Week 5 Blog Assignment

        The article I chose to read for this week’s blog post assignment is Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials (Basham, et al., 2016) details the development of an effective method for assessing accessibility in online learning programs. Unfortunately, as it stands, most online learning programs/curriculum are purchased from a developer and just used “as is” which proves to be ineffective unless an instructor takes that content and tailors that content to provide accessible instruction for the needs of all students. Because of this, researchers aimed to create an assessment tool to determine whether or not that online learning program is effective for reaching students with cognitive and otherwise educational needs. The UDL Scan tool uses the Universal Design for Learning (UDL) framework to evaluate how well this product promotes flexible learning experiences. The UDL Scan, consisting of multiple choice and Likert Scale Questions, uses a set of checkpoints addressing the three main principles, nine guidelines, and other various checkpoints to gauge whether these online resources are meeting the standards. In order to test the UDL Scan tool, researchers used it to review over one thousand lessons from six major online and blended learning provider programs. While no analysis tool is perfect and will continue to need to be refined, the UDL Scan tool’s creation reveals a shift in educational theory which is now emphasizing flexibility, adaptability, and inclusivity which will, for sure, lead to an increase in quality instruction. As I have gone along this past week after submitting my lesson plan draft, I have already made some decisions to adjust my planning to allow more flexibility to the prompt and I am definitely looking to see if there are other technology options to allow the assignment to be more inclusive with my 504 students.

        One of the UDL guidelines that I can incorporate into the lesson I have planned is Design Options for Language & Symbols 2.5 which states to illustrate through multiple media. In order to relay information in a way that does not exclude learners with text or language based disabilities or those who speak different languages, it may be effective to present information in multiple formats which may not be text based. Using illustrations, videos, photographs, or animation can help to clarify information for all in an inclusive fashion. Being able to use videos to show examples of blogs/vlogs for adventurers with a similar mindset to the main character of Into the Wild can deliver information to the students as to what makes an interesting blog and what storytelling requirements exist in order to garner interest for the story. Another guideline that would be effective is Design Options for Expression & Communication 5.2 which states to use multiple tools for construction, composition, and creativity. Using mixed media, web applications, and digital tools can provide more options for learning. When students receive choices and variety, learning is more apt to occur. For my narrative style blog post lesson, story webs and concept mapping can be an asset to the student learning. I regularly recommend that students use spell and grammar checkers but I believe allowing the option of speech to text software may allow the students to create a narrative that reads less like an essay and more like discourse amongst friends.

        The 2024 NETP states that the principles of UDL are integral in bridging the Digital Use Divide. The Digital Use Divide indicates the gap in the usage of technology so that all students are given learning opportunities that are interesting, engaging, adaptable, and inclusive all while being supported by technology. Looking at each of the three main principles, we can see how each benefits the goal of bridging the gap. Multiple means of representation allows for digital tools that present accessible content for students that will fit their learning needs. Some examples are present with a lot of the accessibility features my students regularly use such as closed captioning on videos and read/write software. Allowing students to use different tools in order to display their learning in multiple formats such as standard written assignments, audio or video presentations, podcasts, digital drawings, and more address the Multiple means of expression criteria. Lastly understanding that there are more ways to engage a student than just standing in front of a classroom, opens up the option to truly invest in digital tools that promote multiple means of engagement. Looking at these three criteria can easily begin to bridge the Digital Use Divide if the instructor is willing to put forth the effort into researching, discovering, and learning new technology options.

Comments

  1. Emily LynchApril 16, 2025 at 5:50 PM

    "Looking at these three criteria can easily begin to bridge the Digital Use Divide if the instructor is willing to put forth the effort into researching, discovering, and learning new technology options."

    I guess that's the whole thing isn't it? Not all of the digital use divide is about actual physical resources available, but about a teachers willingness to use those resources. If more teachers were willing to put forth the effort the divide would be smaller.

    I read the same article as you and had a lot of the same thoughts. I really enjoy reading your perspective as a secondary teacher. Excellent work!

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  2. Robin TrimApril 18, 2025 at 1:25 PM

    To add to what Emily said about the digital divide, it is more about teacher AND school willingness to use new technologies. I find that most of the schools that I've worked in over the last 20 years want teachers to stick to the script in the teacher's guides, though they constantly preach about teachers needing to address each student's needs (contradicting themselves). Within my classroom, I try to use as many forms of technology as possible because so many programs provide supports that I don't have to create for each student. If more schools would support teachers exploring new technologies with their students instead of "sticking to the script," teachers would be more willing to try different technologies in their classrooms, especially since students are always more engaged when they get to try out a new program.

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