The rapid technological progress noted today, both in the scientific field in general and in education in particular, is an integral part of international changes in a social, political, occupational and geopolitical level. It is a dynamic process that affects and is affected by changes in modern societies. Therefore, technological progress is in close interaction with social developments and changes (Facer, 2011).  Moreover, it is inconceivable outside the social context and cannot be interpreted solely by technological terms. The beneficial impact of Information and Communication Technologies (ICT) in the learning process is also supported by research. According to the Center for Applied Research in Educational Technology (CARET), ICT can contribute in the learning process by improving student performance.

Thus, to achieve the optimum and non-sterile use of technological tools in educational practices we must ensure that the integration of technology in education is governed by specific principles that lead to meaningful learning experiences and improve everyday educational reality.

In this case, differentiated pedagogy can be utilized as a safety valve. Differentiated pedagogy is an educational approach that promotes and serves the principles of inclusive education in the context of creating schools for all learners (UNESCO, 2009). The main purpose of differentiated pedagogy is focused today in addressing the challenges faced in mixed ability classrooms, where ‘gifted and weaker students’ coexist, through adaptations and differentiations of the organizational and educational process of teaching and learning while taking into consideration the different needs of each student (Tomlinson, 2001). The key aim is to develop a flexible framework that allows individuals to use their own learning paths, ways and strategies to conquer knowledge and acquire skills, to use their own individual "intelligence" (Sfyroera, 2007:23).

ICT in the Greek educational system is at times an end in itself, with the use of technology applied throughout the educational process, or it remains ‘inactive’, even absent. Despite the scientific evidence highlighting the beneficial use of technological tools and the existence of material and technical infrastructure, the use of ICT in practice is severely limited and often completely absent (Tsermidou & Zoniou-Sideri, 2012).

In this context, the dynamic relationship between differentiated pedagogy and technology is a powerful tool for teachers working towards differentiated teaching and learning. Technology offers motivational and interactive tools in education (students interact with software, conduct research, create products, and communicate with others outside their school) that can help teachers to diversify content, materials and the learning environments in general (Smith & Throne, 2007).

There are a number of factors underpinning development when mapping the introduction and use of ICT in differentiated pedagogy. In this first stage main concern and objective is to demonstrate the contribution of ICT in developing and implementing differentiated teaching and learning in Compulsory Education (kindergarten, primary and secondary Education) through the examination of the changes in the institutional framework as these are defined by the structure and the content of national curricula and the connection to ICT and differentiated pedagogy.

Center for Applied Research in Educational Technology (CARET). Project of the International Society for Technology in Education in partnership with Educational Support Systems. http://caret.iste.org. Facer, K (2011). Learning Futures: Education, Technology and Social Change. London & New York: Routledge. Krippendorff, K., & Bock, M. (2008). The Content analysis reader. Thousand Oaks, CA: Sage Publications. Mason, J. (2002). Qualitative Researching (2nd Edition). London: Sage. Sfyroera, M. (2007) Differentiated pedagogy, Keys and Passkeys. Ministry of Education, Athens: University of Athens. [in Greek] Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education. Retrieved from Education Research Complete database. Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd ed.) Alexandria: ASCD. Tsermidou, L. & Zoniou-Sideri, A. (2012) Information and Communication Technology in special schools for children with learning disabilities. In A. Zoniou-Sideri, E. Nteropoulou-Nterou & K. Papadopoulou (eds) Research in Special Education, Inclusive Education and Disability (Volume B) Athens: Pedio, 117-140. [in Greek] UNESCO (2009). Policy Guidelines on Inclusion in Education. Paris: UNESCO.