Week 5- UDL Article
The conversations happening in class and in my professional life as a teacher are really interesting. As I learn to use technology more effectively in my lessons through this course, it's surprising to see my district pushing to reduce technology use, especially for younger students, and focus more on traditional teaching methods. This is challenging because I’m being asked to cut back on technology in the classroom while also learning how to use it to improve student engagement and learning. It’s clear that technology is becoming more important in education.
Part 1: Article Summary
Blended and fully online K-12 learning is growing, but there’s little research on its main components. Basham, Smith, and Satter (2016) discuss how most online courses rely heavily on prepackaged content from vendors because creating custom lessons is too costly and time-consuming for teachers and districts. Research is especially lacking on how these materials impact student learning, particularly for struggling students and those with disabilities, which is a critical gap in understanding the effectiveness of online learning (Basham, Smith, & Satter, 2016).
There is a lack of research on how these materials affect student learning, particularly for students with disabilities. Access to digital content for all users, especially those with disabilities, has been a priority for years. Section 508 of the Workforce Rehabilitation Act (1998) requires better access to technology for people with disabilities (Basham, Smith, & Satter, 2016).
Instructional materials and systems should align with UDL based teaching methods. When teachers understand how various products can address different learning needs, they can better plan their lessons. For instance, if a teacher is aware that a product only provides content in English, but some students primarily speak Spanish, they would need to either find an alternative product or make adjustments to support those students' understanding (Basham, Smith, & Satter, 2016). The more information teachers and districts have, the better equipped they are to provide students with the resources they need.
For my final lesson, I’ll be using Epic! and Google Slides, free resources that support both in-school and at-home learning. Students will have access to these tools, ensuring they can complete the assignment anywhere. In this lesson, students will choose a book about a famous person to read on Epic!. This web-based book allows students to listen to the text while following along, which provides much-needed support for students with disabilities and helps them complete the assignment alongside their peers. This simple change ensures that all students, regardless of ability, have an equal opportunity to engage with the material and demonstrate their learning.
Part 2: Two strategies that will be integrated into my lesson
7. 1 Engagement- Optimize Choice and Autonomy
Allowing students to have control over how they learn and what they choose fosters creativity and independence. Students will have the opportunity to select from a range of books in different formats through Epic!, while also offering a variety of reading levels to accommodate diverse needs. Some books even include an audio option, allowing students to listen while following along. The project’s focus is on selecting a famous person, giving students the freedom to explore a figure they find interesting or to choose someone that sparks their curiosity. For the final presentation, students will use Google Slides, where they can customize their work according to their abilities and creativity, allowing flexibility.
4.2 Optimize access to accessible materials and assistive and accessible technologies and tools
Optimizing access to accessible materials and assistive technologies means making learning resources and tools easy for all students, including those with disabilities, to use. This includes providing resources like larger text, audio options, and assistive tools such as screen readers to help students engage with their education.
Since the book will be web-based on Epic!, students can zoom in on the text or listen to the book as needed. This provides more independence for students with disabilities and struggling readers. The website also allows students to highlight and click on vocabulary words for additional explanations, helping them adapt to their individual needs and promoting greater self-sufficiency.
Part 3: Digital Divide
This year, my district has focused on providing more training for our staff. Rather than just handing over a new curriculum and expecting us to figure out the online components on our own, we've had the opportunity for ongoing training. As I mentioned earlier, my school is moving away from heavy technology use, which has led to numerous meetings where we carefully evaluate the devices, services, and websites we’re using with students. We've been asked to consider how often we use these tools and whether they truly enhance our lessons or just serve to fill time. I appreciate how thoughtfully my district is approaching technology moving forward, and it’s made me more mindful of whether the assignments I give my students are enriching their learning or just filling time.
As a one-to-one district, we ensure that students receive the necessary technology for classroom use. Additionally, students can take the devices home, including access to WiFi if needed. We are only permitted to use district-approved platforms that are accessible at home and free of charge. While this doesn't fully level the playing field, it does support those who lack access at home.
Planning is done at the team level to ensure that all students in the grade are developing the same skills. We also collaborate with other grade levels to make sure students are prepared for what’s ahead. For example, I teach 3rd grade, which is the first year for state testing. At our school, students begin using Chromebooks in 2nd grade, so while I don’t teach basic Chromebook skills, I introduce new tools and reinforce existing ones. By the second semester, most of our unit tests are taken online to prepare for the state exam. We also incorporate typing lessons to build those skills and introduce the use of a mouse instead of just the touchpad. This has been helpful for students when navigating tests and using tools like Google Slides.
While technology is important for improving student engagement and learning, it’s crucial that all students, especially those with disabilities, have access to the right resources. Going forward, we need to keep evaluating how digital tools are used and make sure teachers have the support they need to use them in ways that help students learn better.
References:
Basham, J. D., Smith, S. J., & Satter, A. L. (2016). Universal design for learning: Scanning for
alignment in K-12 blended and fully online learning materials. Journal of Special
Education Technology, 31(3), 147-157. https://doi.org/10.1177/0162643416660836
Part 1: Article Summary
Blended and fully online K-12 learning is growing, but there’s little research on its main components. Basham, Smith, and Satter (2016) discuss how most online courses rely heavily on prepackaged content from vendors because creating custom lessons is too costly and time-consuming for teachers and districts. Research is especially lacking on how these materials impact student learning, particularly for struggling students and those with disabilities, which is a critical gap in understanding the effectiveness of online learning (Basham, Smith, & Satter, 2016).
There is a lack of research on how these materials affect student learning, particularly for students with disabilities. Access to digital content for all users, especially those with disabilities, has been a priority for years. Section 508 of the Workforce Rehabilitation Act (1998) requires better access to technology for people with disabilities (Basham, Smith, & Satter, 2016).
Instructional materials and systems should align with UDL based teaching methods. When teachers understand how various products can address different learning needs, they can better plan their lessons. For instance, if a teacher is aware that a product only provides content in English, but some students primarily speak Spanish, they would need to either find an alternative product or make adjustments to support those students' understanding (Basham, Smith, & Satter, 2016). The more information teachers and districts have, the better equipped they are to provide students with the resources they need.
For my final lesson, I’ll be using Epic! and Google Slides, free resources that support both in-school and at-home learning. Students will have access to these tools, ensuring they can complete the assignment anywhere. In this lesson, students will choose a book about a famous person to read on Epic!. This web-based book allows students to listen to the text while following along, which provides much-needed support for students with disabilities and helps them complete the assignment alongside their peers. This simple change ensures that all students, regardless of ability, have an equal opportunity to engage with the material and demonstrate their learning.
Part 2: Two strategies that will be integrated into my lesson
7. 1 Engagement- Optimize Choice and Autonomy
Allowing students to have control over how they learn and what they choose fosters creativity and independence. Students will have the opportunity to select from a range of books in different formats through Epic!, while also offering a variety of reading levels to accommodate diverse needs. Some books even include an audio option, allowing students to listen while following along. The project’s focus is on selecting a famous person, giving students the freedom to explore a figure they find interesting or to choose someone that sparks their curiosity. For the final presentation, students will use Google Slides, where they can customize their work according to their abilities and creativity, allowing flexibility.
4.2 Optimize access to accessible materials and assistive and accessible technologies and tools
Optimizing access to accessible materials and assistive technologies means making learning resources and tools easy for all students, including those with disabilities, to use. This includes providing resources like larger text, audio options, and assistive tools such as screen readers to help students engage with their education.
Since the book will be web-based on Epic!, students can zoom in on the text or listen to the book as needed. This provides more independence for students with disabilities and struggling readers. The website also allows students to highlight and click on vocabulary words for additional explanations, helping them adapt to their individual needs and promoting greater self-sufficiency.
Part 3: Digital Divide
This year, my district has focused on providing more training for our staff. Rather than just handing over a new curriculum and expecting us to figure out the online components on our own, we've had the opportunity for ongoing training. As I mentioned earlier, my school is moving away from heavy technology use, which has led to numerous meetings where we carefully evaluate the devices, services, and websites we’re using with students. We've been asked to consider how often we use these tools and whether they truly enhance our lessons or just serve to fill time. I appreciate how thoughtfully my district is approaching technology moving forward, and it’s made me more mindful of whether the assignments I give my students are enriching their learning or just filling time.
As a one-to-one district, we ensure that students receive the necessary technology for classroom use. Additionally, students can take the devices home, including access to WiFi if needed. We are only permitted to use district-approved platforms that are accessible at home and free of charge. While this doesn't fully level the playing field, it does support those who lack access at home.
Planning is done at the team level to ensure that all students in the grade are developing the same skills. We also collaborate with other grade levels to make sure students are prepared for what’s ahead. For example, I teach 3rd grade, which is the first year for state testing. At our school, students begin using Chromebooks in 2nd grade, so while I don’t teach basic Chromebook skills, I introduce new tools and reinforce existing ones. By the second semester, most of our unit tests are taken online to prepare for the state exam. We also incorporate typing lessons to build those skills and introduce the use of a mouse instead of just the touchpad. This has been helpful for students when navigating tests and using tools like Google Slides.
While technology is important for improving student engagement and learning, it’s crucial that all students, especially those with disabilities, have access to the right resources. Going forward, we need to keep evaluating how digital tools are used and make sure teachers have the support they need to use them in ways that help students learn better.
References:
Basham, J. D., Smith, S. J., & Satter, A. L. (2016). Universal design for learning: Scanning for
alignment in K-12 blended and fully online learning materials. Journal of Special
Education Technology, 31(3), 147-157. https://doi.org/10.1177/0162643416660836
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