The UDL Classroom

Universal Design for Learning is a global educational practice which is now being followed by educators and institutions alike. The actual policies for the implementation of UDL were developed by CAST (Center for Applied Special Technology) that essentially empowers the learner to create their own pathway within a curriculum. This theory has been recognized by the Higher Education Opportunity Act (HEOA).  There are several challenges that stand as an obstruction to the effective implementation of UDL theory and practice.

Many educators have a misconception that UDL is all about using technology in imparting education. UDL is not a technology dependent educational instruction method, but the imparting of education in compliance with UDL theory can be accentuated with the use of technology. The technologies used do not replace traditional teacher instruction, but make it easier for students to develop their own learning pathway to comprehend new concepts and curriculum.  Technology can act as an adaptive tool that can enhance UDL principles. CAST offers an extensive number of videos and training material that is available on their web site.

UDL application should access the whole curriculum which includes the goals of education, the method of delivery, assessment and the specific materials used. Proper implementation of the UDL policy requires a system that oversees all of these aspects. Digital technologies are not the key to the implementation of UDL, but several technological aspects like alternative keyboards, text-to-speech readers, and screen enlargers etc. work to make learning easier for students. CAST has developed a well explained system which guides educators to implement UDL without the help of any technical product.

The current monolithic, one size fits all, structure of public education can make implementation of UDL practices challenging. Finding the necessary funds for the awareness and distribution of technical material for UDL has also been recognized as a challenge. There are organizations and even funds available from government and non-profit organization which will help to meet the goal of distributing UDL principles nationwide.

Tablet Screen Size:  How to choose

    In the last few years the tablet PC market went from virtually nothing to one of the most popular types of devices sold today.  These compact computers are perfect for people to do their everyday computing from reading to playing games and even learning on.  The new Kindle Fire from Amazon was expected by many to be a game changing advancement in this market because of its low price and impressive specs but many people have found that the 7’’ screen of the Kindle fire might be just to small for the classroom.
    The tablet computer has become a popular new item in many different classrooms because they are so easy to carry around and can still display full websites without any trouble.  When the screen is compressed down to the 7 inch size, however, usability can start to get tricky.  Most people are used to using the condensed ‘mobile versions’ of sites on their phones but had higher expectations on their tablet device. 
    There are options available to make the kindle default to mobile versions of websites, that is not the solution many people were hoping for.  Full desktop versions of websites often have far more features and content which is important for proper use of the internet.  Since the majority of people want to have a tablet PC in addition to a phone, they don’t want to have to deal with mobile versions of sites which they could do on their phone already.
    While the Kindle e-reader has done much to revolutionize how people read books, the same can not be said of the Kindle Fire tablet.  Many customers purchasing this device would like to be able to use it as an aid to furthering their education without having to carry around a laptop to every class.  Unfortunately with the small screen size it is impossible to type efficiently or use it to browse educational websites effectively. 
    While the difference in the 7 inch screen of the kindle and the 10 inch screen of many other tablets may seem relatively small, it actually makes a huge impact.  Between trying to accurately use the touch screen to navigate through a cramped website and trying to fit fingers on the screen for typing, this smaller screen is thought by many to be just too small.  Having the extra three inches is enough to make everything just that much easier to use.
    When choosing which tablet to purchase for educational uses it is wise to take each size for a test and see what feels the best.  Use each tablet for everything from typing to browsing the internet, and of course, playing games, and see if the size of the screen is sufficient with a 7 inch model.  Many will find that once they give the different sized tablets a try, the 10 inch options are much more user friendly and easier to use.

Learning Styles: Myths & Fallacies

Learning styles consist of a preferred mode of learning that is believed to be best suited to the individual.   Some mobile developers are designing apps to cash in on the learning styles theory.  Educators also often believe that adjusting to learning styles makes it easier for the learner to gain information. The definition of learning styles has been constantly changing, ever since it was popularized, and has been under the spotlight for over 50 years. The most commonly known basic concept of the learning styles is connected with the bodily senses (visual, auditory or kinesthetic); through which one acquires the understanding of one’s surrounding. There is yet to be a tactile (sense of touch) or an olfactory (sense of smell) learner. There are doubts to the validity of this theory, as there is yet to be credible scientific evidence that supports it.

It is true that each learner is different and that these differences affect their performances in the classroom. People vary in their capacity to learn different areas of their content. Retention of content may be due to certain factors such as genetics, experiences and upbringing.  Often linked with ability, students differ in their interests.  If a student has fascination in music, he would have more enthusiasm to learn to play the piano compared to when studying mathematics, for example.  Saying that learning styles do not exist does not mean that all learners are the same, instead we acknowledge and put forward the logical factors such as interests, knowledge and ability that combine to make the individual learner different from one another and consequently associated with the affects of their learning.

Learning styles, according to the advocates are not “better” or “faster” but purely “styles”. Under controlled conditions, a test was conducted to research evidence to these tendencies. There is no difference in result as to which learning style is chosen. Learning is the same whether students learn in the preferred learning style or not.  The only exception to this is kinesthetic learning.  For example, it is more appropriate to teach football in the form of practice sessions in the fields rather than learning it in the classroom, even though you claim that you learn better through visual or auditory means and not kinesthetic.

The bottom line is there is not enough verification to support that adapting curriculum to learning styles alone will make a significant difference.  School districts should be take a second look at software and apps that claim to adapt to student learning styles.  Some students may prefer to learn in certain ways they feel they are able to succeed in, but there is no scientific proof that by following such learning style, there will be better results. Finding the most proper way to present information will depend on the students who are learning, their interest and the content of the subject.

Who should decide what students learn?

Who should determine what students learn in the classroom?  With so much focus recently on advancements in educational technology and alternative learning environments, little attention has been paid to determining what students should actually learn.  As recently as this past week, the focus of the education world did an about face and some attention was paid to that very basic, but extremely important question.

The issue began last week when Governor Niki Haley provided her support for a bill in the South Carolina legislature that aims to block the use of the Common Core Standards for students in the state she leads.  According to the letter sent by Governor Haley to the South Carolina legislature, she believes that local government should retain as much control as possible, which includes determining the educational objectives of the students in her state.

For Haley, this raises three major issues.  First, South Carolina has already joined 45 states across the US in adopting the Common Core Standards.  Second, educators in the state of South Carolina are largely in favor of the Common Core.  Third, many parents and legislators disagree with this move by the governor.

So perhaps an even bigger question, than the one proposed at the beginning of this article, is how will all of this play out?  If the state of South Carolina ultimately decides to reverse course and reject the Common Core Standards, is it possible that other states might follow suit?  If so, how many..... and what might the ramifications be for new educational technologies that are geared toward tying the Common Core Standards into the learning experience?  More importantly, what effects might this ultimately have on our students?

K-12 Education Technology Trends to Look Out For in 2012

K-12 Education Technology Trends to Look Out For in 2012

January 10, 2012

THE Journal

D. A. Barber

Education technology experts forecast an increased emphasis on individualism in education technology software and programs. New software for digital textbooks will tailor resources for each individual student’s learning process. The majority of students in the classroom have access to hand held technology and experts see a push to develop applications to use these devices as learning tools in the classroom and at home. The increase in personalized learning environments for students creates a new role for the students as a collaborator in the creation of curriculum rather than just the learner.

An article posted in THE Journal quotes Karen Cator, the United States Department of Education’s director of technology, “There are a few trends worth watching this next year. I would say the expansion of mobile devices is one, expansion of ever improving digital content is another, and the expansion of social networking for learning is another.”

An increase in handheld devices within the classroom can open doors to new learning opportunities, but can also create a variety of new distractions for students. Check out the rest of D.A. Barber’s article in THE Journal about educational trends in 2012 to read more and let us know if you think that as technology continues to advance in the classroom, can it create more distractions from learning?

http://thejournal.com/articles/2012/01/10/5-k-12-ed-tech-for-2012.aspx