EDUC 5313 Week 5 Blog
EDUC 5313 Week 5 Blog
Part 1: Summary
of Technology supports in the UDL framework:
Removable scaffolds or permanent new literacies?
The article by Vasinda and Pilgrim (2021) addressed the need to implement a new approach to
pedagogies that meet the needs of the diverse student population thus creating
a meaningful and authentic learning experience. The study outlines how technology
can be integrated into the Universal Design of Learning to support learners
contrasting traditional literacy skills with contemporary digital literacies. With
the UDL principles technology can enhance students engagement and learning
experiences.
It
also highlights concerns about technology within the Universal Design of Learning
as a means of serving as interactional scaffolding or planned scaffolding. Educators
can use technology in their curriculum to create an environment conducive to
learning by which all the students needs are met.
Part 2: Strategies
that could integrate into the lesson
Representation and action and expression are
two of the Universal Design for Learning strategies that could be used to
develop the lesson to make the learning experience inclusive and meaningful to
maximize students' abilities.
Incorporating representation design in the lesson
allows students the opportunity to interact with the content in a variety of
ways. This can be in the form of using graphics, animation, videos, or other digital
tools to cater to visual, auditory, or kinesthetic learners. Presenting instructions in multiple formats
helps activate students' prior knowledge, allows them to relate to the
material, and improves their understanding.
Action
and expression enable students to demonstrate their knowledge by interacting
and reflecting on the content in many ways. They are provided with differentiated
support to manage multi-step tasks, which helps them feel motivated and have a
sense of autonomy of their learning. Engaging
in activities like turning and talking with partners using accountable sentence
starters, participating in chat stations, responding to questions, making presentations,
and giving and providing feedback allows students to express themselves as they
engage with the content materials.
Utilizing
the Universal Design for Learning framework enables educators to foster an inclusive
learning experience that meets the needs of a diverse class population.
Part 3: Reflection on the 2024 NETP integration of UDL strategies to address the Digital Use Divide
Digital
Use Divide refers to students who are allowed to use technology for creation,
exploration, and critical analysis, and those who are not. The use of
technology in learning must be an active process that will enable students to
think critically, collaborate, and create digital content. The UDL framework,
when used by educators to deliver the curriculum should cater to individual
learning styles, their potential, and cultural backgrounds.
Multiple representation,
expression, and engagement principles of Universal Design for Learning addressed
the Digital Use Divide in that it provides inclusivity for all students as they
use technology. A multifaceted approach of engaging students with the content using
various digital tools will stimulate and arouse the curiosity of all learners,
encouraging them to explore and delve deeper into the content materials and enhancing
their overall learning experiences.
The representation of instruction in multiple digital
formats fosters differentiation and allows students to have options for engaging
with the content material. Students will
be able to express information learned using the many digital tools that the educator
provides in the lesson and from students own creativity.
Incorporating the Universal Design for Learning
framework in the curriculum enhances educators’ opportunities to plan
effectively with the use of a variety of digital tools to meet all the needs of
the students so no one is exempt from experiencing authentic learning. This
framework breaks down the many barriers that exist with the traditional and
passive way of teaching.
References
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. https://ila.onlinelibrary.wiley.com/doi/pdf/10.1002/rrq.484
CAST (2018).
Office of Educational Technology. (2024). A Call to Action for Closing the Digital Access, Design, and Use Divides: 2024 National Educational Technology Plan. Retrieved from https://tech.ed.gov/netp/ Introduction and The Digital Use Divide (23 pages)
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