“Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning.“
- A number of my colleagues from various areas on campus (central IT, educational technology, library, center for learning, education faculty, and more) recently launched a universal design for learning committee.
- The committee launched a website and created a flip book to support SPU staff and faculty in creating accessible content and develop a framework to support all students.
- I helped provided feedback on their content and exercises they used in a faculty workshop.
- I appreciated the wealth of resources they provide online and the variety of perspectives.
- For example, one professor (who was a member of a community of practice on untethered teaching I co-led in 2014-2015) writes about universal design and technology. Specifically he notes the importance to move beyond thinking about the incorporation of using an iPad as more than a tool for representation as presentation, but a tool in which provides new opportunities for students to engage.
“Using an iPad in a connected classroom, where students are encouraged to bring and use various electronic devices, can assist in establishing the key practices of UDL. The iPad facilitates quick shifts between different representations, from presentations to videos, whiteboards, or internet searches, using apps like HaikuDeck, Doceri, Vimeo, and Google, among many others. And unlike a fixed desktop computer station, the iPad, with Apple TV or other technologies such as Splashtop, allows the instructor to be anywhere in the room. But representation is about more than presentation tools. Multiplicity in this category also includes the ability for students to select the channel which works best for them, and provides alternative information for both visual and auditory materials. The iPad, particularly in a classroom where presentation and practice materials are distributed electronically, and where students have access to their own devices, facilitates this kind of flexibility, while also offering the opportunity for students to link to vocabulary, examples, and other relevant context.”