Universal Design for Learning

Technology in UDL

In the article "Technology Supports in the UDL Framework: Removable Scaffolds or Permanent New Literacies?" by Sheri Vasinda and Jodi Pilgrim (2022), the integration of technology within the Universal Design for Learning (UDL) framework is examined to support diverse learners. UDL, rooted in the architectural concept of Universal Design, aims to create barrier-free access to education for all students by providing multiple means of engagement, representation, and action/expression. These principles are designed to ensure equitable access and accommodate the variability of learners, promoting inclusive educational practices.

Within UDL, scaffolds are built into lessons to ensure every student has access to the information and skills they need to succeed. These scaffolds are meant to be temporary as students gain skills and show knowledge, but Vasinda and Pilgrim (2022) argue that these scaffolds should be permanent supports that allow access to learning for all students, similar to how wheelchair ramps and cut curbs facilitate access for everyone, not just those in wheelchairs. This idea aligns with the New Literacies theory, which highlights the skills needed to use new technologies, such as digital and technological supports that many educators, including myself, utilize in classrooms daily. Digital tools such as mobile devices, laptops, and networked systems offer flexible, customizable, and accessible learning experiences that align with UDL principles. By incorporating multimedia, hyperlinked texts, and read-aloud features, technology supports multiliteracies and new literacies, allowing students to engage with content in diverse ways. This approach not only personalizes education but also addresses the diverse cultural, linguistic, and gender perspectives of students, ensuring an inclusive and equitable learning environment. The intentional design of lessons with these technologies helps remove barriers and fosters an accessible curriculum for all learners.

I've seen firsthand how integrating technology can enhance learning in my classroom. My students use tools like Google Docs daily to create and to collaborate. In the lesson "Classic Crimes & Trials: A Prelude to 'To Kill a Mockingbird'," I plan to use digital tools like Nearpod and Canvas to facilitate collaborative research and presentations on historical trials. This will not only engage students but will also allow them to access and analyze varied sources, develop critical thinking skills, and present their findings in a way that caters to their individual strengths and needs. Through the use of technology, students can work together to explore complex issues and develop well-supported arguments, ensuring that all learners can participate and succeed in meaningful ways.

UDL Strategies

As an educator, one of my goals has always been accessibility to information. In my relatively short time as a teacher, I have had students who required the use of a computer with no paper or pencil, and I have had students who were not allowed access to the internet or devices in any way. Because of these experiences, I have made it part of my planning to always have paper/pencil and digital resources available for every student. 

I began planning my Classic Crimes & Trials lesson with that in mind. I opted to create small groups for my students so each group can have access to information from the internet. Within groups, students will discuss and analyze each piece of information they uncover, which means that all students will have increased access to information. The collaboration within these groups also adds to student skills in speaking and listening, as well as leadership and accountability. 

I opted to utilize Nearpod because of the Collaborate Board that can be added into lessons. There is an added collaboration board for each of the trials that students will research. When we are discussing a particular case, students who researched that case will be able to add various types of information--images, video, audio recordings, and writing--as they present their findings to the class. I have utilized Collaborate Boards in my U.S. History class and my students have really enjoyed the options they have to share their thoughts. 

Digital Use Divide

The 2024 National Educational Technology Plan (NETP) emphasizes the critical role of Universal Design for Learning (UDL) in addressing the Digital Use Divide, which refers to the disparities in how students utilize technology to enhance their learning experiences. The NETP outlines a comprehensive approach to integrating UDL strategies, ensuring that educational technology is leveraged to create inclusive, engaging, and effective learning environments for all students.

One of the key strategies recommended by the NETP is the development of a "Profile of a Learner/Graduate" that includes cognitive, personal, and interpersonal competencies that students should acquire at different educational stages. This profile helps in designing technology-rich learning experiences that align with UDL principles by offering multiple means of engagement, representation, and expression. The NETP also stresses the importance of professional development for educators, enabling them to design and implement UDL-aligned learning experiences. This involves providing teachers with the necessary training and support to effectively integrate digital tools into their teaching practices. By doing so, educators can move beyond basic tool usage to actively designing inclusive learning experiences that address the diverse needs of their students.

In my teaching experience, I have found that integrating these strategies can significantly enhance student engagement and learning outcomes. For instance, in my lesson "Classic Crimes & Trials: A Prelude to 'To Kill a Mockingbird'," I plan to create cooperative learning groups with clear goals, roles, and responsibilities. Each group will investigate a different trial, using digital resources to gather information and present their findings through various media such as videos, slideshows, or podcasts. This not only promotes collaboration but also allows students to express their understanding in ways that suit their individual strengths. To further support diverse learners, I will provide options for perception by customizing the display of information and offering alternatives for auditory and visual content. For example, students in my classes can use tools like text-to-speech for auditory learning. Using multiple media for communication and various tools for construction and composition can enhance students' ability to express their understanding creatively and personally, aligning with UDL principles and addressing the Digital Use Divide. This approach ensures that all students can engage with the material in meaningful ways, regardless of their individual needs and preferences.

References

(2020). The UDL Guidelines: UDL. Retrieved July 25, 2024, from https://udlguidelines.cast.org/

U.S. Department of Education. (2024, January). A Call to Action for Closing the DIgital Access, Design, and Use Divides: 2024 National Educational Technology Plan. tech.ed.gov. http://tech.ed.gov

Vasinda, S. and Pilgrim, J. (2021). Technology supports in the UDL framework: Removable scaffolds or permanent new literacies? Reading Research Quarterly, 58(1), 44 - 58.