The Recognition Network explains learning in regards to what we see and hear. The Strategic Network explains how we learn in regards to organizing and expressing ideas and thoughts in writing and/or math. The Affective Network explains why we are interested in learning.Graphic taken from Google Images
These two videos provide more clarity about the role of technology in regards to the Universal Design of Learning.
UNIVERSAL DESIGN FOR LEARNING Cora Blades EDUC 7109 Walden University January 13, 2013
INSPIRATION• The Universal Design Theory generated from an architectural view.• The architectural designers believed their was a need to build structures that would meet the needs of all people. As a result, this is where the idea for the UDL was generated.
APPLYING THE PRINCIPLES OF THEUNIVERSAL DESIGN TO LEARNING
EXAMPLES OF THE UD AND LEARNING Examples of the Universal Design in the physical environment clearly states that learning does not come in one size fits all package. With this in mind the UD makes accommodations for students with physical and/or learning disabilities. Some resources that teachers can use with their struggling students are: Digital Storytelling Mimio Boards Close Caption Students Response Systems
ROLE OF TECHNOLOGY IN UDL The primary role of technology in the Universal Design of Learning is to assist students who have disabilities with being successful in the classroom. Three examples of technology are: - Multimedia Text appeals to the visual and auditory learners through the use of nonfiction e-books. Comprehension and vocabulary are enhanced by listening to narrated text. - My StudyBar provides study support for all learners. Learners navigate from the toolbar tools that assist with reading and writing. - KEYTEC provides touchscreen interactive support for students with disabilities.
Implementing the UDL yields a positive impact for all learners. Instruction is differentiated so that all learners are academically successful. The appropriate accommodations are made to meet the divers learning styles and needs no matter what the student’s disability may be.
According to Hardiman if teachers knew“how the brain works, and how it canadapt, they will begin to look differently attheir students. Whether they’re olderkids, lower-income kids, et cetera, theteachers will know that they don’t have totreat these kids differently. [The students]can adapt and learn just like everyone else”p. 7 (The Science of Learning).
When teachers implement the UDL into their current teaching curriculum they “Address learner diversity at the point of curriculum design—including curricular goals, methods, materials, and assessments—to anticipate the great variety of learner needs, preferences, and styles found in today’s classrooms; Builds the tools and methods of differentiation right into the curriculum, giving teachers “on demand” access to such resources and options rather than requiring their development during instruction; Provides learners with the tools to become more self-aware and in charge of their learning rather than having to rely exclusively on teachers to make modifications” (Johnson, 2013).
REFERENCESCAST http://www.cast.orgeSchool Media, Inc. (2011). The science of learning: how current brainresearch can improve education. Retrieved fromhttp://gsehd.gwu.edu/documents/gsehd/resources/gwuohs-onlineresources/research/eschoolmedia_star_brainresearchimproveeducation.pdfJohnson, D. (2013). Universal design for learning and differentiatedinstruction: compatible approach. Retrieved fromhttp://www.donjohnston.com/research/articles/udl_diff_inst_cast.htmlKEYTEC, INC http://www.magictouch.com/assistivetech.htmlMyStudyBar http://eduapps.org/?page_id=7#What+is+MyStudyBar%3FTrueFlixhttp://teacher.scholastic.com/products/trueflix_freetrial/index.htm