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UDL Presentation: Sharing Ideas and Building Resources Ashley Odom Student ID: A00257081 EDUC 7109-1 Diverse Learners and Technology

Assessment of Technology Proficiencies

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Page 1: Assessment of Technology Proficiencies

UDL Presentation: Sharing Ideas and Building Resources

Ashley Odom Student ID: A00257081EDUC 7109-1Diverse Learners and Technology

Page 2: Assessment of Technology Proficiencies

Aspires to give equal opportunities for all individuals to learn

Creates instructional goals, methods, materials and assessments that can be adjusted to meet the individual needs of learners

UDL at Cast: http://youtu.be/bDvKnY0g6e4

Page 3: Assessment of Technology Proficiencies

Recognition: the “What” of Learning Determines how facts are gathered

and categorizes what what is seen, heard and read

Examples: illustrating through multiple forms of media, clarifying vocabulary and symbols

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Strategic: the “How” of Learning Determines how tasks are planned

and performed

Examples: guiding students with appropriate goal-setting, using multiple tools for composition and construction

Page 5: Assessment of Technology Proficiencies

Affective: the “Why” of Learning Determines how to engage learners

and keep them motivated

Examples: foster collaboration and communication, minimize threats and distractions

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Benefits the learner by creating easier and more effective customization of the curriculum

Examples CAST UDL Book Builder CAST Strategy Tutor use of personal assistive technologies

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More successful differentiated learning throughout the campus

Better meeting of accommodations and modifications for special education students

More “expert learners” which would create higher expectations that are reachable for each students

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Learners should not be categorized in groups such as “disabled” or “bright”

There are no “regular” students

Learners differ across and within the three neural networks

Page 9: Assessment of Technology Proficiencies

Learners learn differently on an individual basis

Strengths and weaknesses make each learner unique

UDL Guideline 2 focuses on providing options for language (linguistic)

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Curriculum Self-Check Helps educators create options within their curriculum

and build flexibility to reach students and keep them engaged

Lesson Builder Shows educators how to customize standards-based

curriculum so they can meet individual learning needs Strategy Tutor

Supports teachers and students doing reading and Internet research

Page 11: Assessment of Technology Proficiencies

ASCD. (2013). What Brain Research Tells Us About Learner Differences. Retrieved on January 12, 2013 from http://www.ascd.org/publications/books/101042/chapters/What-Brain-Research-Tells-Us-About-Learner-Differences.aspx

CAST, Inc. (2012). CAST: Center for Applied Special Technology. Retrieved on January 11, 2013 from http://cast.org/index.html

CAST, Inc. (2012). Home-National Center on Universal Design for Learning. Retrieved on January 11, 2013 from http://www.udlcenter.org

Janowski, Karen. (2013). Free Technology Toolkit for UDL in All Classrooms. Retrieved on January 10, 2013 from http://udltechtoolkit.wikispaces.com