Robin Green EDUC 5373

Part 1   “Technology supports in the UDL framework: Removable scaffolds or permanent new literacies?” examines multiliteracies, New Literacy, and Universal Design for Learning as complementary approaches to pedagogy that the authors refer to collectively as Universal Access for Learning (Vasinda & Pilgrim, 2022). In designing learning experiences through a UDL lens, digital tools are often referred to as “scaffolds,” limiting the true power of technology in the classroom. Instead, they encourage a shift in perspective that views digital technologies as “permanent new literacy options” that offer a more equitable form of literacy to all students (Vasinda & Pilgrim, 2022, p. 45). They provide specific examples of ubiquitous technologies such as speech-to-text, spelling and grammar checkers, voice typing, podcast, short form videos and more. Each of these technologies is used by adults in a variety of professions and should, therefore, be recognized as “supports” that are cont...

Part 1 The lesson generated by Magic A.I. is partially aligned to the OAS standard. The lesson discusses ratios and allow students to practice with equivalent ratios, but there is little in the way of solving problems involving ratios. After expanding the prompt to ask for a detailed worksheet for independent practice, the generator provided questions that align to the standard. Overall, the content is not as rigorous as what I would expect for 7th grade students, but the tool does expand on the lesson when prompted with specific queries that drill deeper into what is needed. I was somewhat surprised that there was not a greater focus on mathematical discourse, which could elevate the level of rigor of this lesson. Additionally, I would like to see slightly more complex real-world problems that students solve using proportional reasoning. I don’t know that I would use this generator to create rigorous lesson plans. Instead, I would recommend using this as a solid outline for a lesson t...