Each day we do at least two "groups" or "circle time" activities with oral language, shared reading, movement activities, written language activities and hands on manipulatives. During these group activities we still differentiate based on children's needs so that everyone is able to participate and be successful. For some this is oral based conversation and for some it is participation at their level. I feel this one of the most important times of the day as each child has a "bar" that is set for them to reach. Once they have reached that bar, we move it up a bit and strive to improve our skills. For some of my children their bar is considerably lower than other children but they are able to see and hear higher levels of conversation going on and benefit from the experience. And some of my children may never "speak" but that does not mean that they don't understand the conversation. The remainder of the day is used for small group and individual instruction focused on literacy and math.
From here I went to the article on differentiating instruction and UBD. http://www.wested.org/online_pubs/kn-05-01.pdf
I think one of the biggest issues with not using technology more in the classroom has to do with time! In my district, at the elementary level, we have C.O.R.E. to implement, a new math curriculum (that we were given in August) and coordinating book study, staff meetings, DATA meetings, SAT meetings, PLC, Rubicon, IEP's, math and literacy "road shows", M-Step, 5D+ with three rounds of evaluation and paperwork, specials that revolve in a four day cycle with one having a no special day, DIBELS (literacy & math) with interventions, RTI, DRA, three rounds of report cards with parent teacher conference for two days in between each set of written report cards, and then we also need to plan, grade and teach our students. I would love to have time to show the rest of the staff many of the things I have learned through 21 Things but honestly, I don't think anyone would come!
I used one of my Daily Notes that I use to inform my parents about what we are doing in class. Since so many of my children are non-verbal or struggle with speech and language issues, my Daily Notes give them a start point for what we did in school. It also gives them our crazy ABCD schedule so they know if they need to send in gym shoes or a library book.