This is the concept of implementing flexible learning that accommodates a wide range of learning styles by providing diverse and accessible options for students across different spectrums
It has 3 main principles:
- Engagement – How students interact with information
- Representation – Ways of how the information is presented
- Action and Expression – How students show what they’ve learnt
Application of UDL in online and in-person classrooms
Please visit these links for more information on how UDL can be applied both in digital classrooms and physical classrooms.
Accessibility in online learning:
- Allow for extra time to complete tasks for some students when needed
- Allow students to manipulate captions/visuals when possible
- Synchronous sign language with videos
- Allow students to manipulate start/stop/slow down of videos
(Apply Guidelines for Accessible Online Learning Materials, n.d.)
Equitable access to digital resources
According to Vasquez (2023), there is a digital divide in education. There are some strategies to help minimize this:
- Learning institutions should aim to have reliable internet and devices available
- Introduce digital literacy into the curriculum. This way, students will be able to independently take advantage of the online resources
- Engaging communities to have access to reliable online resources whether in libraries or community centers
Having access to asynchronous learning has helped me a lot! I prefer learning at my own pace without being confined to a traditional classroom. It also allows me to choose the best times to complete my tasks.
Ethical Challenges of EdTech
Regan and Jesse (2018) have raised concerns over the ethical challenges of EdTech:
- Removal of anonymity: Big data can store enough information about an individual like: political beliefs; psychological problems; sex behavior or attitudes; anti-social or demeaning behavior; and religious beliefs
- Tracking trends: The data collected can track what an individual does online. With this, they are able to market certain products to an individual or groups of people
- Discrimination: The information collected can cause segregation and bias among different races. This can then develop unequal assessments among students
Ways teachers can protect students from this
(Teachers’ Essential Guide to Teaching With Technology | Common Sense Education, 2024) has listed ways to limit the exposure:
- Create a list of approved apps you are okay with the students using. If an educator is interested in using a new app, they should ask for investigation first from the appropriate technical team
- Ensure the internet has a filter in place that blocks certain websites from collecting students’ information
- Teachers should also get familiar with FIPPA, and how it limits harmful data exposure
This video proposes the way in which EdTech can be harmful to students’ data
Digital Interactions: Cons
- People can spread false information regarding certain topics. Falsified information can be especially harmful when it comes to sensitive topics
- Online bullying has also limited the “safe-space” when one may be want to share information
Before sharing information, I will ensure that I fact-check it to minimize the spread of false information. I will also make sure to address or update any misinformation if possible. It is important to me that people feel comfortable reaching out if they have concerns about something I have said or shared online. This will allow me to make the necessary adjustments and ensure it does not happen again.
Applying UDL and Accessibility Principles:
I once took a course that involved understanding different types of vegetation. To supplement this, we had a field trip that allowed us to climb Mt. Doug. While this was helpful for visual learners, it may not have been ideal for students who were unable to climb or walk. To accommodate them, a video of the hike would have been a great addition to the course
References
Apply guidelines for accessible online learning materials. (n.d.). https://teachingkb.mcgill.ca/tlk/apply-guidelines-for-accessible-online-learning-ma
Regan, P. M., & Jesse, J. (2018). Ethical challenges of edtech, big data and personalized learning: twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167–179. https://doi.org/10.1007/s10676-018-9492-2
Teachers’ Essential Guide to Teaching with Technology | Common Sense Education. (2024, August 11). Common Sense Education. https://www.commonsense.org/education/articles/teachers-essential-guide-to-teaching-with-technology
Vasquez, L. (2023, November 14). Navigating the digital divide: Ensuring equitable access to technology in education. https://www.linkedin.com/pulse/navigating-digital-divide-ensuring-equitable-access-vasquez-m-ed-up05e#:~:text=By%20committing%20to%20the%20expansion%20of%20digital,a%20future%20where%20every%20student%20is%20empowered