Connections to research
King-Sears (2009) Universal design for learning: Technology and pedagogy
In this article, King-Sears (2009) puts forward the argument that in order for technology to be used effectively with Universal Design for Learning, pedagogy must be part of the consideration. The argument put forward is that UDL and technology are bolstered by the teacher's pedagogical approach.
This directly relates to Michael Fullan's ideas around the need to combine technology, pedagogy and change knowledge to make meaningful changes in the education system.
Relevant Quote:
"Just as universal design in architecture is about making physical structures 'smart' from the start so that retro-fitting is either eliminated or less necessary (ramps were already there; doorways were already wide), making instruction 'smart' from the start includes pedagogical and technological features as different, but not necessarily separate, choices." (King-Sears, 2009, p. 201)
In this article, King-Sears (2009) puts forward the argument that in order for technology to be used effectively with Universal Design for Learning, pedagogy must be part of the consideration. The argument put forward is that UDL and technology are bolstered by the teacher's pedagogical approach.
This directly relates to Michael Fullan's ideas around the need to combine technology, pedagogy and change knowledge to make meaningful changes in the education system.
Relevant Quote:
"Just as universal design in architecture is about making physical structures 'smart' from the start so that retro-fitting is either eliminated or less necessary (ramps were already there; doorways were already wide), making instruction 'smart' from the start includes pedagogical and technological features as different, but not necessarily separate, choices." (King-Sears, 2009, p. 201)
Lee & Templeton (2008) Ensuring Equal Access to Technology: Providing Assistive Technology for Students With Disabilities
In this article, Lee and Templeton (2008) state that the key to ensuring equal access to technology is to have clear and practical guidelines for implementation. They state that schools and school boards must develop their own methods of service delivery for assistive technology. Included in this should be technological support at all levels (i.e. for boards, schools and teachers). This article identifies that often one of the barriers to using technology is a lack of technical knowledge or understanding by the teacher. Providing support for teachers in technology is essential to using it successfully.
In this article, Lee and Templeton (2008) state that the key to ensuring equal access to technology is to have clear and practical guidelines for implementation. They state that schools and school boards must develop their own methods of service delivery for assistive technology. Included in this should be technological support at all levels (i.e. for boards, schools and teachers). This article identifies that often one of the barriers to using technology is a lack of technical knowledge or understanding by the teacher. Providing support for teachers in technology is essential to using it successfully.
Burke & Hughes (2018) A Shifting Landscape: Using Tablets to Support Learning in Students with Diverse Abilities
In their qualitative case study, Burke and Hughes (2018) examined the use of tablets by two teachers, and discussed how the experience of these teachers resonated with the existing literature on the benefits and challenges of using tablets in schools. Burke and Hughes found that tablets provided the following benefits: increased inclusiveness, more potential for personalized learning, increased engagement and motivation, promotion of equity in the classroom, more independence for a variety of students with disabilities (ASD, dyslexia, down syndrome, visual impairments, restricted mobility), and the normalization of the use of technology for learning. Burke and Hughes did not find many challenges, but they included: functional limitations of the device (e.g. storage space, filters, security), difficulty with app selection and the continued perception of tablets as a distraction, rather than a learning tool.
The findings of this study support the use of technology with Universal Design for Learning. The goal of UDL is to increase learning for all students. The use of tablets supports students in multiple means of engagement, representation and action and expression.
