-five (89%) of the respondents indicated that different teaching
strategies were employed to support the various learning styles. However, in the lessons
observed only seven teachers (58%) utilized varying differentiated approaches in the delivery of
their lesson. This revelation could be a reflection of the teachers’ ability to differentiate content
and resources to address student variances which (Dixon et al., 2014) indicates as a challenge
encounter by diverse classroom teachers to provide learners with specifically designed learning
activities for the individual needs of the learners. This is further supported by the focus group
members, who noted many teachers are not professionally trained to execute lessons for
diversified classes. This revelation could account for the ‘one size fits all’ approach in their
presentation of content materials and the assessment process observed in their classes.
A further analysis of the data in Table 4.2 reveals that 57% of the questionnaire respondents
indicated that they tailor content material at varying levels to cater for the needs of their students.
Preparing materials at varying levels indicate that content materials are available to address the
learners’ readiness level and learning profile. Further, the focus group members revealed that the
training received at the Department of Teacher Education or during Professional Development
sessions do not facilitate them to cope with different learning abilities in their classrooms and
tailoring of material to address these differences. Therefore, continuous training and school-
based support by experienced teacher trainers are critical for effective differentiation and
establishing an authentic learning environment (Valiandes, 2015). Clearly, the research finding
reveals a need for additional training and professional development session which focuses on the
implementation of differentiation and ICT integration in the learning environment.
35
The finding from the questionnaire also revealed that twenty-three (82%) of the teachers
indicated that their classroom supports the use of collaboration, peer teaching, and group.
On the other hand, during the observations, it was observed that all of the classrooms were
arranged to support whole group instruction. This could mean that valuable contact time that
could be spent reinforcing concepts or demonstrating knowledge is taken from the lesson to
rearrange the class to support the use of differentiated strategies. However, only seven of the
teachers (58%) instructed the students to rearrange the classroom into a setting that supported
collaborative activities, peer teaching, and group work. This reflects Tomlinson & Allan, (2016)
view that schools and classrooms are not organized to meet the needs of the learners as many
educators do not grasp the image of how a differentiated classroom might look which is evident
in the majority of the grade nine classrooms environments observed This inadequacy was also
noted by the focus group teachers who relayed that many of the classroom infrastructures do not
support the use of technology tools; neither does the natural layout of the classrooms support
differentiated strategies.
Tomlinson & Imbeau, (2010) note that there are several classroom strategies that can implement
for effective differentiation. Table 4.3 reflects the differentiated classroom strategies that the
Grade Nine teachers are most familiar with compared to whether the strategies are employed in
their teaching-learning environment. Each teacher was only observed once for seventy minutes
and could not implement all strategies in one lesson. However, the researcher was expecting
evidence to support the teachers’ questionnaire responses of the classroom strategies employed
in their classes.
Table 4.3 Differentiated Strategies teacher familiar with compare to actual use of the strategies
Differentiated Strategies Familiar with Comfortable using
Learning contracts 7 25% 3 11%
Independent Projects 24 86% 21 75%
Independent study 24 86% 20 71%
Interest Centers 7 25% 3 11%
Learning centers 14 50% 7 25%
Varied Instructional Material 19 68% 16 57%
Provisions for student choice 15 54% 11 39%
Flexible grouping 21 75% 21 75%
36
Varying questions 21 75% 19 68%

Pre-assessment 19 68% 10 36%
The table above discloses that independent projects, independent study, flexible grouping and
varying questions are the differentiated strategy most familiar with the grade nine teachers. It
also reveals that these strategies are mostly used by the teachers, which were also evident during
the class observations. Based on the questionnaire responses the least familiar and used
differentiated strategies are learning contracts, interest and learning centers and provisions for
student choice. However, there was no evidence of learning contracts, interest and learning
centers and students were not given opportunities to choose how they learn or what they learn.
Although a review of the teachers’ lesson plans could indicate if these strategies were employed
in previous lessons many of the lesson plans reviewed during the observations were incomplete
or not available. During the class observations, seven teachers (58%) had their lesson plans
available for review. However, the plan books presented only indicated various elements of the
teachers’ lessons and was not complete. This finding was alarming as it highlighted that the
teachers are not investing enough time in documenting their plans to address the needs of their
learners
The role of Information Communication Technology (ICT) to support

Differentiated Instruction
Another area of focus of this study is the role of ICT in the teaching and learning domain.
According to Mooij, (2004) ICT assist educators to provide comparable educational
opportunities for all students by transforming instructional practices and provide ongoing
feedback impacts on their ability to effectively address the needs of their learners (Hobgood &
Ormsby, 2011). Figure 3 indicates that 79% of the research participants rate their ICT skills as
proficient. These findings show that the majority of the research participants are equipped with
the technology skills necessary to utilized ICT tools in their teaching and learning. The use of
technology facilitates teachers to engage their learners in an environment that reflect their
learning profiles and readiness levels to address the learning gaps of their students (Stanford,
Crowe & Flice, 2010).
37
Figure 3 Teachers ICT Skills
Although 79% of the participants indicated they are proficient in the use of ICT, only three
(25%) of the teachers observed utilized some measure of technology in their lessons.
The deployment of laptops and tablet to students and teachers and ICT proficiency of the
teachers indicate a valuable resource to engage learners. The questionnaire respondents
indicated that a range of technology tools (phones, tablets, blogs, emails, videos, projectors,
computers, television) was integrated into their teaching and learning. Seventy-five percent
(75%) of the questionnaire respondents indicated that they used technology to create an
interactive learning environment; 71% to tailor content to students’ interest; 68% indicated it
was used to support student learning goals during the learning process and 36% indicated to
allow students to show mastery of content and skills. Additionally, the focus group members
noted that technology is used to grasp student attention, giving real situations to the classes,
record keeping, research, sharing notes and assignments and as an extension of the lesson
through online discussions. During the lesson observations, teachers (25%) who utilized
technology were observed using their laptops to display materials for their students; the students’
interaction with technology was limited to using their phones or tablets to research information
for the lesson. Table 4.4 illustrates that six (21%) of the teachers indicated student worked with
technology at least once per week, seven (25%) every lesson and thirteen (46%) indicated
technology is used 2-3 times per week.
38
Table 4. 4 Students work with technology

Every Lesson Once per Week 2-3 times per week Never
7 6 13 2
25% 21% 46% 7%
However, the class observation did not reflect the teachers’ definition of ICT integration or
indication of students interaction with technology as the use of technology was limited to teacher
presentation of information and research by the students. Although the limitation of observing
one lesson could account for the limited technology use observed the teachers’ indication of
weekly use of technology set the expectation for more evident technology use. However, the
teachers indicated that online access, students’ technology skills, access to hardware and the
availability of culturally relevant resources are the major restraining factors for their limited use
of technology as illustrated in Figure 4. Although Hobgood & Ormsby, (2011) indicates that the
effective use of technology can overcome the barriers teachers experience in implementing
differentiated instructions.
Restraining Forces that limits Technology Use

3
Students’ Technology skills 13
7
Availability of culturally relevant resources 10
9
Traditions of teaching and learning 7
6
Technical and administrative support 4
14
Access to hardware 10
0 2 4 6 8 10 12 14
Figure 4 Restraining Factors for limited Technology Use
The role of technology in a differentiated classroom is to integrate a multilevel instruction and

learning process to tailor content, process and product to address the learner variances.
However, this was not evident in the class observed.
39
Table 4.5 – Technology use in teaching and learning

Environment To create a multi-level learning environment 14 50%
To create an interactive learning environment 21 75%
Content Tailor content to students interest 20 71%

Differentiate instruction based on specific 11 27%
objectives to address the needs of each student
Process To facilitate independent learning 12 43%

Support student learning goals 19 68%
To customize and share training activities 13 46%
Product For students to show mastery of content and 10 36%

skills
Other 5 18%
Technology integration is the seamless routine and transparent use of technology by students and
teachers (George Lucas Educational Foundation, 2007). However, in the classes observed
technology was used as an activity completed by the students or for the teachers presentation of
aspects of the lesson and not for differentiating the learning process even though Table 4.5
indicates that 75% of the teachers indicated that technology is used to create an interactive
learning environment, 71% to tailor content to student interest, and 68% to support student
learning goals. Although, Hobgood & Ormsby, (2011) noted that for technology to address the
learners needs there should focus on the learning outcomes and not on the technology itself. The
research data reveals that technology is not employed by the Grade Nine teachers to support
differentiated instruction or learning outcomes but used simply as another resource that may or
may not be used by the teachers and students.
Focus group members URJPR021 explained that “although teachers are familiar with
differentiated strategies they are not using or are inconsistent with the utilization of the strategies
and techniques.” Another member of the group URJPR004 added, “the lack of professional
development seminars in the use of differentiated strategies is hindrances that cause teachers to
be ill equipped to cater for a diversified classroom.” The focus group members all agreed that
there is a need for training in the integration of technology to support the implementation of
40
differentiated strategies to equip teachers better to effectively address the needs of all their
learners. Tomlinson & Allan (2016) support the view of the teachers who noted that no
instructional strategy could compensate for teachers lack of proficiency, unawareness of their
student learning goals, unfocused plans or their inadequate management skills to function in their
diverse classroom effectively. Therefore, changing educators’ belief and addressing their
concerns can facilitate the implementation of differentiated strategies (Nicolae, 2014) supported
by the use of technology.
41
Chapter 5 – Conclusion and Recommendation
This research examined how Information Communication Technology facilities the

incorporation of Differentiated Instructional Strategies in the Diverse Grade Nine classrooms in
the public secondary schools in Antigua and Barbuda. The findings of this study have provided
an extensive overview of the teacher differentiated and ICT practices in the public schools of
Antigua and Barbuda. The conclusion from the data of this research indicates that although
teachers have a clear understanding of differentiation and technology integration, they struggle
with the effective implementation of the teaching approaches. This revelation is daunting as the
majority of the teachers would have received training in differentiation, technology integration
and other pedagogical approaches at the Department of Teacher Education at the Antigua State
College. However, the focus group members indicated that modelling of these strategies is not
employed at the Department of Teacher Education. The question is why the teachers experience
challenges with the implementation of differentiation and technology integration. The teachers
revealed that although they received some training in technology and differentiation, it was not
sufficient to facilitate their effective implementation of teaching approaches. URJPR004 added
that at the Teacher Education Department the differentiation is modelled and a teacher centred
approach is practiced. Therefore, the teachers continue the practice of teacher centred approach
to their classrooms as (Fullan, 1993) noted teacher training institutions have the responsibility to
lead education reform. Fullan views are further supported by Joseph et al., (2013) who added
that modeling differentiated instruction at teacher training institutions reaped more positive than
negative outcomes for teacher implementation of the strategy. Therefore, the focus of further
studies could address the level of differentiated instruction practiced at the Department of
Teacher Education at the Antigua State College to address the gaps and challenges identified in
this study. Although differentiation is feasible and offers numerous benefits to the learner, it is
not an easy transition from ineffective teaching (Valiandes, 2015). Hence, to address the
teachers’ challenges to effectively implement differentiation and technology the researcher
proposes a series of professional development session which focuses on tailoring the learning
process to address the learner variances.
42
Further, Valiandes (2015) notes that two critical components for teachers to differentiate their
instruction is knowledge of the subject content and their student's characteristics both of which
are evident in this research context. The findings indicate that the teachers are knowledgeable of
their subject content and the diversity of their student's which is evident by the teachers’
qualification and the diverse nature of the classes expressed by the questionnaire respondents.
The results of this investigation reveal the teacher are cognizant of the students’ abilities and
employ a range of teaching strategies such as projects, flexible grouping and varying question
along with a variety of technology supported resources (games, videos, powerpoint
presentations, youtube and Whatsapp) in the learning domain. However, the research findings
also determined that these strategies and resources cater for the average learner and they offer
limited opportunities for student choice.
The research findings indicate that the teachers experience challenges gaps in their
implementation skills and abilities to adapt the subject material to meet the needs of their diverse
learners. The context of the research includes students performing at different levels in the
Grade Nine classes. However, the research findings highlighted that the content materials
presented by teachers caters for the average learning. It can, therefore, be concluded that the
needs of all learners are not being addressed since there is not a modification of the content to
address the students performing below or above grade level. De Jesus (2012) noted that students
and society would be better served if learning could be accessed through a variety of ways. The
focus group session also corroborated the observation findings by noting that teachers are taught
about differentiation but are not trained to implement the strategy. The challenges of teaching in
a “results driven” system; the required time to plan for differentiated lessons; lack of proper
classroom facilities and the inadequacy of the skills of the teachers were identified. Therefore, if
the use of differentiation is to reap benefits in Antigua and Barbuda education system, the policy
makers and stakeholders need to support the teachers by addressing their challenges and
concerns. Along with the training, there is a need for a follow-up system that seeks to mentor
and monitor the teachers as they implement the knowledge acquired. The monitoring system
should also integrate a support system at the school level. Training providers should also
consider that teachers also differ in their readiness, interest and learning profiles and should
provide on-going support to address the teachers realities (Smit & Humpert, 2012).
43
The results of this study also conclude that technology plays a limited role in the teaching and
learning domain. There are attempts to use technology by the teachers to share information with
the students however the students are not engaged with the technology and offered limited
opportunities to use technology. The teacher attributes this limited used of technology to lack of
online access, access to hardware, unavailability of culturally relevant resources, and classroom
infrastructure along with the lack of technical and administrative support. Hobgood & Ormsby
(2011) noted that technology allows teachers to undertake the different need and ability of their
students. However, the learning environment with the research context lacks adequate
infrastructure, support and resources for the effective use of technology. The teachers’ attitude
and beliefs towards differentiation and technology integration were also examined. The
expectations of teachers towards differentiating instruction derive from their beliefs about the
practice (Nicolae, 2014). This research has identified some gaps in the teachers understanding
and implementation of these strategies which includes struggling to tailor the learning
environment, content, learning process and product to address the learner readiness level,
learning ability and interest. However, there are indications that the teachers are open to the
integration of a variety of teaching approaches to cater to the needs of their learners. The
teachers have reflected a positive attitude towards trying new approaches. This is evident in their
attempt to utilize technology and their use of resources to cater for their students learning styles
(visual, auditory and kinaesthetic). The success of differentiation relies on the teachers
supporting the learners during the process and provide constructive feedback (Smit & Humpert,
2012) similarly this approach should be reflected in the training programs offered to the teachers.
The literature notes changing teachers’ beliefs and attitudes requires dealing with their concerns
considering that transformation is a process made by individuals and not by organizations
(Nicolae, 2014). It must be noted that the focus group session also reveals that the teaching
profession should be considered by educators as more than merely a job as the teacher's view of
their profession would reflect their motivation to impact change within their field (Smit &
Humpert, 2012).
Differentiation is not an easy approach to be achieved, and teachers often experience challenges
such as lack of resources, lack of skills to differentiate, large class sizes and limited preparation
44
time (Nicolae, 2014) which were also reflected in the study. These challenges are concerns to be
addressed by education management, policy makers, and stakeholders to ensure that teachers are
provided with the necessary skills and environment to fulfill their task as effective and efficient
educators. Hence, a complete evaluation and assessment of the school's infrastructure should be
undertaken, and deficiencies addressed. A clear policy on the initiatives and classroom practices
to cater for the diversity of all learners should be considered and relayed by the education
decision makers.
The overwhelming conclusions that resonate from this study are there is a need for training in the
implementation and integration of differentiated instruction and Information Communication
Technology. The training may establish a greater understanding of how to effectively integrate
differentiation and technology. Additionally, an evaluation of training programs and processes
should be undertaken to identify and address the gaps to improve the quality and equity of
education for each learner. Hence, training, monitoring and mentoring are required to effectively
achieve differentiated instruction and technology integration in public secondary school
classrooms in Antigua and Barbuda.
45
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53
Appendices
Appendix A – University of Roehampton Reseach Approval
PLEASE NOTE: After approval is given, if there are any subsequent modifications to the study once it is
underway a further Ethics Response Form and re-approval will be required
Researcher (student): Faculty reviewer: Date of Review:

Jacqueline Peters-Richardson Dr. Peter Johnston-Wilder 1 January 2017
Working title of Proposal or summary of study scope:

A qualitative assessment of how Information Communication Technology (ICT) facilitates the incorporation of
differentiated instructional strategies in diverse Grade Nine classrooms in the Public Secondary Schools in Antigua and
Barbuda?
Proposal attached? Supplementary documentation attached (i.e., Participant Information

___ Yes ___No Sheet)?
__Yes ___ No
Each of the ethical standards below must be adequately addressed by the researcher in order to obtain ethics
approval.
In the blue column, the RESEARCHER (student) should perform a self-check using these 35 questions before submitting the
ethics form to the faculty member supervising the study. In each row of the blue column, the RESEARCHER should enter
YES, NO, or NA as well as a very brief explanation. The Academic Honesty Declaration must be attached and should be
signed and dated.
In the yellow column, the ETHICS REVIEWER (Research Proposal faculty member) will enter YES, NO, or NA to confirm or
challenge the RESEARCHER’S self-check on each standard. With each NO, the ETHICS REVIEWER will indicate what
revisions are required for ethics approval. The faculty reviewer will also render a decision at the end of this form and return
the form to the RESEARCHER.
If the ETHICS REVIEWER (Research Proposal faculty member) is able to approve “as is” then the orange column is left
blank.
In the orange column, the RESEARCHER (student) will respond to each of the ETHICS REVIEWER’S concerns to explain
where/how each of the reviewer’s concerns was met in the resubmitted materials.
55
Researcher’s ethics self-check Ethics Reviewer’s Researcher’s response

assessment: to Ethics Reviewer
In each row, the researcher should confirm

compliance with the ethical standard by After the researcher has The researcher must
entering “Yes,” “No,” or “N/A,” along with presented the evidence for use this column to
a brief defence of the response (i.e., stating compliance with each explain how and where
keywords that point to how the ethical ethical standard, the each of the Ethics
standard has been met). Ethics Reviewer should Reviewer’s concerns
either confirm by entering (in the yellow column)
“Yes” or challenge with has been addressed.
“No.” With each “No,”
the reviewer must specify
what revisions are needed
to obtain ethics approval.
Example: Will data be stored securely? Yes. Data files will be kept on a password No. Please also address Paper surveys will be
protected computer. how the paper surveys in a locked file cabinet.
will be secured prior to The proposal has been
being entered into updated.
electronic files.
The first 11 questions apply to all studies (even when the researcher is not interacting with participants to collect new data).
Hover the mouse over the blue footnoted words to view information and definitions.
56
1. Are participant recruitment and Yes. Data and contact information No. Please explain in more The research will be
data collection steps adequately of potential participants will be detail how potential conducted with Grade Nine
described, such that the study’s obtained through the Director of participants will be selected to Teachers in the eleven
risks and burdens can be Education. Once approval is receive your email invitation. Public Secondary Schools.
discerned? received, an email will be sent to all A population of four
potential participants explaining the hundred and seventy-three
scope of the research and how they teachers across twenty-six
would be involved to seek their subject disciplines. As I
willingness to participate in the YES am the officer responsible
study and provide a random sample for five business subjects
of participants. with a total of sixty-six
teachers, these teachers will
The email will include a
not be included in the study
participation form outlining the
to address any ethical
different data gathering methods
concerns due to the
(observation, focus groups,
professional relationship
questionnaire) and the teachers
between the researcher and
would indicate which method(s)
this group of teachers.
they are willing to be engaged. The
Once all permissions and
email will also include Participants
approvals are received an
Information Sheet which details the
invitation email will be sent
purpose and procedures of to the remaining four
conducting the study along with
hundred and seven grade
their rights and procedure for
nine teachers in the Public
withdrawal. The research findings
Secondary Schools to
will be shared with the participants, participate in the study.
Ministry of Education, schools, and
The email addresses will be
other education stakeholders.
accessed through the
57
Director of Education. The

invitation email will
include the Participant
Information Sheet
explaining the purpose of
the survey and how they
will be engaged. It will also
outline their rights and
process of withdrawal. The
initial email will also
include a link to a Google
Form for the teachers to
indicate how they will
engage in the research.
This process allows the
teachers to accept or
decline the invitation
freely.
2. Will the research procedures Yes. Participants will be assigned Yes

ensure privacy during data personal identification code that will
collection? be used in correspondence and data
collection documents. Interviews
and private discussion will be done
by appointments and conducted in
private.
58
3. Will data be stored securely Yes. Electronic data will be stored Yes
with adequate provisions to on a password-protected computer,
maintain the confidentiality of the and physical data will be stored in a
data? locked filing cabinet accessed only
by the researcher.
4. Will the data be stored for at No. Data will be stored until final Yes
least 5 years? grades are received for the project.
At that time all participants’ records
will be destroyed.
5. If participants’ names or contact No. The name of the participants Yes

info will be recorded in the and contact information will not be
research records, are they recorded in the research records.
absolutely necessary?
6. Do the research procedures and Yes. Identification codes will be No. Please provide assurance Once the Google form in
analysis/write-up plans include all used to identify participants in the that the steps are taken to the invitation email has
possible measures to ensure that study. Only Generic information anonymise the participating been submitted, a
participant identities are not such as age group, gender, years of schools and teachers will be spreadsheet with the data is
directly or indirectly disclosed? experience, type of training about sufficient to ensure that no generated. The school on
For secondary data analyses, the the participants’ reference in the participant will be identifiable the first form submitted
proposal must clearly state study. Fictitious or Pseudonym given the relatively small size of will be labelled as School A
when/how de-identification will names will be used to reference the your community. through School K and will
occur. schools. be referenced in the report
by these labels. The forms
YES submitted will be stored in
Google drive with my
university email and
59
password on my password
protected the computer.
The teachers will be
provided will a code
beginning URJPR001 in
the order submitted.
7. Have all potential Yes. The relationship between Yes

psychological, relationship, legal, potential participants and researcher
economic/professional, physical, is fully acknowledged and
and other risks been fully described. The research will not be
acknowledged and described? conducted with business teachers but
other subject areas since the
researcher is responsible for the
business subjects in school.
Allowing other subject teachers to
participate will address the concerns
of business teachers feeling
compelled to participate and reduce
any appearance of coercion.
8. Have the above risks been Yes. The risks are addressed and Yes
minimized as much as possible? steps incorporated to minimize these
risk.
60
9. Has the researcher proactively Yes. My incorporation of teachers Yes

managed any potential conflicts of from other subject areas instead of
interest? Note that student just the area the researcher is
researchers may not utilise responsible. All data collection will
research assistants to recruit be done by the researcher.
participants or collect research
data on behalf of the researcher.
10. Are the research risks and Yes. Focus groups sessions will be Yes
burdens reasonable, in held at time and venue convenient to
consideration of the new all participants that ensure their
knowledge that this research privacy and confidentiality.
design can offer? Information gathered will be
reported in an anonymous manner to
ensure the participants’ identity.
11. Is the research site willing to Yes. The Director of Education is Yes
provide an Authorisation Letter (or responsible for granting permission
email) granting permission for all for research to be conducted in any
relevant data access, access to public school and gave consent for
participants, facility use, and/or this study.
use of personnel time for research
purposes?
The remaining questions only apply to studies that involve recruiting participants to collect new data (such as surveys, interviews,
observations).
____ Please place an X on this line if NONE of the questions in the next section are applicable to the proposed study.
61
12. Applicable for student researchers: Yes. The data collection procedures will Yes
Will this researcher be appropriately be supervised by a remote supervisor, Dr.
qualified and supervised in all data Viola Manokore
collection procedures?
13. Is participant recruitment coordinated Yes. Teachers will be invited to participate Yes
in a manner that is non-coercive? in this study via email with a detail
Coercive elements include: leveraging an participation information sheet (PIS) with
existing relationship to “encourage” an embedded form to accept or decline and
participation, recruiting in a group indicate how they will participate.
setting, extravagant compensation,
recruiting individuals in a context of their The research will be conducted with not
treatment or evaluation, etc. A researcher only business teachers but other subject
must disclose here whether/how the areas since the researcher is responsible for
researcher may already be known to the the business subjects in school. Allowing
participants and explain how perceptions other subject teachers to participate will
of coerced research participation will be address the concerns of business teachers
minimized. feeling compelled to participate and reduce
any appearance of coercion.
14. If anyone would be excluded from Yes. The invitation email will also include Yes
participating, is their exclusion justified? Participants’ Information Sheet which
Is their exclusion handled respectfully details the purpose and procedures of
and without stigma? conducting the study along with their rights
and procedure for withdrawal.
62
15. Where the researcher proposes to use NA NA

an interpreter, has adequate consideration
been given to the interpreter’s training
regarding confidentiality and principles
of informed consent, etc.?
16. Do the informed consent procedures Yes. The invitation email will ask the Yes
provide adequate time to review the potential participants to seek clarifications
study information and ask questions or ask any question by telephone,
before giving consent? WhatsApp or via email.
17. Will informed consent be Yes. The invitation email will ask the Yes
appropriately documented? potential participants to indicate their
response to participation in seven days by
submitting a Google form embedded in the
email.
18. Is the Participant Information Sheet Yes. The PIS is written in English the Yes
(PIS) written using language that will be official and native language of the research
understandable to the potential context.
participants?
19. Does the PIS include an Yes. The PIS includes information on the Yes
understandable explanation of the format of the study, how data will be
research purpose? collected, how the participants will be
engaged, and the participant’s rights to
63
withdraw from the study.
20. Does the PIS explain the sample’s Yes. The inclusion criteria are outlined in Yes
inclusion criteria in such a way that the the PIS
participants can understand how/why
THEY are being asked to participate?
21. Does the PIS clearly state that Yes. Participants are free to decline Yes
participation is voluntary? participation in the study.
22. Does the PIS convey that the Yes. The PIS clearly indicates that Yes
participant has the right to decline or participants can decline or opt to
discontinue participation at any time? discontinue in the study and the process of
doing so.
23. Does the PIS include an Yes. A detail description of the data Yes
understandable description of the data collection process is outlined in the PIS.
collection procedures?
24. Does the PIS include an estimate of Yes. The amount of time the participants Yes
the time commitment for participation? will be engaged in this study is indicated in
the PIS.
25. Does the PIS describe any thank you Yes. Any compensation or reimbursement Yes
gifts, compensation, or reimbursement to is clearly outlined in the PIS.
participants (for travel costs, etc.) or lack
thereof?
64
26. Does the PIS include a description of NA NA

reasonably foreseeable risks or
discomforts?
27. Does the PIS include a description of Yes. The benefits of the study are Yes
anticipated benefits to participants and/or indicated.
others?
28. Does the PIS explain how the Yes. Researcher and Research Participant Yes
participant can contact the researcher and Advocate contact information included.
the university’s Research, Participant
Advocate? (USA number 001-612-312-
1210 or email address
liverpoolethics@ohecampus.com)
29. Does the PIS describe how privacy Yes. All privacy measures and procedures Yes
will be maintained? are outlined in the PIS
30. Does the PIS disclose all potential Yes. PIS indicates the research is conduct Yes
conflicts of interest (specifying that this in the capacity as an MA student and not as
study is separate from the researcher’s the Education Officer
other professional role)?
31. Do the consent documents preserve Yes. Participants are not required to waive Yes
the participant’s legal rights? their legal rights.
The remaining questions regarding the sensitive content and vulnerable populations should be reviewed and addressed by the
researcher (student) and faculty reviewer, but must also be confirmed by the International Online Research Ethics Committee before
65
the study may go ahead.

__X__ Please place an X on this line if NONE of the questions in the next section are applicable to the proposed study.
32. If vulnerable individuals will be Yes. The PIS outlines how the research NA NA. The research will
specifically sought out as participants, is outcomes will benefit the education be conducted with
such targeted recruitment justified by a system. grade nine teachers
research design that will specifically excluding the business
benefit that vulnerable group at large? teachers since the
researcher is
responsible for the
supervision of that
subject discipline.
33. If the researcher happens to also Yes. Invitation to participate along with NA NA. Although the
serve in a trusted or authoritative role to research questionnaires will be distributed researcher is an
the participant (e.g., health care provider, via Google Forms to allow the participants education officer,
teacher, etc.), do the recruitment to decline participation and secure their there is no direct
procedures ensure voluntary identity. responsibility for the
participation? additional twenty-one
subject disciplines
taught at the grade
nine level in the
secondary schools.
Therefore, only the
teachers in additional
twenty-one subject
areas will be invited
66
to participate in the
research.
34. If the research procedures might NA NA

reveal or create an acute psychological
state that necessitates referral, are there
suitable procedures in place to manage
this?
35. If the research procedures might NA NA

reveal criminal activity, child/elder
abuse, or employer policy non-
compliance that necessitates reporting,
are there suitable procedures in place for
managing this? Are limits to
confidentiality (i.e., duty to report)
appropriately mentioned in the
Participant Information Sheet?
ETHICS APPROVAL DECISION

This document must be posted in the ‘ethics’ thread/forum in the student researcher’s classroom after the supervising
faculty member has rendered a decision.
67
The Research Proposal faculty member will mark an x next to box a, b, or c. If box a or b is marked, then the Research
Proposal faculty member will also mark an x next to the applicable subcategory (1, 2, 3, etc.):
A. APPROVED VIA EXPEDITED (LIGHT TOUCH) ETHICS REVIEW:

 As the Research Proposal faculty member, I confirm that all applicable criteria 1-35 above are met with either a
“Yes” or “N/A.”
X  I understand my responsibilities and will ensure to the best of my abilities that the student investigator abides by
the University’s policy on Research Ethics at all times.
 I affirm that the research activities fall entirely within the parameters of the design indicated with an X below (1, 2
or 3) that the International Online Research Ethics Committee has authorized faculty members to approve via
the expedited (light touch) review:
1. The proposed study is analysis of public documents, artifacts, behaviour or data;
2. The proposed study is secondary analysis of existing data that is privately held but released for research
purposes (with all identifiers removed);
3. The study will use surveys or interviews of non-vulnerable adults on non-sensitive topics (i.e., there is no
potential to participants of coercion, distress, loss of work/school time, damage to professional reputation, etc.).
Note: Vulnerable populations include children, clinic patients, prisoners, military personnel, facility residents,
X
anyone over whom the researcher holds authority (e.g., students, subordinates etc), anyone who might feel
undue pressure to participate in the study, and any individuals with severe enough mental disabilities to interfere
with their capacity to consent to the study.
68
B. REFERRED TO ETHICS COMMITTEE:
As the initial reviewer, I am referring this study to the full ethics committee (IOREC) as indicated below [please mark
1, 2, 3, 4 or Other below].
I will email the student’s ethics application and all attachments as a single zip file to the ethics committee via
Ethics@roehampton-online.com, copying the Programme Director.
The ethics committee accepts applications until 5 pm UK time zone on the 3rd Thursday of every month.
Decisions and feedback will be emailed to the student and Research Proposal faculty member within 5 business days
after the 4th Thursday of the month.
1. the researcher proposes to collect data from vulnerable individuals such as children, clinic patients, prisoners,
military personnel, facility residents, anyone over whom the researcher holds authority (e.g., students,
subordinates etc), anyone who might feel undue pressure to participate in the study, or any individuals with
severe enough mental disabilities to interfere with capacity to consent to the study.
2. some (potential) participants may find the research topic or premise sensitive
3. participants’ jobs or livelihoods may be placed at risk by the study activities
4. the participants’ culture and/or international location suggest that extra participant protections may be
necessary
Other: _____
69
c. C. REVISIONS REQUIRED:
The student needs to revise the proposal and ethics materials to address the concerns in the yellow column and
resubmit to me before I can select A or B above.
70
Appendix B – Research Information Sheet
Research Information
For proposed Research
By
Research Title: A qualitative assessment of how Information Communication Technology

(ICT) facilitates the incorporation of differentiated instructional strategies in
diverse Grade Nine classrooms in the Public Secondary Schools in Antigua
and Barbuda?
Description:
The purpose of this research is to assess how the teachers are addressing the diverse needs of their
students and the differentiated strategies employed following the implementation of Universal
Secondary Education and the government investment in Information Communication Technology
(ICT) tools. The research goal is to highlight the differentiated strategies employed by teachers to
address students’ varying abilities; how ICT tools are incorporated to engage these students; the
resources available and required to engage the diverse learners; any gaps in teachers’ skills and
knowledge to adequately address the needs of their varying ability learners. The research report
will include recommendations derived from the participants of the possible training and resources
required to address the gaps in their professional practice. Hence, the report will be shared with the
policy makers of the Ministry of Education, Schools and education stakeholder to assist in guiding
the process to professional development training, capacity building, and resource allocations to
promote the lifelong learning of all learners.
Grade nine teachers across subject areas will be invited via email to indicate their willingness to
voluntarily engage in this research. During this period, the participants will be free to ask any
questions of the researcher and seek any clarification to make an informed decision. Participants
can contact the researcher via telephone or WhatsApp (1-268-721-7847) or via email
(Jacqueline.peters-richardson@roehampton-online.ac.uk). This study is conducted by the
researcher in her capacity as an MA in Technology and Learning Design student of the University
of Roehampton and not as an Education Officer. Therefore, information collected will not
influence or affect the professional relationship of the participants and researcher. The teachers are
free to withdraw at any time by notifying the researcher. However, data collected before
withdrawing may be used collectively in the research report. Participants’ data will be held securely
and anonymously, and no personal information of any participant will be indicated in the research
report. The data gathering process includes the use of questionnaires, classroom observations and
focuses groups sessions.
71
Teachers will be engaged as follows:
Data Process Participants How selected Requirement Time required Venue Proposed Date
Questionnaires All participants By accepting Complete questionnaire 30 minutes Online March 2017
who consented to research about lesson preparation,
engage in the invitation teaching strategies
research and employed to engage
complete the learners and assessment
questionnaire strategies
Observations 20 By indication To have one double 70 minutes Classroom March 2017
on the period class observed by
acceptance researcher to view
form strategies and practices to
engage learners and the
ICT and differentiated
strategies employed in
the classroom
Focus Group 12 By indication To discuss themes 90 minutes Agreed by April 2017
on the identified from the participants
acceptance questionnaire, best
form practices, and possible
recommendations to
improve student
engagement and promote
lifelong learning
72
All information will be kept strictly confidential, reported anonymously and processed in
accordance with the Data Protection Act 1998 and with the University’s Data Protection Policy.
The participations in this study are voluntary and the benefits to be derived are the findings and
recommendations that may be used to improve and advance the professional practice of
educators and the education system. However, participants of the focus group will be
reimbursed (maximum of EC$25) for their transportation cost to and from the meeting venue.
Investigator Contact Details:
Name: Jacqueline Peters-Richardson

Department: Education
University Address: Erasmus House, Roehampton Ln, London SW15 5PU, United
Kingdom
Postcode: SW15 5PU
Email: Jacqueline.peters-richardson@roehampton-online.ac.uk
Telephone & WhatsApp: 1-268-721-7847
Programme Director Contact Details:
Name: Dr Vangelis Tsiligiris

Email: vangelis.tsiligiris@roehampton-online.ac.uk
University Supervisor Contact Details:
Name: Dr. Viola Manokore
Email: Viola.manokore@roehampton-online.ac.uk
73
Appendix C – Letter of request to conduct research
Green Bay Hill
P. O. Box 479
St. John’s
Antigua
29th December 2016
Mr. Clare Browne

Director of Education
Ministry of Education, Science & Technology
Government Complex
Queen Elizabeth Highway
St. John’s, Antigua
Dear Mr. Browne
Final Project Research
A final component of the researcher’s MA in Technology and Learning Design is a research

project within the investigator’s practice. The purpose of this research is to assess how the
teachers are addressing the diverse needs of the student and the differentiated strategies
employed following the implementation of Universal Secondary Education and the government
investment in Information Communication Technology (ICT) tools.
Focus: ICT and Differentiated Instruction
Research Topic:
A qualitative assessment of how Information Communication Technology (ICT)
facilitates the incorporation of differentiated instructional strategies in diverse Grade
Nine Principles of Business classrooms in three secondary schools in Antigua and
Barbuda.
Research Questions
1. How the diverse abilities of learners in Grade Nine classes addressed?
2. What differentiated strategies are incorporated in these classes?
3. What are teachers’ perceptions of the use of ICT to cater for the needs of their diverse
learners?
4. How are the students engaged in a diverse classroom?
5. How teachers plan for the integration of ICT in their teaching/learning domain?
6. How teachers plan for the incorporation of differentiated instructional strategies in the
classroom?
The research period January – July 2017
74
The researcher is requesting permission to conduct this research at the grade nine levels in the
public schools in Antigua and permission to access the grade nine teacher’s email addresses. A
75
29th December 2016 ......../2
participation invitation email will be sent to invite teachers to engage in this study. The research
will focus on the teachers; hence research data will be gathered through teacher questionnaires via
Google Forms to all the grade nine teachers across the subject areas who are willing to participate in
this study. Twenty classroom observations will be conducted, and twelve teachers will be invited to
participate in focus groups. The teachers’ information will be kept securely and confidentially, and
teachers have the option of refusing to participate or withdrawing at any time during the research.
The research report will be shared with the Ministry of Education and outline any gaps, challenges
and best practices identified throughout the probe. This information could assist the Ministry of
Education to determine the necessary resources and information communication technology tools to
facilitate and promote lifelong learning of all students throughout the education system.
Your cooperation is greatly appreciated.
Yours sincerely
.............................................
MA Technology and Learning Design (Student)
Student ID: ukr1.2570655
76
Appendix D – Research Approval from Director of Education
77
Appendix E – Notification to the schools about the research
78
Appendix F – Research Participants Invitation
Research Participants Invitation

Research Question: A qualitative assessment of how Information Communication Technology (ICT)
facilitates the incorporation of differentiated instructional strategies in diverse Grade Nine classrooms in the
Public Secondary Schools in Antigua and Barbuda?
After reviewing the Participation Information Sheet

(https://drive.google.com/file/d/0B12O9lvA5ejzd2VfSEh3UGg5aTQ/view?usp=sharing ) kindly indicate if and
in what capacity you will engage in this research by completing and submitting this form.
* Required
*
Date
Name *
This information will be used to identify the willing research participants. Your name and information will be
replaced with a personal identification number to be used in future communications. No personal information
or contact details of any participant will be included in the research report and will be destroyed once a final
grade is received for this project.
Your answer
School *
This information will be used to identify the willing research participants. No personal information or contact
details of any participant will be included in the research report and will be destroyed once a final grade is
received for this project.
Your answer
Consent Statement - I agree to take part in this research and am aware

that I am free to withdraw at any point without giving a reason, although
if I do, so I understand that my data might still be used in a collated form.
I understand that the information I provide will be treated in confidence
by the investigator and that my identity will be protected in the
publication of the findings and that data will be collected and processed
79
in accordance with the Data Protection Act 1998 and the University's
Data Protection Policy. *
Yes
No
Kindly indicate the area(s) of the research you are willing to participate. *
You can select more than one area
Completing Questionnaire
One double period class observation
Focus group
If your are willing engage in the class observation or focus group, kindly
provide a contact number.
The contact number will be used to arrange a date and time for the class observation and focus group
session. No personal information or contact details of any participant will be included in the research report
and will be destroyed once a final grade is received for this project.
Your answer
SUBMIT
Never submit passwords through Google Forms.
80
Appendix G - Questionnaire Consent Form
QUESTIONNAIRE CONSENT FORM
Title of Research Project: A qualitative assessment of how Information Communication

Technology (ICT) facilitates the incorporation of differentiated instructional
strategies in diverse Grade Nine classrooms in the Public Secondary Schools
in Antigua and Barbuda?
Brief Description of Research Project, and What Participation Involves:
student and the differentiated strategies employed following the implementation of Universal
address students varying abilities; how ICT tools are incorporated to engage these students; the
If you have any concern about any component of the research, you can contact the researcher, the
research participant advocates or the programme director. This study is conducted in the researcher
capacity as an MA in Technology and Learning Design student of the University of Roehampton
and not as an Education Officer. Therefore, information collected will not influence or affect the
professional relationship of the participants and researcher. Participants are free to withdraw at any
time by notifying the researcher. However, data collected before withdrawing may be used
collectively in the research report. Participants’ data will be held securely and anonymously, and no
personal information of any participant will be indicated in the research report.
accordance with the Data Protection Act 1998 and with the University’s Data Protection Policy.
The participation in completing this questionnaire is voluntary and the benefits to be derived are the
findings and recommendations that may be used to improve and advance the professional practice
of educators and the education system.
81

Kingdom
Postcode: SW15 5PU
Consent Statement:
I agree to take part in this research by completing a questionnaire and am aware that I am free to
withdraw at any point without giving a reason, although if I do, so I understand that my data might
still be used in a collated form. I understand that the information I provide will be treated in
confidence by the investigator and that my identity will be protected in the publication of any
findings, and that data will be collected and processed in accordance with the Data Protection Act
1998 and with the University’s Data Protection Policy.
Name ………………………………….
Signature ………………………………
Date ……………………………………
Please note: if you have a concern about any aspect of your participation or any other queries,
please raise this with the investigator (or if the researcher is a student you can also contact the
Director of Studies.) However, if you would like to contact an independent party, please contact the
Head of Department.

82
Appendix H – Research Questionnaire
Teachers’ Questionnaire
Researcher: Jacqueline Y. Peters-Richardson
As a requirement for a Master’s degree in Education at the University of Roehampton, the

researcher is investigating “How Information Communication Technology (ICT) facilitates the
incorporation of differentiated instructional strategies in diverse Grade Nine classrooms in the
Public Secondary Schools in Antigua and Barbuda?” The questionnaire is designed to help the
researcher in collecting qualitative data concerning the study scope. Your responses to this
questionnaire are crucial and should be thoughtful, truthful, and honest.
Your acceptance of the invitation to engage in the research process and the information provided
will be treated with confidentiality, held securely, and will only be used as data for this research.
Respondents will have approximately 30 minutes to complete the entire questionnaire.
Your cooperation is kindly appreciated
Identification Code
INSTRUCTIONS
Indicate your response to each question by placing a tick [√] in the appropriate boxes and
writing on the lines provided.
1. Which of the following reflects the diversity of your students? (Select all that apply)
Different cultural backgrounds
They have different learning styles
The different age group of the students

Different socioeconomic status
Gifted and talented learners
Different ethnic and racial groups
Students with disabilities
Students with varying technology skills
2. Is the student readiness accessed in your classroom?
Yes No
3. How would you define Information Communication technology (ICT)?
83
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. What technology tools have you integrated into your teaching and learning?
_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. What process is undertaken when planning for the integration of ICT in your
teaching/learning domain?
_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. How have you used technology in your teaching and learning environment? (Tick [√] all that
apply)
To create a multi-level learning environment

Environment
To create an interactive learning environment
Tailor content to students’ interest

Content Differentiate instruction based on specific
To facilitate independent learning
Process Support student learning goals
To customize and share learning activities
Product For students to demonstrate mastery of content
84
and skills
Other
7. What technology tools are used by your students in the classroom?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8. What are the driving forces for your use of technology in your lessons? (select all that apply)
Access to hardware
Online access
Technical and administrative support
Training and expertise
Traditions of teaching and learning
Vision and Leadership
Availability of culturally relevant resources

Curriculum
Students’ technology skills
Other __________________
9. What are the restraining forces for your limited use of technology in your lesson? (Select all
that apply)
Access to hardware
Online access
Technical and administrative support
Training and expertise
85
Traditions of teaching and learning
Vision and Leadership
Availability of culturally relevant resources

Students’ technology skills
Other __________________
10. How would you define differentiated instruction?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
11. How has the use of technology support the use of differentiated strategies in teaching and
learning?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
12. Are differentiated strategies used in your class?

Yes No
13. What process is undertaken when planning for the incorporation of differentiated
instructional strategies in the classroom?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
14. Which of the following differentiated strategies are you familiar with and comfortable
using? (Select all that apply)
Learning contracts
Independent Projects
Independent study
86
Interest Centers
Learning centers
Varied Instructional Material
Provisions for student choice
Flexible grouping
Varying questions
Pre-assessment
15. How does technology help to support the teaching and learning in your diverse classroom?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
16. Which of the following differentiated approaches are integrated into your teaching and
learning domain? (Select all that apply)
Content materials are prepared to cater to learning levels of all students in your
Class
The classroom is arranged to support collaboration, peer teaching, and group work
Students decided what they learn and how they learn
Different teaching strategies are used during lessons to support the various
learning styles of the students
Students decide how their knowledge and understanding of the content is

demonstrated
Follow-up support is provided to students who may need it
A variety of resources and materials are provided for students
Physical classroom layout supports differentiated instructions
17. How often are these strategies integrated into your classroom?
______________________________________________________________________
______________________________________________________________________
87
______________________________________________________________________
18. In which of the following areas are differentiated strategies employed?
Learning environment
Preparation of subject content
During the delivery of content
During the assessment process
19. In which areas are ICT tools and strategies are used for supporting the integration of
differentiation?
Learning environment
Preparation of subject content
During the delivery of course
During the assessment process
20. In which of the following are differentiation strategies harder to achieve?

Preparing the learning environment
Differentiating the subject content
Differentiating the content delivery process
Differentiating the assessment process
21. What support is required to assist with your ICT and differentiated approach to teaching and
learning?
Training
Additional resources
Mentoring and support
Technical support
Equipment
Other _________________
88
22. How often are these strategies utilized in the teaching and learning?
Strategies Every 2-3 times per Once per week Never
lesson week
Learning contracts
Independent projects
Independent study
Interest centers
Varied instructional
materials
Provisions for student

choice
Flexible grouping
Varying questions
Pre-assessment
Students work with

technology
23. Sex: Male Female
24. What is your age group?
Younger than 20 years 20 – 25 26 – 30 31- 35
36 – 40 41 – 45 46 – 50 over 50
25. How many years have you been teaching?
0-5 6 - 10 11 – 15 16 – 20
21 – 25 26 – 30 31 – 35 36+
26. Qualifications
Untrained Teacher Untrained Teacher with Diploma

89
Untrained Teachers with Degree Untrained Teacher with MSc.
Trained Teacher Trained Teacher with a degree
Trained Teacher with MSc
27. How would you rate your ICT Skills?
Basic Proficient Advance
90
Appendix I – Observation Schedule
Observation Schedule
Participant School Subject Date Time
URJPR002 A Physics 7th March 8:20 – 9:30
URJPR003 B History 8th March 8:20 – 9:30
URJPR005 C Mathematics 13th March 9:25 – 10:30
URJPR007 D Social Studies 14th March 8:20 – 9:30
URJPR008 D Spanish 14th March 10:05 – 11:15
URJPR013 D English 15th March 8:20 – 9:30
URJPR018 E Information Technology 16th March 9:25 – 10:35
URJPR019 E Mathematics 16th March 10:45 – 11:55
URJPR021 A English 21st March 10:15 – 11:25
URJPR023 F English 24th April 8:50 – 10:00
URJPR024 G Home Economics 25th April 10:45 – 11:55
URJPR027 B Visual Arts 26th April 12:20 – 1:30
91
Appendix J – Observation Consent
OBSERVATION CONSENT FORM
Title of Research Project: A qualitative assessment of how Information Communication

Technology (ICT) facilitates the incorporation of differentiated instructional
strategies in diverse Grade Nine classrooms in the Public Secondary Schools
in Antigua and Barbuda?
student and the differentiated strategies employed following the implementation of Universal
address students varying abilities; how ICT tools are incorporated to engage these students; the
research participant advocates or the programme director. This study is conducted in the researcher
capacity as an MA in Technology and Learning Design student of the University of Roehampton
and not as an Education Officer. Therefore, information collected will not influence or affect the
professional relationship of the participants and researcher. Participants are free to withdraw at any
time by notifying the researcher. However, data collected before withdrawing may be used
collectively in the research report. Participants’ data will be held securely and anonymously, and no
personal information of any participant will be indicated in the research report.
accordance with the Data Protection Act 1998 and with the University’s Data Protection Policy. The
participations in this study are voluntary and the benefits to be derived are the findings and
recommendations that may be used to improve and advance the professional practice of educators
and the education system.
92

Kingdom
Postcode: SW15 5PU
Consent Statement:
I agree to take part in this research by having one of my seventy-minute classes observed. I am
aware that I that the observation will occur in March/April 2017 and I am free to withdraw at any
point without giving a reason, although if I do, so I understand that my data might still be used in
a collated form. I understand that the information I provide will be treated in confidence by the
investigator and that my identity will be protected in the publication of any findings, and that
data will be collected and processed in accordance with the Data Protection Act 1998 and with
the University’s Data Protection Policy.
Name ………………………………….
Signature ………………………………
Date ……………………………………
Director of Studies.) However, if you would like to contact an independent party, please contact
the Head of Department.

Appendix K – Observation Checklist
Observation Checklist
Name_______________________________________ Date_________________________
Class observed:_______________________________ Time:________________________
Criteria Yes No Comments

Teacher
 Prepared lesson plan
 Informed students of the objectives of
the lesson
 Prepared for lesson delivery
 Was aware of learners’ abilities
Learning Environment
 Physical classroom layout is
designed/arranged to support
differentiated instructions
Classrooms are arranged to support
 Group work
 Peer teaching
 Collaboration
 Supported the use of technology tools
 Interest centres evident
 Learning centres evident
Content
 Content materials are prepared to cater
to the learning levels of all students
 A variety of resources and materials are
provided for students
Process
 Students decided what they learn and
how they learn
 Different teaching strategies are used
during the lessons
 Group size facilitates attention and
practice
 The teacher provides extended guided

practice, with every student responding
 Teacher corrects errors
94
 Teacher manages smooth transitions
from large to small groups
 Students are engaged in meaningful
activities
 Students decided what they learn and
how they learn
 Technology is integrated into the lesson
 Students work with technology tools
Product
 Students decide how their knowledge
and understanding of the content is
demonstrated
 Student present their work using

technology
 Follow-up support is provided to
students who may need it
95
Appendix L – Focus Group Consent Form
FOCUS GROUP CONSENT FORM
The Title of Research Project: A qualitative assessment of how Information Communication

Technology (ICT) facilitates the incorporation of differentiated
instructional strategies in diverse Grade Nine classrooms in the Public
Secondary Schools in Antigua and Barbuda?
The purpose of this research is to assess how the teachers are addressing the diverse needs of
their student and the differentiated strategies employed following the implementation of
Universal Secondary Education and the government investment in Information Communication
Technology (ICT) tools. The research goal is to highlight the differentiated strategies employed
by teachers to address students varying abilities; how ICT tools are incorporated to engage these
students; the resources available and required to engage the diverse learners; any gaps in
teachers’ skills and knowledge to adequately address the needs of their varying ability learners.
The research report will include recommendations derived from the participants of the possible
training and resources required to address the gaps in their professional practice. Hence, the
report will be shared with the policy makers of the Ministry of Education, Schools and education
stakeholder to assist in guiding the process to professional development training, capacity
building, and resource allocations to promote the lifelong learning of all learners.
research participant advocates or the programme director. This study is conducted in the
researcher capacity as an MA in Technology and Learning Design student of the University of
Roehampton and not as an Education Officer. Therefore, information collected will not
influence or affect the professional relationship of the participants and researcher. Participants
are free to withdraw at any time by notifying the researcher. However, data collected before
withdrawing may be used collectively in the research report. Participants’ data will be held
securely and anonymously, and no personal information of any participant will be indicated in
the research report.
The focus group session will be recorded, and all information will be kept strictly confidential,
reported anonymously and processed in accordance with the Data Protection Act 1998 and with
the University’s Data Protection Policy. The participations in this study are voluntary and the
96
benefits to be derived are the findings and recommendations that may be used to improve and
advance the professional practice of educators and the education system.

Kingdom
Postcode: SW15 5PU
Consent Statement:
1. I freely agree to take part in this research.

2. I have read and received a copy of this consent form and have been given the opportunity to
ask questions. You have given me: (a) an explanation of the procedures to be followed in the
study and (b) answers to any questions I have asked.
3. I understand that the focus group session will be recorded.
4. I understand the information discussed during the discussion will be held confidential and
privately and will not be shared outside the group by any of the participants.
5. I understand that there may be no direct benefit to me from my participation in the study
described above. However, I will be reimbursed (maximum of EC$25) for my transportation
cost to and from the meeting venue.
6. I understand that my participation will not cost me anything other than the time and effort
involved.
7. I understand that this study is entirely anonymous. My identity will not be recorded or passed
on to anyone not involved in this study and will be protected in the writing up of the findings.
8. I understand that the information I provide will be treated in confidence by the researcher,
that my identity will be protected in the publication of any findings and that all data will be
collected and processed in accordance with the UK’s Data Protection Act 1998 and with the
University’s Data Protection Policy.
9. I am aware that I am free to withdraw at any point without giving a reason Although if I do I
understand that my data might still be used in a collated form, but this will not be identifiable
to me as an individual.
10. I confirm that I have read and understood the above and have been given adequate time to
consider my participation and agree to comply with the instructions and any restrictions of
the study.
97
Name ………………………………….........................................................................
Signature ……………………………….......................................................................
Date …………………………………….......................................................................
Director of Studies.) However, if you would like to contact an independent party, please contact
the Head of Department.

98
Appendix M – Focus Group Questions
Focus Group Questions
1. What is your understanding of differentiation?

2. Is differentiation widely practiced at your school? Explain the reason for your response.
3. How are the students in your class different?
4. How are these diverse students engaged?
5. What kind of skills do you think are necessary for teachers to address the diverse nature
of their classes?
6. Do you think that teachers have the adequate skills and knowledge to employ
differentiated strategies to address the need of their different students? Explain the reason
for your response.
7. Other than the lack of resources, what are some of the challenges experience when
integrating differentiated strategies?
8. What is your interpretation of ICT integration?
9. What role does technology play in your classes?
10. What policy/strategy do you think is necessary to address the problems experienced by
teachers in their diverse class? (other than additional resources)
99
Appendix N – Questionnaire Data
Teacher Questionnaire with Responses
This questionnaire is administered as part of my research projects as a Master in Education

student at the University of Roehampton-online. You accepted the invitation to engage in this
component of my research.
The purpose of this questionnaire is to gather information on how Information Communication

Technology tools are integrated to support differentiated instructional strategies employed in
your classroom and your thoughtful and honest responses to this questionnaire are very
important. All information provided will be confidential, held securely and will only be used as
data for this research. The questionnaire will take approximately 30 minutes to complete.
Identification Code
INSTRUCTIONS
Indicate your response to each question by placing a tick [√] in the appropriate brackets or
writing on the lines provided.
1. Which of the following reflects the diversity of your students? (select all that apply)
Different cultural backgrounds 17
They have different learning styles 21
The different age group of the students 16

Different socioeconomic status 24
Gifted and talented learners 9
Different Cultural and racial groups 8
Students with disabilities 12
Students with varying technology skills 20
2. Is the student readiness accessed in your classroom?

Yes 14 No 14
100
3. How would you define Information Communication Technology (ICT)?
Respondents Responses
URJPR001 Communicating using technology
URJPR002 Any electronic device which is capable of being used to obtain or exchange
knowledge, ideas or information between individuals or an individual and a
website.
URJPR003 Using any technology whether computer, tablet, radio, etc. to aid in transferring
information
URJPR004 ICT is the use of technology to facilitate learning in an environment educational
forum or any environment conducive to learning. It encompasses a variety of
strategies and learning devices associated with the use of technology such as
Skype conferencing, online platforms, projectors in the classroom, use of the
internet, face-time, etc. In other words, exploring all channels to ensure that
concepts are understood and well received by the target audience.
URJPR005 The use any modern device to teach a lesson
URJPR006 Technology which can be integrated into the teaching-learning process. They
include the use of technological devices in all their forms and the various
platforms that accompany them to make the transfer and gaining of information
possible.
URJPR007 Refers specifically to those technological developments including computers and
other smart devices and less non-smart devices and all their associated software,
applications and other accouterments such as the internet which are employed in
the transfer and storage of knowledge, data, and ideas in multiple ways.
URJPR008 A means of which technology is used to communicate ideas .
URJPR009 Technology used in the classroom to aid teaching and learning.
URJPR010 The use of technology devices to transmit information
URJPR011 The means to communicate effectively (transfer and receive information) via the
use of technology that is hardware/software, social media, etc.
URJPR012 ICT - The use of technology tools to aid in content delivery
URJPR013 Using technology as a means of getting the required information across to
students.
URJPR014 The use of various input, output, and other information communication
technology sources
URJPR015 any communication device or application
101
URJPR016 A modern system for communication/sharing of information using new
technologies such as the internet.
URJPR017 The use of technology in understanding and sharing information
URJPR018 The use of a variety of communication devices or applications used to research,
gather and store information. It includes radio, television, cellular phones,
computer and network hardware and software applications.
URJPR019 An interactive means to relaying information. To teach, students can critically
assess information as there are multiple sources for continuous learning.
URJPR020 Any communication device or application, encompassing: radio, television,
cellular phones, computer and network hardware and software, satellite systems
and so on, as well as the various services and applications associated with them,
such as videoconferencing and distance learning.
URJPR021 A technological device that helps to communicate information in the classroom
URJPR022 The use of technological tools to enhance the learning experience in the
classroom
URJPR023 the inclusion of technology tools in the classroom
URJPR024 the use of technology tools for teaching
URJPR025 Use of videos
URJPR026 The process by which individuals communicate using technological tools and
devices.
URJPR027 The use of technology during the lesson
URJPR028 Communicating using technology
4. What technology tools have you integrated into your teaching and learning?
URJPR001 Computer, radio, phones
URJPR002 Computer, phones
URJPR003 projector, laptop
URJPR004 Computers, cell phone, projector
URJPR005 smartphones, computers using online sources, WhatsApp text messaging and
calling
102
URJPR006 Laptop with projector; computers tablet; handouts etc.
URJPR007 Blogs, email, video
URJPR008 internet, word processing, spreadsheets, presentation software, social media,
cell phones, tablets, cameras
URJPR009 I have used my computer to do lessons plans and present information to
students on various topics. I use my tablet as a classroom aid.
URJPR010 computers
URJPR011 Television, Internet Access, Laptops and cell phones.
URJPR012 phones, tablets, cameras/video, internet access when possible
URJPR013 Computers, Projectors, Smart Phones, Tablets
URJPR014 Tablet, laptop, speakers, internet
URJPR015 Computer, internet, cell phone, projectors
URJPR016 input and output
URJPR017 Use of Google forms, YouTube videos, language sites such as
vocabulary.com
URJPR018 lap top, desk top, cellular phones, projector, television, internet-online
resources
URJPR019 laptop, smartphone, tablet, television, overhead projector, tablet, iPad
URJPR020 The use of a projector, laptop, CD's, cell phones
URJPR021 The projector, laptop with separate speakers
URJPR022 laptop, speakers, projector, web quest
URJPR023 Microsoft office suit- PowerPoint, Word, Publisher; charts, videos and short
films
URJPR024 phones, projector computer speakers
URJPR025 laptop, projector
URJPR026 Computer
URJPR027 Projector Smartboard Laptops
URJPR028 Laptop projector cell phone tablets
103
5. What process is undertaken when planning for the integration of ICT in your
teaching/learning domain?
URJPR001 Assess students needs, the different learning styles, gather material, plan a
lesson, execute lesson, reflect.
URJPR002 Assess the different learning styles
URJPR003 examine lesson content and decide how to use ICT in the lesson
URJPR004 Look at the topic and the students and determine the best way to integrate
technology in order to achieve the objective
URJPR005 ensure that target audience has readily devices to accommodate the mode
of teaching selected for example smart phone or access to the internet.
ensure that students are aware of the purpose of the integration in

connection to the lesson and objectives to be explored
URJPR006 Schedule lab time and for the use of the projector
URJPR007 Searching for relevant content
URJPR008 unsure of the meaning of the question: I look for the tool that is available,
easiest to use, requires the least amount of technical support and equipment
and will be a net enhancement of student learning.
URJPR009 There isn't much planning. It has become almost automatic in this century
to know that some form of technology should be used to communicate
effectively with students.
URJPR010 making sure that computers are working
URJPR011 Ascertain whether the classroom can facilitate the use of ICT, request the
use of the tools once available.
URJPR012 Prayer that the equipment doesn't blow because of faulty wiring, and
hoping that the electricity does not go out and the internet is actually
functioning
URJPR013 Students are made aware of the device intended to use in order to
104
familiarize themselves
URJPR014 Lesson plan, technology which is available to use
URJPR015 Assessing how the use of ICT would enhance teaching and learning and the
resources availability
URJPR016 Google books
URJPR017 Assessing the need, practical application to life, availability of the
resources and asking skilled co-workers to help in the set up of apparatus.
In addition, the ITCs are interactive and engaging for the level of learning.
URJPR018 advanced preparation, consultation with ICT experts/teachers
URJPR019 research, brainstorming
URJPR020 Students learning styles have to first be accessed as well as their familiarity
with the technology. How convenient it is for the classroom I am teaching
in at the moment as well as the level of the learner as well as my familiarity
with the content to disseminate the information successfully.
URJPR021 My process involves organizing the projector in advance, preparing the
classroom, informing the students and the principal and of course putting
all this into m lesson planning before- hand.
URJPR022 Trying to acquire a suitable room in the absence of a working resource
center at the school. Ensuring that all devices are working. have assessment
worksheets ready
URJPR023 The needs of students, objectives are chosen, the content of study and ways
to best use technology to simplify content-then technology is chosen that
best causes objective to be met
URJPR024 the objective of the lesson, the tools available and where the lesson will be
held
URJPR025 it depends on the topic and what I want the students to learn using visual
presentations
URJPR026 How purposeful and effective it will be
URJPR027 Availability of resources Readiness level students Content Time Interest
URJPR028 Depends on the topic and how the technology will be used.
6. How have you used technology in your teaching and learning environment? (tick [√] all
that apply)
105
To create a multi-level learning environment 14
Environment
To create an interactive learning environment 21
Tailor content to students interest 20

Content Differentiate instruction based on specific 11
To facilitate independent learning 12
Process Support student learning goals 19
To customize and share training activities 13
For students to show mastery of content and skills 10

Product
Other 5
7. What technology tools are used by your students in the classroom?
URJPR001 No response
URJPR004 cell phones, laptop, tablet

URJPR005 Computers, tablets
URJPR006 laptops, smartphones
URJPR007 Cell; tablets or laptops
URJPR008 Computers
URJPR009 Cell phones to use the internet, cameras to document notes, diagrams, real
106
examples. Also, tablets for the reasons already listed and laptop computers
especially word processing software.
URJPR010 None. They are not allowed to use technological devices in class.
URJPR011 Cell phones, tablets, iPods
URJPR012 Celle phones
URJPR013 phones, tablets, laptops
URJPR014 Computers, Smart Phones, Tablets
URJPR015 None presently
URJPR016 Cell phones, laptop, internet,
URJPR017 laptops, mobile devices
URJPR018 Students engage with computer /projector to access and learn information.
URJPR019 cell phones, tablets, lap tops
URJPR020 tablet, smart phones, desk top computer
URJPR021 cell phones
URJPR022 limited to their cell- phones with teacher permission and their personal laptops ,
many of whom do not have
URJPR023 smartphone, calculator, tablet, laptop
URJPR024 cell phones with strict supervision, laptops, and tablets
URJPR025 phones, tablets
URJPR026 tablets and cell phones
URJPR027 Smartboard Projector
URJPR028 Tablet cell phones
8. What are the driving forces for your use of technology in your lessons? (select all that
apply)
Online access 14
107
Training and expertise 6
Vision and Leadership 9

Curriculum 7
Students’ technology skills 13
Other __________________ 3
9. What are the restraining forces for your limited use of technology in your lesson? (select
all that apply)
Online access 18
Training and expertise 9
Vision and Leadership 3

Curriculum 7
Students’ technology skills 5
Other __________________ 5
10. How would you define differentiated instruction?
URJPR001 Varied instructions that meet different learning styles and levels
URJPR002 instructions to address different learning styles
108
URJPR004 Designing and delivering instructions to reach all the students in your
classroom
URJPR005 The process of initiating various methods to guide individuals in
accomplishing set goals or tasks. In other words, individuals have different
learning styles and may interpret specific instructions differently. As a
means of ensuring that individuals are on the same level of understanding
what is expected, a variety of explanations should be provided with
feedback to mitigate the misunderstanding predicted.
URJPR006 The way an instruction is given based on the level of the receiver.
URJPR007 Instruction that is tailored to the different learning styles and abilities of
learners
URJPR008 Tailoring the teaching/learning experience to the level and ability of various
learners.
URJPR009 Imparting knowledge in a way that it reaches every type of learner.
URJPR010 Instructions that are geared to all students learning styles
URJPR011 Teaching that caters for varying learning styles of students
URJPR012 The process of preparing and teaching students based on their different
learning styles
URJPR013 Creating instruction geared to students with different learning styles and
abilities
URJPR014 Differentiated instruction is creating different teaching methods which are
geared to ensure that all students are catered for with regard to the learning
process.
URJPR015 Instructions which varies according to the teaching strategies and the
specific teaching and learning activities engaged
URJPR016 Instruction which can be understood all levels of students in the education
system
URJPR017 Instruction that encompasses and caters for the needs of the various learning
styles. Instruction that is proactive in addressing differences in learning
needs and styles.
URJPR018 Instruction that caters to different learning styles and needs
URJPR019 finding different ways to teach the content to the students as students learn
using different learning styles
109
URJPR020 Teaching that takes into consideration the level of each child opposes to
grouping everyone under the same umbrella. Lessons are tailored to ensure
academic success and interest for all involved in the learning and teaching
process.
URJPR021 It is a framework for effective teaching that involves providing students with
different methods of learning that is best suited to each learner.
URJPR022 when you teach in such a way that students with different learning styles all
get a chance to engage in the lesson and learn from it
URJPR023 providing students with different avenues to learning within the classroom
environment
URJPR024 diversifying the lesson to meet the ability of the students
URJPR025 creating a lesson using different strategies to cater for students learning the
style
URJPR026 Tailoring instruction to meet different learners
URJPR027 Is instruction administered by the teacher that is tailored to students
cognitive and readiness level.
URJPR028 Tailoring work for the different levels of students
11. How has the integration of technology support the use of differentiated strategies in
teaching and learning?
URJPR003 Reaching the visual and auditory learners
URJPR004 Reaching the visual and auditory learners
URJPR005 Makes it a bit easier to transfer information to students and guide them
URJPR006 Technology can provide a wider example base to explore concepts, and
themes wished to communicate. It allows for the exploration of a variety of
teaching strategies according to groups, age, and maturity.
URJPR007 Researching Synonyms for main words;
URJPR008 I've never attempted.
110
URJPR009 Especially useful when differentiating delivery of content and differentiation
in the product students present.
URJPR010 Not much
URJPR011 By allowing for the planning of varied lessons to suit a particular group of
children.
URJPR012 Brings practicality to the subject matter
URJPR013 It would be more effective for some of the learners in the classroom if only
the facility was technology-friendly. It would improve classroom interaction
URJPR014 Students who are independent learners do not feel burdened to wait on
others and in turn, can complete their assignments and assist others.
URJPR015 It aids tremendously in the process.
URJPR016 It allows motivating students
URJPR017 Using the internet as demonstration to various activities
URJPR018 It has been moderate, due to limitations in access and availability of
resources
URJPR019 the facility of access to multiple forms of information for communication:
print/written, oral/aural, visuals/viewing
URJPR020 especially when it’s a large group the use of videos to assist in
demonstrating and teaching certain topics
URJPR021 Students have to confidence to take chances and risks as they are
comfortable searching for information as well as relating and living
vicariously through what they have seen, heard or done.
URJPR022 It made learning more attractive.
URJPR023 by offering a board scope of activities for each learning type
URJPR024 to meet the needs of the learners
URJPR025 very little
URJPR026 It has made lesson content easier to transfer to students
URJPR027 It allows students to practice a skill at their own pace. Has access to a
variety of information and different ways of learning content. Students are
able to engage in discovery learning .
URJPR028 Students searched for information that they understand and interested in
111
12. Are differentiated strategies employed in your class?
Yes 25 No 3
13. What process is undertaken when planning for the incorporation of differentiated
instructional strategies in the classroom?
URJPR003 Assess students levels, plan lesson so that each child at all levels benefits
URJPR004 Assess students levels, plan lesson so that each child at all levels benefits
URJPR005 Looking at the students’ abilities and planning according to for example
putting students into groups or just adding a picture to enhance the lesson
URJPR006 Ensuring that lesson is suitable for the target audience and making provision
for all groups with different learning abilities. Reviewing content to be
communicated and making sure that concepts and terms are thoroughly
presented in a suitable manner for everyone's level.
URJPR007 The use of peer tutoring; use of synonyms
URJPR008 First, identify the different types of learners. Second access or create the
teaching aids or lessons and activities that will benefit these learners
URJPR009 Assessment of the learners, careful choice of tech tool so it enhances
learning and does not detract or distract and that it is available.
URJPR010 There aren't a great number of resources to do so.
URJPR011 Ensure that some visual, auditory and kinetics material are included in the
lesson plan.
URJPR012 Assess students aptitude and availability of physical resources
URJPR013 Assessing the needs of the students, preparing lessons that would provide
some of the students with variation tailored to their abilities. Research is
done online, and if I cannot find a suitable plan, I create one.
URJPR014 Students are identified, and questions are asked to determine what grouping
students should be placed in.
URJPR015 Learning styles of students, available resources
112
URJPR016 Evaluating my resources and how best to make lessons students centered
URJPR017 Google books
URJPR018 Examination of the curriculum content and objectives, assess how the
learning skills might be achieved, create teaching/learning opportunities that
are varied to provide for the different types of learners
URJPR019 advanced planning with and without students, creating/designing special
materials
URJPR020 research, creating teaching aids
URJPR021 Students have to first be observed for their learning style as well as how
they interact with the information is it above their potential or below.
Different strategies must be tested to fit the best fit.
URJPR022 Preparing the content, then examining the varied learners' needs, preparing
the environment and equipment the execution of content.
URJPR023 availability of resources, matching objectives to activities
URJPR024 students needs- curriculum- research, planned instructions -tools-
implementation
URJPR025 the objectives of the lesson, the resources available and learning outcomes
URJPR026 I think about my students learning abilities
URJPR027 Planning Availability of resources Types of learners and interest Content
being taught Background of students
URJPR028 Not sure how to use differentiation
14. Which of the following differentiated strategies are you familiar with? (select all that
apply)
Learning contracts 7
Independent Projects 24
Independent study 24
Interest Centers 7
Learning centers 14
Varied Instructional Material 19
Provisions for student choice 15
113
Flexible grouping 21
Varying questions 21
Pre-assessment 19
15. Which of the following differentiated strategies are you comfortable using? (Select all
that apply)
Learning contracts 3
Independent Projects 21
Independent study 20
Interest Centers 3
Learning centers 7
Varied Instructional Material 16
Provisions for student choice 11
Flexible grouping 21
Varying questions 19
Pre-assessment 10
16. How does technology help to support teaching and learning in your diverse classroom?
URJPR001 Helps to provide varied resources for all students
URJPR002 to provide different resources for students
URJPR003 maintain students interest, clarifies concepts, visual examples
URJPR004 Students today love technology so using it gets them excited
URJPR005 It allows for exploration of content and sharing of strategies and information
among individuals. In other words, it facilitates peer tutoring and fosters
creative, intuitive thinking among students.
URJPR006 Using technology reaches each learning style: visual, audio, etc.
URJPR007 Allows students with varied learning styles to learn the subject matter.
114
URJPR008 primarily a tool of differentiation in the delivery of content, and providing
varied student resources
URJPR009 It assists as a means of storage and gathering info for lessons
URJPR010 Because students have varying learning styles, technology helps especially
with students who learn by seeing and doing.
URJPR011 Brings elements of practicality to subject matter
URJPR012 It generates interest once it is used.
URJPR013 By providing an avenue to increase collaboration between teacher and
student and among students.
URJPR014 Students are more engaged in the learning process which results in them
learning better
URJPR015 Currently, it is in the form of research because of the building and lack of
basic outlets
URJPR016 Draws the attention through visual learning.
URJPR017 Provides for creativity, sustain interest, practical applications, fun in
learning, personal connections, reinforce skills
URJPR018 Efficient planning and preparation of customized materials
URJPR019 aids in carrying out research, use of videos to better present a concept
especially when having to do demonstrations to large class.. the use of the tv
and video enables the teacher to have better management of the class as the
concept is being taught
URJPR020 Students are given more exploration beyond the scope of the classroom even
their own experiences. Technology gives students a chance to test their
potential and engage in more meaningful learning from their direct
involvement.
URJPR021 By helping students to be focused and less distracted.
URJPR022 by providing different methods for teaching the same objective
URJPR023 It helps the teacher research and collect information that will help students
learning skills -these include teaching aids, planned activities, etc
URJPR024 get all students to participate in the lesson
URJPR025 assist in presenting information to the class
URJPR026 It makes content easier to understand
115
URJPR027 It caters for all learners. Provides a variety of activities. The class is active
and interesting. Students have access to a wealth of information.
17. Which of the following differentiated approaches are integrated into your teaching and
learning domain? (select all that apply)
Content materials are prepared to cater to learning levels of all students in your class 16
Classroom is arranged to support collaboration, peer teaching and group work 23
Students decided what they learn and how they learn 3
Different teaching strategies are used during lessons to support the different learning
styles of the students 25
Students decide how their knowledge and understanding of the content is demonstrated 5
Follow-up support is provided to student who may need it 19
A variety of resources and materials are provided for students 15
Physical classroom layout to support differentiated instructions 7
18. In which of the following areas are differentiated strategies employed?

Learning environment 18
Preparation of subject content 22
During the delivery of course 25
During the assessment process 13
19. In which area is ICT tools and strategies used for support integration of differentiation
Learning environment 11
Preparation of subject content 23
During the delivery of course 27
During the assessment process 8
20. Which of differentiation strategies is most difficult to achieve?
116
Preparing the learning environment 15
Differentiating the subject content 2
Differentiating the content delivery process 5
Differentiating the assessment process 6
21. What support is required to assist with your ICT and differentiated approach to teaching
and learning?
Training 6
Additional resources 5
Mentoring and Support 0
Technical support 6
Equipment 8
Other _________________ 3
22. How often are these strategies utilized in the teaching and learning?
Strategies Every lesson Once per 2-3 times per Never

week week
Learning contracts 1 5 4 18
Independent projects 3 8 16 1
Independent study 3 2 8 1
Interest centers 3 2 8 15
Varied instructional 12 9 5 2
materials
Provisions for student 3 7 11 7

choice
Flexible grouping 4 6 16 2
Varying questions 18 5 4 1
Pre-assessment 3 3 16 6
117
Students work with 7 6 13 2
technology
23. Gender Male 3 Female 25
24. How many years have you been teaching?
0-5 years 6 6- 10 years 3 11 – 15 years 5 16 – 20 years 4
21 – 25 years 5 26 – 30 years 0 over 30 years 5
25. Qualifications
Untrained Teacher 1 Untrained Teacher with Diploma 0
Untrained Teachers with Degree 2 Untrained Teacher with Msc 1
Trained Teacher 2 Trained Teacher with degree 15
Trained Teacher with Msc 3 Other 4
26. How would you rate you ICT Skills?
Basic 3 Proficient 22 Advance 3
118
Appendix 0 – Observation Notes
Observation Checklist and Notes
Criteria Yes No Comments
Teacher
 Prepared lesson plan 11111 11111 Incomplete plan present
11 Basic information
Type of student activities indicated
7 5 No assessment evident
Teaching process incomplete
 Informed students of the 1111 111111

objectives of the lesson 11 The objectives of the lesson explained to
students
4 8
Objectives are written on the chalkboard
 Prepared for lesson delivery 11111 111 Although there was no written lesson plan
1111 available the teacher was prepared for the
lesson
the class decided how topic would be

9 3 delivered and the teacher was a prepared
option selected
prepared for the lesson presented
plan available but not fully prepared for the

lesson
some resources not ready for distribution to

students
 Was aware of learners’ abilities 11111 111 Some awareness of learners ability
1111 Not all student had English as the first
language
9 3 Not aware of student abilities
Aware of learning abilities
Learning Environment
 Physical classroom layout is 11111 11111 Theatre-style layout
designed/arranged to support 11 Group setting
differentiated instructions Class layout disorganized -2
7 5 Students arrange class into groups
Classrooms are arranged to support 11111 11111 Although the student was required to do
 Group work 11 group work the classroom layout did not
support this activity
7 5 Teachers asked students to arrange the class
119
into a group setting
Classrooms are arranged to support 11111 11111

 Peer teaching 11
7 5
Classrooms are arranged to support 11111 1111
 Collaboration 111
7 5
 Supported the use of technology 11111 11111 Some infrastructure is in place for the use of
tools 11 technology tools besides the teachers’
laptop there were no other ICT tool evident
in the classroom
5 7
Infrastructure no ICT tool evident
Exposes electrical outlet
Protruding wires from walls and ceiling
 Interest centres evident 11111

11111
11
0 12
 Learning centres evident 11111
11111
11
0 12
Content
 Content materials are prepared to 11111
cater to the learning levels of all 11111 There were no prepares materials for the
students 11 students.
0 12 They used the textbook to review the

content of the lesson.
No consideration for the learning levels of

the students
Resources were provided to complete the

group activity
Content pitched at the same level for the

average learner
Taught to the middle

Picture Worksheet
Materials cater to average learner
Instructions for activities not clear
120
Too many concepts in one lesson
 A variety of resources and 1111 1111 Assignment were written on the board
materials are provided for 1111 Content delivered from text
students worksheet
peer review checklist
4 8 handout
formative assessment worksheet
practice worksheet
Variety of resources prepared but at one
level
Expression of creativity
Process
 Students decided what they learn 11111
and how they learn 11111 Teacher decided the topic and how it would
11 be delivered
0 12 Teacher decided topic and offered three

options for whole class delivery
class decided how it would be delivered
students questioned what was require and

requested a change which was allowed by
the teacher
 Different teaching strategies are 11111 11111 Questioning low-level question not
used during the lessons 11 required to utilize critical thinking skills
7 5 Student not always given an opportunity to

answer the questions asked
Group activity
Some measure of peer teaching during the

group activity
Lecture
Read material from the text
Notes taking from text and chalkboard
Student required to use critical thinking

skills to respond to questions
Students allowed to answer questions
Student oral presentations
121
Picture worksheet
Collaborative activity
Peer evaluation
Activities for expression of creativity
Video presentation
 Group size facilitates attention 11111 1111 Whole class not divided into smaller groups
and practice 111
Gender groups
8 4 6 per group
4 students per group
Class size too large
Insufficient space for teacher to move
around in the class
 The teacher provides extended 11111 1111 Students were assign activity
guided practice, with every 111 No guided practice from the teacher
student responding
8 4 Examples were done on the board, and each
student is given an opportunity to respond
to questions
 Teacher corrects errors 11111 1 Made correct errors as students completed
11111 activity
1 Allow students to assist classmates
11 1
 Teacher manages smooth 11111 111
transitions from large to small 1111 Teacher distracted by students outside
groups Only on activity throughout the lesson
9 3
 Students are engaged in 11111 11 Conducting experiment
meaningful activities 11111 Revision game
Practice exercises
Writing based on picture worksheet
10 2 Oral presentations
Collaboration to complete activity
Recap of the previous lesson
Connecting previous lesson to present
lesson
Peer review activity
 Students decided what they learn 11111

and how they learn 11111 During the group, activity had the
11 opportunity to decide how to complete the
task
0 12
Some decision made by students
 Technology is integrated into the 111 11111

lesson 111 Teacher laptop visible but not included in
the lesson
122
3 9
Student used phones or tablet to research
Student use computers to complete

activities
Student listen to recordings from teachers

laptop (speakers)
Viewed video from teachers laptop
 Students work with technology 111 111111 Not during the lesson
tools 111 Student use computers to complete
activities
3 9 Use tablets or phones to conduct research
Product
 Students decide how their 1 111111 Student present activity based on their
knowledge and understanding of 11111 understanding of the assignment
the content is demonstrated
1 11
 Student present their work using 1 111111
technology 11111 Student email or print assignment
1 11
 Follow-up support is provided to 11111 11111
students who may need it 1 1 Teacher informed that YouTube link would
be sent to the class WhatsApp group for the
student to review the content and similar
6 6 activity as conducted during the class.
Some student asked to see the teacher

during break or after school
Teacher provide assistant and time for

support
Teacher provide guidance based on the

works completed by students
123
Appendix P – Focus Group Notes
Focus Group Questions and Notes
Focus group participants URJPR004, URJPR006, URJPR013, URJPR018 and URJPR021
Session held on Thursday 27th April from 2 – 3 pm
At the VIP Conference Room at the Multi-Purpose Center
1. What is your understanding of differentiation?

URJPR006 - the compilation of things from different origin
URJPR004 - recognizing and identifying differences between people, a situation or

things
URJPR021 - to cater for the differences that make individuals unique
URJPR013 - finding ways to help individuals to learn
2. Is differentiation widely practiced at your school? Explain the reason for your
response.
All responded NO
Reasons
URJPR018 - because of the time demanded for teachers to execute given curriculum
objectives
URJPR013 - most teachers are not professionally trained to execute lessons plans for
a diversified class
URJPR004- I don’t believe that the Teacher Education Department is doing enough in
this area they are still too much emphasis teacher centred approach at the department.
This what the teacher learn so that what they practice.
124
URJPR006 - culture of the school, the lack of facilities
URJPR013 - lack of training and knowledge about this strategy
URJPR004 – process not well understood by many
URJPR021 - It is not just a set of procedures but rather about an attitude of mind
3. How are the students in your class different?

URJPR013 - Their behavior, socioeconomic background, family background.
URJPR018 - Some students reading and writing skills are not at grade level
URJPR004 - There are some language barriers since we have student whose first
language is not English
URJPR021 - Some of the students are performing below and above grade level
URJPR006 - Students come with different academic strengths and weaknesses
URJPR004 - In terms of the technology skills the students are fascinated with the
technology tools, but they do not view it as an educational tool. They look at
technology tool as a device to give them access to their music and social media
4. How are these diverse students engaged?

URJPR006 - through play, class activities and participating in school's events
URJPR021 - using different teaching styles... hands on activities

URJPR018 - using videos, games, group work, and projects
URJPR004 - variety of teaching approaches has helped my students rather than being
over reliant on one technique or teaching style
5. What kind of skills do you think are necessary for teachers to address the diverse
nature of their classes?
URJPR018 - cooperative learning and teaching, classroom management
URJPR013 - techniques to efficiently involve parents in students' learning
URJPR004 - techniques and strategies to address diverse nature of their classes
125
URJPR018 - computer literacy skills ( how to operate various devices used to deliver
lessons), skills in the respective subject discipline
URJPR021 - Learner assessment skills to identify the learning styles and abilities of
the students
URJPR006 - Training in how to deal with children who are of varying levels. The
level three and four students are now group together with the average learners, but no
training was provided on how to cope with the new nature of our classes
URJPR004 - managing the individuals in our classes especially those with discipline
problems
URJPR021 - knowledgeable about the different ways in which work could be

differentiated
URJPR004 - how to differentiate for more students at different levels
6. Do you think that teachers have the adequate skills and knowledge to employ
differentiated strategies to address the need of their different students? Explain the
reason for your response.
3 no 2 – some do
URJPR021 - although teachers are familiar with differentiated strategies they are not
using or are inconsistent with the use of the strategies and techniques
URJPR004 - Lack of professional development seminars are hindrances that cause

teachers to be unskilled to cater for a diversified classroom.
URJPR013 - the concept is taught at the Teacher Education Department and other
professional development sessions, but the teachers are not guided on how to
implement this approach in their classes
URJPR006 - Many teachers are not trained to cope with the differences of their
students
URJPR021 - In many of our schools there are no specialist support staff with whom to
liaise
URJPR018 - Teachers are not trained or taught how to implement differentiated

instructions
126
URJPR006 – teachers prepare content materials to cater for their students learning
styles (Auditory, Visual and Kinesthetic)
URJPR004 - A variety of content materials are prepared but are these resources
catering for the different learning levels and abilities
7. Other than the lack of resources, what are some of the challenges experience when
integrating differentiated strategies?
URJPR006 - parental involvement ( parents in denial of their children abilities)
URJPR004 - time the process is time-consuming
URJPR018 - no availability of assistant teachers
URJPR021 - lack of proper classroom facilities (no specialized room to lay out for
teaching using this strategy)
URJPR013 - The School system is “results driven" based on performance in

summative assessments. Teachers are focused on delivering material in that manner
and therefore don’t use differentiated strategies even if they are trained
URJPR004 – calls for lots of serious planning and sufficient time is not taken to
adequately plan for instruction, especially with differentiation in mind
URJPR006 - The most needy students are placed with the least experienced or the
least qualified teaching staff with no training or supervision
URJPR013 - Class layout and infrastructure do not support differentiation and ICT
8. What is your interpretation of ICT integration?

URJPR006 - The involvement of technology for teaching and learning
URJPR021 - the inclusion and adaptation of ICT into the school environment
(teaching and learning processes) to impact or improve the quality of teaching and
learning in schools
URJPR013 - Using different media to present instruction
9. What role does technology play in your classes?

URJPR021 - to grasp students attention, entertainment and giving real life situations
into the classroom
127
URJPR006 - Record keeping, research, delivery of content
URJPR018 - Using group chats, share notes, and assignments
URJPR004 – there can be extensions of the lessons through discussions
URJPR013 - Students can be encouraged to view or listen to news items
URJPR006 - engage in online research on particular topics and also will view videos
10. What policy/strategy do you think is necessary to address the problems experienced
by teachers in their diverse class? (other than additional resources)
URJPR013 - Proper assessment skills and policy to highlight students' differences to

best cater for their learning
URJPR004 – teachers' need to be trained efficiently to meet the needs of all students
URJPR021 - regular PD and training along with support for teachers implementation
need to be done for development of practice
URJPR004 – Creation of a curriculum with a focus on differentiated strategies which

teachers can use
URJPR006 - Training, training, and more training on how to implement concepts

learned.
URJPR018 - The mindset and attitude of many of our teachers also need to be changed
where teaching is viewed as a serious profession versus merely a job.
128
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A Qualitative Assessment of how Information Communication Technology (ICT)

Preprint · January 2017

Masters Research View project

The user has requested enhancement of the downloaded file.

A research project submitted for the Masters in Education

Chapter 1 – Introduction, Context and Research Objectives .......................................................... 6

How are students engaged in diverse classrooms ..................................................................... 34

Chapter 1 – Introduction, Context and Research Objectives

Research Context and Background

Table 1.1 – Student Level of Competence

LEVELS SCORES LEVEL OF PERFORMANCE

1 260 – 400 At and/or above grade level

Statement of the Problem

Research Questions and Objectives

4. How do the teachers interpret differentiated instruction and ICT integration?

Consequently, the objectives of this research are to:

Rationale and Purpose of the Study

Chapter 2 - Literature Review

Educationalists and researchers agree that differentiated instruction supports a learning

Differentiated strategies incorporated to engage students in diverse

Subban (2006) conducted an analysis of studies with reference to differentiated instruction

Teachers’ interpretation of differentiation

Role of Information Communication Technology (ICT) to support

The studies indicate effective differentiation encourages an environment of problem-solving

Chapter 3 – Research Design and Methodology

About the research

Table 3.1 Focus area of questionnaire questions

Validity and Credibility

Chapter 4 – Findings, Analysis and Evaluation

Figure 1 Research Participants

Table 4.1 Teacher Qualifications and Teaching Experience

Varying Technology Skills 20

Figure 2 Diverse Natures of Classes

Teachers’ interpretation of Differentiated instruction and ICT Integration

How are students engaged in diverse classrooms

Table 4.2 - Comparison of Differentiated Approached from Questionnaire and Observation

Varying questions 21 75% 19 68%

The role of Information Communication Technology (ICT) to support

Figure 3 Teachers ICT Skills

Table 4. 4 Students work with technology

Restraining Forces that limits Technology Use

Figure 4 Restraining Factors for limited Technology Use

The role of technology in a differentiated classroom is to integrate a multilevel instruction and

Table 4.5 – Technology use in teaching and learning

Content Tailor content to students interest 20 71%

Process To facilitate independent learning 12 43%

Product For students to show mastery of content and 10 36%

Chapter 5 – Conclusion and Recommendation

This research examined how Information Communication Technology facilities the

Anderson, C. (2010) Presenting and Evaluating Qualitative Research, American Journal of

Bofill, L. (2013) Constructivism and Collaboration Using Web 2 . 0 Technology. Journal of

Dudovskiy, J. (2016) Inductive Approach (Inductive Reasoning), Research Methology. Available

George Lucas Educational Foundation, (2007) What Is Successful Technology Integration?,

Golafshani, N. (2003) The Qualitative Report Understanding Reliability and Validity in

Huebner, T. (2010) Meeting Students Where They Are:Differentiated Learning. Educational

De Jesus, O. (2012) ‘Differentiated Instruction: Can Differentiated Instruction Provide Success.

Kawulich, B. B. (2005) Participant Observation as a Data Collection Method. Forum Qualitative

Laureate Education (2014) Ethics Guidelines. Available at:

Lawrence-Brown, D. (2004) Differentiated Instruction: Inclusive strategies for Standard-based

_lawrence_brown.pdf (Accessed: 12/03/17).

Lincoln, Y. & Guba, E. (1985) Trustworthiness in Research in Naturalistic Inquiry. London:

Mooij, T. (2004) Optimising ICT effectiveness in instruction and learning: Multilevel