Week 5: UDL and the Technology Divide

Part One

According to Rao (2021), educators can use UDL framework as a structured guide to create online lessons that are inclusive, accessible and flexible for considering diverse learner needs from the beginning of a lesson, as an educator creates the lesson.  UDL as a guide can help educators create online lessons that are inclusive and accessible while integrating digital tools to provide options for engagement and instruction (Roa, 2021). One of the main components that resonates with me regarding the UDL is anticipating learning variability (Cast, 2024).  This ensures I am offering a robust and inclusive learning environment.

Based on Rao’s (2021) article on Universal Design for Learning (UDL) for inclusive instructional design, the lesson I constructed, “Letter, Letters, Around Me,” has built in flexibility that addresses variability in learner competencies and challenges from the beginning. Not all children learn the same way, and some may present with behavioral challenges. Part of my educational philosophy is to meet to children where they are and being willing to adjust to meet their needs.  Rao (2021) encourages meeting the children where they are and planning to scaffold need base lessons and activities. For example, in my lesson, I offer numerous different activities that child can connect with based on their learning style and interests. This helps to foster engagement. When a child is engaged, they are more willing to learn.

Part Two

Part of my educational philosophy is fostering engagement and connection. From an educator’s standpoint, I feel like this creates a win, win for both parties. When a child is engaged, they are more willing and ready to learn, the educational interactions are more meaningful. This can reduce behaviors and help educators offer individualized, scaffolded learning experiences. For the above-mentioned reasons, I apply strategies from “optimize choice and autonomy,” (CAST, 2024). Providing students options that align with their learning goals will foster engagement and align with UDL 7.1. (CAST, 2024). In the lesson I constructed, learners will have the option to visit different centers that capture all learning styles.  I will also offer different technological based activities. They will also have the option to partner and take turns with can also support social emotional learning and peer connection. I will also offer multiple assessment types to support variations in learning and competency.

Taking turns and pairing with a peer will help provide students the opportunity to manage frustration and develop internal coping skills as young children because they will have to wait their turn for the iPad and work together to complete assigned activities on the iPad. This component of my lesson addresses UDL 9.1: Develop awareness of self and others (CAST, 2024).

Part 3

As I progress in this course I am starting to view technology in a different light. I have always found value in technology but have had established bias around its use. Firstly, unless it can be accessible to all students I found it exclusive rather than inclusive. I am seeing more schools offering an inclusive use of it. One of the concepts in the 2023 National Education Technology Plan that resonated with me was the “Digital Use Divide” (Department of Education, 2024). This idea is that there is a gap between passive and active technology (Department of Education, 2024). I have in the past been a passive technology user. I have failed to imply technology critically or creatively (Department of Education, 2024). UDL is a key framework for integrating technology in order to offer meaningful and inclusive experiences for all students (CAST, 2024). This aligns with my educational philosophy. As I was waiting to review Monday’s recording, I was reviewing the Power Point from class. I was challenged to revamp my Pre-K lesson to use technology as an essential part of my lesson. I am making it the vehicle in which my lesson is delivered verses uses it as center opportunity or add on.

References

CAST. (2024). Universal Design for Learning Guidelines. The UDL Guidelines. https://udlguidelines.cast.org

Office of Educational Technology. (2024). A Call to Action to Close the Technology Access, Design, and Use Divides: National Educational Technology Plan. Department of Education. NETP2024.pdf

Rao, K. (2021). Inclusive Instructional Design: Applying UDL to Online Learning. In The Journal of Applied Instructional Design: January 2021 (pp. 83-97). https://doi.org/10.59668/223.3753

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