UDL and Web 2.0 tools

An exciting wiki that helps to organize Universal Design for Learning (UDL) tools for teachers is:
http://udltechtoolkit.wikispaces.com/

This site brings together many wonderful resources for teachers of general education students and special education students alike. Most of the links take you to sites that are *FREE* and support learning, including reading, writing, spelling, and math. The wiki is well-designed and easy to access. Many of the sites have activities that are great for use on an interactive white board.

Looking at these links, I am amazed at how Web 2.0 tools are redifining education. Web 2.0 is defined by wikipedia as "the second generation of the World Wide Web, especially the movement away from static webpages to dynamic and shareable content and social networking." Further, twinity.com states that "Web 2.0 does not refer to any specific change in the technology of the Internet, but rather the behavior of how people use the Internet."

Many tools can be used effectively by educators to enhance instruction. Because these tools are web-based, they provide much of the same content support as materials formerly found through applications on CD, but they are easier and cheaper to use. They do not require a technology administrator to install and they can be used quickly in class instruction. Educators can integrate the tools seemlessly into instruction, and only use what they need. They are not paying for extra resources that are not really useful or applicable. Web 2.0 tools provide the flexibility that is an integral part of the principles of UDL.

Metaversum Gmbh. (2010). Glossary: Web 2.0. Retrieved July 19, 2010 from http://www.twinity.com/en/glossary_web20

Wikimedia. (2010). Definition: Web 2.0. Retrieved July 19, 2010 from http://en.wiktionary.org/wiki/Web_2.0

Comments on Universal Design for Learning

Universal Design for Learning (UDL) is a blueprint for creating flexible means of learning to address the needs of diverse learners - flexibility in how instruction is represented, how students express their understanding, and how teachers engage their students (Gray et al., 2010). The principle of UDL allows for equal access for all, though the strategies or the tools do not have to be identical or necessary for everyone. It simply implies that multiple strategies should be applied and used, to the benefit of the greatest amount of learners.

The use of UDL principles promotes the concept that all stuents are capable of learning and deserve a quality education. Technology tools can be offered which improve understanding of presented materials and students' ability to respond. For students with disabilities, these supports are necessary; for other students, they are dynamic tools that are useful and enhance critical thinking skills.

Gray, T., Silver Pacuilla, H., Overton, C., & Brann, A. (2010, January). Unleashing the power of innovation for assistive technology. Washington, DC: American Institutes for Research.

Interactive White Boards with Students with Severe Disabilities

Interactive white boards provide support to students with severe special needs by helping them to bridge the conceptual gap between the concrete and the symbolic. The fact that the items appear in a two-dimensional format on the screen, but can be manipulated helps students to observe and analyze the forms in different ways. After exploration of concrete items in a lesson, students can then see and use symbolic representations of those objects on the white board to complete a task. This can encourage some generalization of skills through the reinforcement and repetition of concepts.

Students with severe special needs can access the white boards in a number of ways. One way is with the traditional pen, though the use of the pen often requires the ability to have a pincer-style grasp and push a button. The wand is often used by students in wheelchairs because it has a larger reach. Teachers often affix the activator button down with tape to leave it always in the "on" mode. Studetns with switch or adapted keyboard access can use the white boards through the main computer - they can do single- or two-switch step-scanning.

The larger white board screen makes it easier for students to attend and participate with class activities in a larger room. Images on the screen are clear and free of the distortions often seen with larger televisions. Though innovation and imagination are necessary for a teacher using the interactive white boards with students with severe disabilities, the boards have advanced learning for these highly impacted children.

Final Thoughts

For my last post on this blog, I would like to reflect on all that I have learned about blogs in the classroom. First and foremost, I am not intimidated by them any more. I would like to incorporate blogging into my classroom, if possible. I do need to take a look at my student population however, since access to technology might be a deciding factor in this project. There is barely enough time in the school day to have all of the students create blog posts, so I would need to make a blogging assignment to be completed at home. If students don't have computers or access to the Internet, I will need to think of some alternatives.

The second thing that I have taken from this experience is the variety of blogs I could incorporate into my classroom. I had previously limited myself to seeing blogs as a way to respond to literature. While that is valid, it is only one option. I look forward to using blogs to showcase student work and allow them to generate higher-level thinking questions for the rest of the class. However I may use blogs, I now know how successful they can be!

When?

When is it appropriate to integrate technology? I believe it is appropriate to integrate technology when it will improve learning outcomes, motivate students, and demonstrate an idea in a way that was previously impossible. I feel it is not appropriate to use technology as a babysitter in a classroom or soley as a reward. This type of technology abuse seems as though we are taking it for granted. Using technology is a priveledge. Students need to learn how computers can help them learn, not just play games, take quizzes or complete drill/practice activities. Technology can suppliment a rigorous cirriculumn and open up new possibilities in education.

Questions about Accessing Technology

Who, What, Where, When, Why, When? These are the questions I ask when thinking about the distribution of technology. It is interesting to walk from school to school within a district and observe the quality and quantity of technology distributed throughout the area. I am amazed at the differences in this distribution. What (perhaps who and how of course) determines this distribution and the lack of equality. Is this a common trend in technology within school districts? I am just curious. As an art teacher, I reluctantly understand (however do not accept) why I am at the bottom of the technology totem pole at the elementary level. But why do classrooms have so few computers? Why are some computers so new and mine so ancient? Why do some schools have digital projectors in all rooms and some schools have 1 per building?
With such differences in access to technology how can students be expected to perform at the same level throughout an area? How can teachers teach at the same level? Technology opens the door to economic controversy sometimes, frustrating teachers, parents, administrators, and students. I know the answers to my questions are gray, but with the potential these technologies offer our students, shouldn’t we all have the same quality and quantity (if not more for special needs) of access?

Pros and Cons of Blogging in the Classroom

To extend what Jeff has already mentioned in his post about the Pros and Cons of blogging, students who have access to a school-based blog are publishing for a real audience. This usually inspires them to try harder and put more effort into their work. Additionally, the technical aspect of blogging caters to the current generation, born into a time of pervasive technology use. In other words, most students should easily adapt to blogging like a fish adapts to water.

On the other hand, it does take some time to start up a classroom blog, as well as maintain it. Ideally, the students become self-sufficient, but that doesn’t mean the teacher can stop checking in on the appropriateness and relevancy of the posts. Also, the teacher has to take into account the access that the students have at home. If they are expected to post something over the weekend, the teacher needs to guarantee that all students have access to a computer for that time. With the economy the way that it is, the teacher should be prepared with some alternatives for those students who can’t afford a computer at home. Regardless, if the technology is there, it couldn’t hurt to try!