Stephanie Gildenmeister
Group 2: Technology for Diverse Learners
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
The authors discuss creating learning environments that are accessible to all learners.
Universal design of learning (UDL) uses evidence based strategies and technology to
meet this goal. Specifically, students with disabilities who used either an audio textbook
or an audio textbook with a teaching strategy demonstrated greater content acquisition
that students who used a regular textbook. The authors also discuss the use of Response
to Intervention (RtI) in combination with UDL to create a tiered framework that works to
prevent problems with students’ learning. Technology, such as computer programs, can
be used to evaluate students and the success of the response to intervention tiers.
Colburn, A. (2010). Universal design. Science Teacher, 77(3), 8.
The author, Alan Colburn, discusses the value of universal design in classroom
curriculum. He also discusses using the concept of universal design in the types of
products used so that they may be used by all without the need for an adapted or
specialized design. Additionally, he states that universal design should benefit all
students, not just the diverse learners who directly benefit from UDL. By presenting
classroom information in a variety of ways, the teacher creates a learning environment
that is accessible for all learners. As teachers work to create a classroom environment
that uses UDL principles they will notice that high-quality instruction will be one of the
many results. Universal design is for the benefit of all students!
Kingsley, K. V. (2007). Empower diverse learners with educational technology and digital
media. Intervention In School & Clinic, 43(1), 52-56.
This author, Karla Kingsley, gave a detailed description of 20 steps that teachers can
follow in order to empower diverse learners with educational technology and digital
media. Kingsley discusses some ways that digital materials can be used to offer diversity
in instruction for students with a variety of ethnicity, linguistic skills, and abilities. There
are suggestions for evaluating the effectiveness of the technology being used by using
Critical Evaluation Information website located at the Discovery School Webpage. This
is a website that will be very useful when integrating technology for diverse learners in
the classroom. By examining materials for accessibility, teachers can use resources that
are universal in design for all students, regardless of skill level or educational
background.
Kurtts, S., Dobbins, N., & Takemae, N. (2012). Using assistive technology to meet diverse
learner needs. Library Media Connection, 30(4), 22-23.
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The authors discuss using new and advanced technology to give diverse learners access
to curriculum. The Individuals with Disabilities in Education Act (IDEA) mandated that schools
provide assistive technology to students with identifies disabilities. IDEA defines an assistive
technology device as “any item, piece of equipment, or product system, whether acquired
commercially off the shelf, modified, or customized that is used to increase, maintain, or
improve functional capabilities of the child with a disability.” The curriculum being used in the
classroom should also consider the specific needs of the children. By using the principles of
Universal Design of Learning, combined with assistive technology teachers can meet the needs
of all of their students. High tech tools are becoming increasingly popular in classrooms.
Technology such as touch screens, portable keyboards, audiobooks, word processing software,
word prediction software, and communication devices.
Meo, G. (2008). Curriculum planning for all Learners: applying universal design for learning
(UDL) to a high school reading comprehension program. Preventing School Failure,
52(2), 21-30.
The author, Grace Meo, describes the development of a flexible curriculum that removes
barriers that hinder students’ learning. This system uses innovative learning technologies
to accommodate learning differences between students. By creating a curriculum that is
flexible, teachers are able to meet the learning needs of all of their students. Instructional
goals, methods, materials, and assessments are designed to remove barriers that students
have while interacting with the curriculum. Three provisions are made when creating this
flexible curriculum: multiple or flexible representation of information and concepts,
multiple or flexible options in expression and performance, and multiple or flexible ways
to engage learners in the curriculum. There are many digital media suggestions stated in
this article that can be used with diverse learners such as digitized text, multimedia
software, video recorders, and the Internet.
Pilgrim, J., Bledsoe, C., & Reily, S. (2012). New Technologies in the Classroom. Delta Kappa
Gamma Bulletin, 78(4), 16-22.
The authors discuss many new technologies that can be used in today’s classrooms.
Digital literacy is a skill that students of upcoming generations will not be able to
function without as adults. By exposing primary and secondary students to technology, it
prepares them to be successful as adults. Laptops, iPads, and iPods can be used as
classroom tools that are mobile and can be accessible to a variety of handicapped
students. The variety of apps for the iPad and iPod that are available for disabled or
diverse students is increasing every day, many of which are free. Teachers can also use
apps on these devices for managing classroom data and anecdotal records.
Skouge, J., Rao, K., & Boisvert, P. (2007). Promoting early literacy for diverse learners using
audio and video technology. Early Childhood Education Journal, 35(1), 5-11.
doi:10.1007/s10643-007-0170-y
The authors of this article discuss the use of audio and video in the classroom for young
learners. The ability to record one’s voice on the computer provides many useful ways
for students to interact with literature. Storybooks can be made available to students and
families on CD’s or podcast for playback over the internet, or MP3s. Diverse learners
and students with special needs could make great gains by being provided with
opportunities to listen to books at home in addition to during the school day. Blind
students can benefit from “descriptive narration” which means that pictures are described
and characters are voiced. Video is another useful tool in the classroom. Free video
editing software has given teachers the ability to create media with digital expression that
can engage all learners. Deaf students can benefit from a “sign along” where a book is
translated into sign language and video recorded for the student to watch.
Sunha, K., & Mido, C. (2010). Computer games for the math achievement of diverse students.
Journal Of Educational Technology & Society, 13(3), 224-232.
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The use of computer games in the classroom to increase achieve of diverse students has
shown positive results when researched for effectiveness. As the number of linguistically
diverse students continues to increase, researchers have explored the use of computers as
a way to improve the performance of these students. Computers can be used to aid
students with limited language skills so that they can participate in class at the same
capacity as their classmates. Computer games are a way for students to engage in math
content in a new way. This research study found that male students especially benefited
from this type of technology use in the classroom. The researchers also discovered that
too much time spent on these types of games actually decreased the effectiveness of the
computer math games. Males who played from once a month to twice a week displayed
a higher level of performance than those who did not play at all.