Implications for my own practice
- In order to successfully implement Universal Design for Learning and Technology, it is vital to support teachers in creating inclusive, pedagogically-sound and technologically-rich environments right from the start. This requires a significant shift in thinking, as much of special education in the past has been reactive, instead of proactive. The work going forward will include supporting schools and teachers to create inclusive environments that anticipate and plan for diverse student need from the beginning
- When working with schools and teachers, it is important to meet them where they are in terms of technology. There may be a great tools to support students, but if teachers are still getting comfortable with using Google Drive, or web-based programs, then, just as we would with students, we need to close those gaps so that we can move forward and implement effective UDL strategies through technology.
- Universal Design for Learning, supported by technology can be very powerful. Going forward, it will be important to find ways to demonstrate the power of these resources for teachers, students and schools. It doesn't take long. Ten minutes with a teacher to show the power of speech-to-text, or a mind-mapping program, can make these concepts real and concrete, and increase the likelihood of widespread use.
- In my own practice, and journey with technology and UDL, I will remember that small steps can yield big impacts. This is true at all levels. Each time we make a small change to improve student learning, we make an impact on that student, but also the teacher, the class, and the school.
Impact on my technology and leadership philosophy
Through my work in this course, and the other courses in my M.Ed. program, particularly those focusing on Educational Leadership, I have developed a deeper understanding of the need for and necessity of thoughtful and considered implementation of new initiatives in education. This is relevant in all areas of education, but the area that is most relevant to my inquiry is the implementation of changes in pedagogy and technology. We must carefully consider how and why we are implementing change. We must include stakeholders in the decision-making, as teacher buy-in will not occur in a top-down model. Everyone concerned must understand the "why" of the changes. The idea of "magical thinking" as it relates to technology, as raised by Petar Jandrić and Larry Cuban (2017) was very powerful for me. Cuban defines magical thinking as: "...a belief in scientifically unproven causal relationships between human actions and events" (p. 4). In relation to technology and schools, it is the idea that if we provide technology, it will automatically improve education. I believe that the use of technology and Universal Design for Learning together can work to counteract this problem. In order to effectively use technology to support UDL, you must consider what you are learning and why you are learning it. You must then intentionally choose the appropriate technology to support various learning needs in the classroom. Teachers must mindfully and intentionally deploy the technology to support their students.
For me, technology and supporting students have always been intertwined. At the same time that I began teaching, and looking for ways to incorporate technology into my daily practice, I also began to plan and consider how best to support all of the learners in my classroom. My readings and learnings throughout this course have only strengthened my belief that these two ideas belong together. The considered and intentional use of technology to support student learning benefits all learners, and allows teachers to move from a reactive approach to a proactive one. The use of Universal Design and Technology together can help to shift attitudes, particularly in the field of Special Education. Much of the thinking in Special Education is about how to accommodate a student in the setting they are in. But what if we changed the setting, or the methods of instruction and assessment, so that we had already considered most or all of the barriers a student might face? If we built in options for viewing as well as reading, speech-to-text and text-to-speech, and alternative forms of expression, we would have far fewer needs to respond to after the fact, because they would already be supported.
Through my work in this course, and the other courses in my M.Ed. program, particularly those focusing on Educational Leadership, I have developed a deeper understanding of the need for and necessity of thoughtful and considered implementation of new initiatives in education. This is relevant in all areas of education, but the area that is most relevant to my inquiry is the implementation of changes in pedagogy and technology. We must carefully consider how and why we are implementing change. We must include stakeholders in the decision-making, as teacher buy-in will not occur in a top-down model. Everyone concerned must understand the "why" of the changes. The idea of "magical thinking" as it relates to technology, as raised by Petar Jandrić and Larry Cuban (2017) was very powerful for me. Cuban defines magical thinking as: "...a belief in scientifically unproven causal relationships between human actions and events" (p. 4). In relation to technology and schools, it is the idea that if we provide technology, it will automatically improve education. I believe that the use of technology and Universal Design for Learning together can work to counteract this problem. In order to effectively use technology to support UDL, you must consider what you are learning and why you are learning it. You must then intentionally choose the appropriate technology to support various learning needs in the classroom. Teachers must mindfully and intentionally deploy the technology to support their students.
For me, technology and supporting students have always been intertwined. At the same time that I began teaching, and looking for ways to incorporate technology into my daily practice, I also began to plan and consider how best to support all of the learners in my classroom. My readings and learnings throughout this course have only strengthened my belief that these two ideas belong together. The considered and intentional use of technology to support student learning benefits all learners, and allows teachers to move from a reactive approach to a proactive one. The use of Universal Design and Technology together can help to shift attitudes, particularly in the field of Special Education. Much of the thinking in Special Education is about how to accommodate a student in the setting they are in. But what if we changed the setting, or the methods of instruction and assessment, so that we had already considered most or all of the barriers a student might face? If we built in options for viewing as well as reading, speech-to-text and text-to-speech, and alternative forms of expression, we would have far fewer needs to respond to after the fact, because they would already be supported.
Implications for 21st Century Teaching & Learning
- The purposeful use of technology is a key element of 21st Century teaching and learning. The use of technology with Universal Design is an example of using technology as an effective tool to support learning.
- The use of technology and UDL supports all students as active participants in inquiry and project-based learning. By providing the appropriate supports and options from the start, teachers can include all students in the rich and meaningful activities of the class.
- As we are thinking about UDL and technology and how it can support all learners, this fits well with the six threads of Inclusive Design and thinking about how we can design instruction, engage parents, families, Elders and communities, establish environment as the third teacher, build staff leadership and capacity, analyze data and respond to student voice to create truly inclusive school environments.
Questions for further consideration
What are the small steps we can take now to begin these large-scale changes?
How might we provide effective job-embedded learning on Universal Design for Learning and Technology? What is the most effective way to make an impact and provide meaningful learning for teachers?
What are some ways we can do a better job of including students in their own education - including special education discussions and decision-making (including the use of technology)?
What are the small steps we can take now to begin these large-scale changes?
How might we provide effective job-embedded learning on Universal Design for Learning and Technology? What is the most effective way to make an impact and provide meaningful learning for teachers?
What are some ways we can do a better job of including students in their own education - including special education discussions and decision-making (including the use of technology)?
