Until Learning Has No Limits
- Kasey Brown
- Apr 12, 2023
- 5 min read
Combining universal design for learning with technology integration
Picture This
Imagine walking into a second grade classroom. Upon arriving you see an enthusiastic teacher desperately trying to keep the attention of 24 very diverse second graders as she teaches them how to subtract three digit numbers with regrouping in a whole group setting. More than likely, she is demonstrating how to do the standard algorithm steps on the board and the students are sitting in desks copying the steps as she writes, she may have even thrown in dry erase markers and whiteboards to make it more “engaging”. After they do a few examples together, she will then allow the students to independently practice a few problems only to become instantly frustrated at the fact that no one in her class can do the steps by themselves, even after several minutes of direct instruction. Sound familiar? This scenario paints a picture perfect portrait of the traditional classroom learning that is taking place in classrooms all over the country. An image of a ringleader trying to engage the audience of an indoor circus, yet getting nowhere fast. There has to be a better way…doesn’t there?
Universal Design for Learning
In order for 21st century classrooms to begin tailoring to the needs of its 21st century students, the paradigm shift of universal learning must begin taking place. The Universal Design for Learning (UDL) is a framework used “to produce learning environments that reduce learning barriers and support the needs of all learners” (Morra & Reynolds, 2010). It is a theory expressing the idea that fair is not always equal. The principles of UDL are narrowed down to three main ideas to help teachers develop learning that encompasses the needs of all learners. The three learning elements at the heart of the design are to provide multiple means of engagement, representation, and action and expression. The goals of these elements is to “create flexible learning environments that can reduce learning barriers and support the needs of a wide range of learners” (Morra & Reynolds, 2010).
Upon first looking into the structure of UDL, it is very easy for an educator to become overwhelmed. However, when researched well and executed properly, this approach can help the teacher move from the director of learning to the facilitator of learning-a common goal represented throughout a variety of learning theories today. The basis of the design begins with students understanding the objectives and setting goals for learning that promote autonomous and self-directed practice to achieve their learning goals. Once learning goals are established, the next steps needed to active engagement, establish representation methods, and then provide opportunity for student action and expression can begin to unfold.
Technology and UDL
Technology integration can play a major role in all three components of UDL. Because our kids live in such a plugged in world, using technology to engage and establish a WHY of learning can be a very successful way to recruit interest in a topic. For example, anytime a new topic is being introduced would be a great time to use animated and kid-friendly videos through companies like BrainPop to help hook learners and provide a different modality in which to begin gaining interest on the topic. Technology can also be used in a variety of ways for the representation step, the WHAT of learning. By having students immediately open their textbook to a certain page and begin reading, dyslexic students are already at a disadvantage. However, programs like LearningAlly that convert text to speech are simple ways to bridge this gap and create more equitable learning. Interactive graphic organizers can be provided to help clarify any structural misconceptions about a text or topic. By presenting content through multiple modalities, multiple learning styles can be served. Lastly, giving students the choice to show mastery of a goal demonstrates the HOW of learning. Students can use tools like Flipgrid and Seesaw to help them create projects that demonstrate what they have learned rather than taking a paper/pencil assessment or writing a paper.
When looking at the appropriate technology tools to use in order to best implement UDL, it is important to know that simplicity is key. Most schools have access to technology that supports this framework, they just aren’t aware of it. By thinking about accessibility features that are already provided in most softwares and products and tailoring those features to be used by all students, rather than just those with accommodations, we begin to build a universal classroom. Implementing simple technologies like touch screens, captions, voice and word prediction, and text-to-voice features are great ways to create universal engagement, representation, and expression opportunities for students (Snelling, 2021).
Thinking Universally
When thinking about UDL, most seasoned teachers will immediately begin comparing it to the age old idea of differentiation. While similar, the heart behind UDL is to create and maintain a universal classroom for current and future students. It is the act of designing instruction for students teachers have not yet had in class. “Teachers often design for the students they see in front of them, but they may not be seeing the whole student. Accessibility is the welcome mat to learning. UDL goes further by taking into account the way the brain is structured and the networks in the brain that help us learn” (Snelling, 2021). The idea of UDL is more than just meeting the needs of the IEP students in classrooms. Rather, UDL means creating learning that promotes self-autonomous learning and breaks down barriers that prevent any and all learners from growing.
When planning lessons through the UDL lens, it is important for teachers to consider the needs of individual students or groups of students within their classroom. These needs are not just inclusive to learning disabilities or academic weaknesses. Instead, teachers should be looking at any kind of learning barrier that could be prohibiting a student from reaching their full potential. (Waterford, 2021). By taking these barriers into consideration from the very beginning and centering planning and instruction around these barriers, a culture of inclusiveness is created and students will be more willing and vulnerable to express themselves through learning.
Conclusion
As classrooms continue to grow in diversity, types of learning should grow in the same way. By embracing the framework of UDL and planning with accessibility for all in mind, we can begin creating classrooms that tailor and foster 21st century students. The motto behind the creators of UDL, the Center for Applied Special Technology (CAST), is "Until Learning Has No Limits”. I can’t help but hope for an educational world where all administrators, educators, families, and students are actively striving for that very same goal.
Additional Resources
References
CAST. (2021). About Universal Design for Learning. Www.cast.org.
Morra, T., & Reynolds, J. (2010). Universal design for learning: Application for technology-enhanced learning. Inquiry: The Journal of the Virginia Community Colleges, 15(1), 5.
Snelling, J. (2021, October 23). Focus on UDL When Using Classroom Technology [Review of Focus on UDL When Using Classroom Technology]. ISTE. https://www.iste.org/explore/classroom/focus-udl-when-using-classroom-technology
Waterford. (2021). Universal Design for Learning: What Educators Need to Know [Review of Universal Design for Learning: What Educators Need to Know]. In Waterford.org. Waterford. https://www.edtechupdate.com/technology/tools/udl/?open-article-id=19922755&article-title=universal-design-for-learning--what-educators-need-to-know&blog-domain=waterford.org&blog-title=waterford
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