Designing for Use of Technology and Innovation
Author: CIDDL Team
Technologies designed based on Universal Design for Learning
The power of technology in improving student learning and engagement is contingent on its effective design and innovative use in various learning environments. The Universal Design for Learning (UDL) framework provides guidance on designing and using technology that is accessible and supportive of personalized learning experiences for all students, especially students with disabilities. Studies showed that technologies designed based on UDL, such as digital literacy readers, science notebook, video games, and podcasts for social studies, effectively improved performance and engagement for students with disabilities. You can check out a selection of empirical studies investigating the effects of UDL on educational outcomes for students with and without disabilities listed below.
Universal Design for Learning in educational policies
Meanwhile, the Every Student Succeeds Act of 2015 stressed the need to support teachers in using technologies consistent with the framework of UDL to improve instruction and personalize learning. In addition, the Higher Education Opportunity Act of 2008 (HEOA) highlighted the importance of incorporating the UDL framework into teacher preparation and training to support inclusive instructional practices.
Use technology, consistent with the principles of Universal Design for Learning, to support the learning needs of all students, including children with disabilities and English learners
20 U.S.C. § 4104[b][3][C][i]
Every Student Succeeds Act
Assist new teachers or school leaders with the effective use and integration of educational technology and the principles of universal design for learning into the classroom or school
Learn more about Universal Design for Learning and CIDDL
The capacity of educators to learn about and begin to master the components of Universal Design is clear and the opportunities are endless. But it starts with a conversation, and starts with preparing our teachers, leaders, intervention specialists, and related service providers. Learn about the UDL framework here and hear more about UDL in teacher education here. Remember that you can always connect with CIDDL and keep in constant touch via our newsletters (sign up here).
Suggested Further Reading:
- Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to RTI: Embedding universal design for learning and technology. Learning Disability Quarterly, 33(4), 243-255.
- Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal Design for Learning: Theory and practice. CAST Professional Publishing.
- Hall, T. E., Cohen, N., Vue, G., & Ganley, P. (2015). Addressing learning disabilities with UDL and technology: Strategic reader. Learning Disability Quarterly, 38(2), 72–83.
- Rappolt-Schlichtmann, G., Daley, S. G., Lim, S., Lapinski, S., Robinson, K. H., & Johnson, M. (2013). Universal Design for Learning and elementary school science: Exploring the efficacy, use, and perceptions of a web-based science notebook. Journal of Educational Psychology, 105(4), 1210–1225.
- Marino, M. T., Israel, M., Beecher, C. C., & Basham, J. D. (2013). Students’ and teachers’ perceptions of using video games to enhance science instruction. Journal of Science Education and Technology, 22, 667-680.
- Kennedy, M. J., Thomas, C. N., Meyer, P., Alves, K. D., & Lloyd, J. W. (2014). Using evidence-based multimedia to improve vocabulary performance of adolescents with LD: A UDL approach. Learning Disability Quarterly, 32(2), 71–86.