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 continuously available rather than “scaffolds” that are meant to be fazed out. UDL’s focus on “multiple means of engagement, action, and expression aligns with a multiliteracies perspective” that is designed to highlight student strengths and to broaden the definition of literacy (Vasinda & Pilgrim, 2022, p. 49).
I would like to integrate a UDL design option for perception (1.2 and 2.2) into my lesson plan by making explicit the acceptable use of text-to-speech technologies for reading the article (CAST, 2024). This is a simple but powerful adaptation to make to the lesson, especially because the goal is to identify a percentage and how it is used, not a literacy goal associated with the reading. Additionally, I can incorporate an expression design option (5.3) by providing graduated support via a template that students can choose to use as they complete their visual representation (CAST, 2024). A template can help break the multi-step assignment into smaller, more manageable chunks while providing a structure that will support learners who might be overwhelmed by the task.
Part 3
The National Educational Technology Plan [NETP] notes that technology should be used as a foundational UDL strategy (Office of Educational Technology [OET], 2024, p. 15). A teacher might easily be tempted to use skill and drill digital technologies like IXL to meet a content standard like “OAS 7.A.2.2 Solve multi-step problems with proportional relationships.” This is passive media consumption, which NETP defines as a contributor to the digital use divide. Instead, they encourage active use, where students “discover, analyze, and apply learning” (OET, 2024, p. 15). Using readily available tools such as text-to-speech and google slides aligns with the NETP’s goals of equipping learners for experiences they will have well beyond the classroom (Vasinda & Pilgrim, 2022). Designers who are guided by the goal of UDL, learner agency, will recognize the value of incorporating technology that provides students with rich learning experiences with multiple entry points and pathways for demonstrating knowledge. Effective technology use can reduce barriers to address diverse student needs (OET, 2024).
References
CAST (2024). Universal Design for Learning Guidelines version 3.0. Retrieved from
https://udlguidelines.cast.org
Office of Educational Technology, U.S. Department of Education. (2024). A call to action for closing the digital access, design, and use divides: 2024 National Educational Technology Plan. U.S. Department of Education. https://tech.ed.gov/netp/
Vasinda, S., & Pilgrim, J. (2023). Technology supports in the UDL framework: Removable scaffolds or permanent new literacies? Reading Research Quarterly, 58(1), 44–58. https://doi.org/10.1002/rrq.484
I enjoyed reading your post. I agree that labeling digital tools as temporary “scaffolds” minimizes their role in how people actually read, write, and communicate in the real world. The shift toward viewing these tools as permanent literacy supports aligns well with UDL’s emphasis on broadening what counts as literacy and ensuring ongoing access for all learners. This perspective also helps validate the ways students already use technology and encourages us to design instruction that reflects authentic, modern communication practices.
ReplyDeleteRobin, I appreciated your astute mention of the role that passive "skill and drill" technology use can play in further contributing to the digital use divide. I wholeheartedly agreed that favored reliance on this type of technology integration devalues the learning experience and product of that experience, as well the capacity for enriched engagement and resulting conceptual understanding that can be achieved through purposeful student-centered technology use aligned to both content standards and ISTE standards. Moreover, limiting learning technology integration to this alone does not serve the purpose of UDL, which is to provide equal opportunities for all learners to achieve a meaningful, equitable education by embracing the concept of diversity, both within groups of different learners and within each individual learner in different contexts. The ultimate goal of Universal Design for Learning is to set each learner up for success by anticipating any and all potential barriers to achieving learning goals and preemptively developing a plan that will prepare for and accommodate their distinct needs. When realized, this design creates a learning environment that tailors learning goals and the pathways to reach those goals to each student. Universal Design for Learning recognizes that each learner brings a unique set of interests, life experiences, background knowledge, motivations, and potential obstacles to learning to the table. It is important then, that there are a variety of learning pathways and opportunities to compliment the individuality of learners. Not only does "skill and drill" technology fail to accommodate the needs of learners who require additional supports to be successful, it likewise fails to account for students who without additional challenge are not being given the opportunity to maintain engagement and maximize their potential.
ReplyDeleteTo ensure that all learners are appropriately challenged and motivated, this approach first and foremost demands flexibility and open-mindedness when developing curriculum, instructional strategies, and lesson plans and when selecting educational materials. Careful consideration must be given to elements of what is being presented, why it is important, and how this learning will best be accomplished with relevance to each learner. The “what” component of learning includes presentation of information and ideas in various formats and modalities, so no learner is excluded from having equal access because of a visual, auditory, language, or other barrier. The “why” component of learning helps to get learners invested by creating interest; as learners find personal significance, they become more motivated and engaged, shifting from observers to active participants in their learning. The “how” component of learning allows learners to break free from being boxed in by the traditional teaching and subsequent formal assessment approach to ensure that quality assessment results eliminate bias and accurately reflect both progress and mastery of learning objectives. This also creates opportunities for students to be involved in making choices according to their individual strengths and weaknesses when determining which learning pathway(s) to take. Furthermore, the “how” encourages learners to take part in both goal setting and progress monitoring along the way. Not only do these key components of learning vary from one learner to another, they may also vary for one learner from one context to another.