Matching Technology Tools with Principles of Universal Design for Learning Cheryl A. Wissick (University of South Carolina) • • • • • J. Emmett Gardner (University of Oklahoma) ATIA , January 2008 Poster Presentation

Abstract: How can teachers effectively and efficiently integrate technology-based learning activities into the curriculum? Applying principles of universal design for learning (UDL) teachers can develop curriculum and lessons that meet the needs of diverse learners. This poster will address the challenges of general and special educators to integrate and match technology tools to the curriculum. We will provide information on Web resources, commonly used technologies, and activities that match principles of UDL. Matching specific technology tools can provide students with the multiple means of engagement, presentation, and expression they need to be successful.

How can teachers effectively and efficiently integrate technology-based learning activities into the curriculum? Applying principles of universal design for learning (UDL) teachers can develop curriculum and lessons that meet the needs of diverse learners. This poster will address the challenges of general and special educators to integrate and match technology tools to the curriculum. We will provide information on Web resources, commonly used technologies, and activities that match principles of UDL. Matching specific technology tools can provide students with the multiple means of engagement, presentation, and expression they need to be successful.

Universal Design for Learning: Universal Design for Learning (UDL) provides students access to educational standards and materials by providing multiple access points (e.g., presentation, expression, and engagement) to activities. It also begins when you design instruction not as an accommodation to a fixed activity (or course curriculum); but where you design the activity with considerations for diverse learners built in from the beginning!

Universal Design for Learning (UDL) provides students access to educational standards and materials by providing multiple access points (e.g., presentation, expression, and engagement) to activities. It also begins when you design instruction not as an accommodation to a fixed activity (or course curriculum); but where you design the activity with considerations for diverse learners built in from the beginning!

Multiple Means of Presentation Provide Multiple Examples Highlight Critical Features Provide Multiple Media & Formats Support Background Knowledge Recognition networks: Content is the focus

Provide Multiple Examples

Highlight Critical Features

Provide Multiple Media & Formats

Support Background Knowledge

Recognition networks: Content is the focus

Support via Recognition Networks Variety of web sites to demonstrate, links to support information • Pictures from CD-Roms & Web • Word processors to highlight critical words • Presentation tools to animate concepts • Books on tape; Digital text • Charts, graphs, images to support text

Variety of web sites to demonstrate, links to support information

• Pictures from CD-Roms & Web

• Word processors to highlight critical words

• Presentation tools to animate concepts

• Books on tape; Digital text

• Charts, graphs, images to support text

Multiple Means of Expression Provide Flexible Models of skilled performance Provide opportunities to practice with supports Provide ongoing, relevant feedback Offer flexible opportunities of demonstrating a skill Strategic Networks: Process or medium is the focus

Provide Flexible Models of skilled performance

Provide opportunities to practice with supports

Provide ongoing, relevant feedback

Offer flexible opportunities of demonstrating a skill

Strategic Networks: Process or medium is the focus

Support via Strategic Networks Examples and not-examples with images, video, live or taped demonstrations • Scaffold learning with text-to-speech, word prediction, layered Web sites • Text-to-speech to listen to one’s own writing • Videotape of skill performance • Online feedback from peers or mentors • Creating web pages, posters, presentations

Examples and not-examples with images, video, live or taped demonstrations

• Scaffold learning with text-to-speech, word prediction, layered Web sites

• Text-to-speech to listen to one’s own writing

• Videotape of skill performance

• Online feedback from peers or mentors

• Creating web pages, posters, presentations

Multiple Means of Engagement Offer choices of content, tools and engagement Provide adjustable levels of challenge Offer a choice of rewards Offer a choice of learning context Affective networks: Value or emotional outcome is the focus

Offer choices of content, tools and engagement

Provide adjustable levels of challenge

Offer a choice of rewards

Offer a choice of learning context

Affective networks: Value or emotional outcome is the focus

Support via Affective Networks Choose realistic topics of interest to embed the learning material • Allow student to choose tools or technology to explore topic- software, web, video • Select Software or Web sites that offer same content at different levels of challenge • Build awareness of accomplishment and progress within technology programs

Choose realistic topics of interest to embed the learning material

• Allow student to choose tools or technology to explore topic- software, web, video

• Select Software or Web sites that offer same content at different levels of challenge

• Build awareness of accomplishment and progress within technology programs

Examples of Matching Technology Tools with Principles of Universal Design for Learning to Enhance Skills :

Reading • Reading a Web page using eTextReader ( http://www. readingmadeez .com ) or ReadPlease ( http://www. readplease .com ) to adjust page layout and highlight words as they are read. • Using 1-Click ( http://www.answers.com ) or WordWeb ( http: //wordweb .info/free/ ) to look up a definition of a word on a web page. • Using OPAKI ( http://www. interventioncentral . org/htmdocs/tools/okapi/okapi . php ) and BiblioMania ( http://www.bibliomania.com ) create a reading fluency prompt.

• Reading a Web page using eTextReader ( http://www. readingmadeez .com ) or ReadPlease ( http://www. readplease .com ) to adjust page layout and highlight words as they are read.

• Using 1-Click ( http://www.answers.com ) or WordWeb ( http: //wordweb .info/free/ ) to look up a definition of a word on a web page.

• Using OPAKI ( http://www. interventioncentral . org/htmdocs/tools/okapi/okapi . php ) and BiblioMania ( http://www.bibliomania.com ) create a reading fluency prompt.

Reading Creating a “takehome” audio book: Converting text-to-speech (and to an mp3 file) by using Natural Reader ( http://www. naturalreaders .com ). • Use an E-Text version of a book downloaded from Project Gutenberg ( http://www. gutenberg .org/ ). • Developing a UDL book using BookBuilder by CAST ( http: //bookbuilder .cast.org ).

Creating a “takehome” audio book: Converting text-to-speech (and to an mp3 file) by using Natural Reader ( http://www. naturalreaders .com ).

• Use an E-Text version of a book downloaded from Project Gutenberg ( http://www. gutenberg .org/ ).

• Developing a UDL book using BookBuilder by CAST ( http: //bookbuilder .cast.org ).

Writing Creating a book report using a word processor and Click-N-Type ( http: //cnt . lakefolks .org/ ) to provide word prediction and scanning. • Using CMap ( http: //cmap . ihmc .us/ ) to build thoughts/ideas into a complete report. • Writing a class book using a PBwiki ( http://www. pbwiki .com ). • Following a trail of web sites that have been selected as research or writing prompts with Trailfire ( http://www. trailfire .com ).

Creating a book report using a word processor and Click-N-Type ( http: //cnt . lakefolks .org/ ) to provide word prediction and scanning.

• Using CMap ( http: //cmap . ihmc .us/ ) to build thoughts/ideas into a complete report.

• Writing a class book using a PBwiki ( http://www. pbwiki .com ).

• Following a trail of web sites that have been selected as research or writing prompts with Trailfire ( http://www. trailfire .com ).

Communicating • Working together to create a collaborative graphic organizer with Mindmeister ( http://www. mindmeister .com ) or a group presentation using Preezo ( http://www. preezo .com ) • Creating a web page with Project Poster ( http://poster.4teachers.org ) to summarize research. • Using a blog to post a question that focuses on higher order thinking skills for students to post comments. • Creating a Jackpot interest survey ( http://www. jimwrightonline . com/php/jackpot/jackpot . php ) for your students to indicate their preference for reinforcers, then use those when a project is completed.

• Working together to create a collaborative graphic organizer with Mindmeister ( http://www. mindmeister .com ) or a group presentation using Preezo ( http://www. preezo .com )

• Creating a web page with Project Poster ( http://poster.4teachers.org ) to summarize research.

• Using a blog to post a question that focuses on higher order thinking skills for students to post comments.

• Creating a Jackpot interest survey ( http://www. jimwrightonline . com/php/jackpot/jackpot . php ) for your students to indicate their preference for reinforcers, then use those when a project is completed.

Mathematics Virtually manipulating algebra tiles at http: //matti . usu . edu/nlvm/nav/vlibrary .html • Learning about money at the Brain Pop web site and turning on the closed captioning ( http://www. brainpopjr . com/math/money/dollarsandcents/zoom . weml ) • Reviewing math skills using Web Math ( http://www. webmath .com ). • Practicing math concepts with interactive activities from Shodor ( http://www. shodor . org/interactivat ) or Illuminations ( http://illuminations. nctm .org/ ). • Using a talking calculator to see and hear numbers & answers ( http://www. readingmadeez . com/TalkingCalculator . php ).

Virtually manipulating algebra tiles at http: //matti . usu . edu/nlvm/nav/vlibrary .html

• Learning about money at the Brain Pop web site and turning on the closed captioning ( http://www. brainpopjr . com/math/money/dollarsandcents/zoom . weml )

• Reviewing math skills using Web Math ( http://www. webmath .com ).

• Practicing math concepts with interactive activities from Shodor ( http://www. shodor . org/interactivat ) or Illuminations ( http://illuminations. nctm .org/ ).

• Using a talking calculator to see and hear numbers & answers ( http://www. readingmadeez . com/TalkingCalculator . php ).