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The SAMR model guides teachers to lead their students to a mastery level, gain confidence and then move to the next level of learning without feeling pressured. ISTE standards when paired with the SAMR model allows for complete understanding and support through the modifications to the products of the standards of the ISTE.

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1. http://udlguidelines.cast.org/engagement/recruiting-interest/choice-autonomy
2. http://udlguidelines.cast.org/representation/language-symbols/illustrate-multimedia
3. http://udlguidelines.cast.org/action-expression/expression-communication/use-multimedia
4. https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration
5. https://www.iste.org/standards/for-educators
6. https://www.iste.org/explore/ISTE-Standards-in-Action/5-steps-to-promote-ownership-of-learning-in-your-UDL-classroom
7. https://www.iste.org/standards/for-students

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Student agency is, in the simplest of terms, students taking ownership and responsibility for their learning. Student agency is fostered and guided by the instructor and fulfilled by the student. Student agency is achieved through setting adventurous goals, initiation of action towards their goals, reflecting and revising, and the internalization of self-efficacy.

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The ISTE Standards for Educators are a guide to helping students become empowered learners. These standards are to guide educators in practice, promote collaboration with peers, challenges educators to rethink traditional approaches and prepare students to drive their own learning. (5) There are 7 educator standards for ISTE: Learner standards, Leader standards, Citizen standards, Collaborator standards, Designer standers, Facilitator standards, and Analyst standards.

The ISTE Standards give educators a starting point for educators who are wanting to empower their students and wanting to change and challenge traditional educational approaches. The standards build on one another and provide stepping stones for educators to work their way from a Learner to an Analyst. As an educator, I would follow the standards at each level that I fit into. When I begin teaching I may need to follow the Learner standards first. My goals could be to explore and apply technologies in the art room and stay current with active participation in global learning networks. Introducing the ISTE standards to my team and asking all of us to explore and keep each other accountable would provide a small, but promising network that could grow into a whole school community. As I improve and reach other standard levels, I can begin to shift focus from myself and to my students. As I reach facilitator level, I can begin to create learning opportunities for my students through the use of technology and begin to get students achieve and take ownership of their own thinking and have a sense of agency.

The ISTE Student standards are designed to prepare a student to thrive in a constantly evolving technological world. The ISTE Standards for Students are designed to empower student voice and ensure that learning is a student-driven process (7). There are 7 ISTE student standards; Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative Communicator, and Global Collaborator. These standards provide educators manageable steps for students to help them move from just a Empowered Learner who just chooses the types of technology they use to represent understanding (2) (like with Representation from UDL) to a Global Collaborator who redefines the information and produces a globally rich learning environment (like with the SAMR model with Redefinition) (4).

UDL and the ISTE standards promote ownership of learning and provide the necessary skills for students to have agency over their learning. Both ask for educators to go past surface level understanding and to foster an environment where students are encouraged to show understanding in every way that makes sense to them. Both promote mastery of an idea and allow students to show mastery by providing multiple means of expression, engagement, and allows for a progression from learner to global collaborator. These methods are focusing on transferring agency of learning from the teacher to the student. The ISTE standards and UDL model are set to allow students the opportunity to set and pursue their own goals that extend beyond a unit and set goals for the entire school year. These goals may be related to personal qualities, specific skills or passions students want to investigate. To provide an opportunity for students to grow using the UDL model and ISTE standards, I plan on actively engaging my students in the planning process of the products of a lesson. Students will be responsible for presenting me with a method that they feel they can show the information best and fully demonstrate mastery of a unit in art. (6)

The ISTE standards for teachers and students support growth for the learners that set them up to be a digitally involved citizen with the ability to contribute to a digital community. The ISTE standards are set into measurable steps that build on each others that support the growth and development of the learners.

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"The SAMR model is a framework created by Dr. Ruben Puentedura that categorizes four different degrees of classroom technology integration. The letters "SAMR" stand for Substitution, Augmentation, Modification, and Redefinition. The SAMR model was created to share a common language across disciplines as teachers strive to help students visualize complex concepts." (4) Substitution and Augmentation are enhancement tools. Modification and Redefinition are Transformation tools. Each technology presented in the UDL section has a place on the SAMR model. For example...

S- Substitution: technology is a direct substitute with no functional change.(4)
An example of Substitution from the UDL examples presented would be from representation. Snapverter replaces the hardcopy of the information being presented and provides a method of representing the material that can accommodate several learning styles at once.

A- Augmentation: technology is a direction substitution with functional improvements. (4)
An example of Augmentation from the UDL examples presented could be achieved through the use of Padlet with some improvements. Students could present information about a topic but with augments to the material by providing video examples, articles, and other links to link out to sources to further understanding.

M- Modification: technology allows for significant task redesign. (4)
An example of Modification from the UDL examples presented would be from engagement. Students would be modifying the topic's outcomes and presented them in a cloud-based workspace like google drive. This allows for feedback from classmates and allows for the technology to modify the presentation of understanding of the unit.

R- Redefinition: technology allows for creation of a new task, previously inconceivable. (4)
An example of Redefinition from the UDL examples presented would be from action and expression. Students would be using Padlet to redefine their understanding of a unit through a media that they best understand and demonstrate total understanding that they previously may not have been able to do. Students are redefining a term that is important for understanding in a method that best speaks to them.

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Universal Design for Learner is composed of three subsections Engagement, Representation, and Action and Expression. These three sections are important for the creation of a fair and inclusive environment that provides all diverse learners a chance to thrive in the classroom. Each subsection of the UDL model can be supported by different technologies that can be incorporated into the classroom. For example...

For engagement, Teachers could present students with a big idea and allow students to investigate the idea through a source that interests them. Using simple technology like google drive or have students create a weebly, would allow for students to post their products that focus around the big idea of the lecture. In the art room, students may be given the big idea topic of Fauvism. Students would be tasked with showing the ideals of Fauvism with any items or things that interest them through a particular media (like acrylic paint). After completing their works centering on Fauvism, students could post to the class folder on google drive or make. blog post on weebly, to share their thoughts and ideas on Fauvism and their process. (1)

For representation, Teachers could use a tool like Snapverter to convert hardcopy texts and papers into digital files. With the newly converted digital content, students can increase font size, look up definitions, use text-to-speech to have text read aloud, and link out to more detailed information on the topic being studied. In the art room, a students may be given notes for a drawing unit through Snapverter and allowed to (after the main lecture) explore the content and either re-read the content, re-listen to the content, or explore the content with external exploration. (2)

For action and expression, Teachers could allow students to use Padlet to post their understandings of a unit of study in their own way. Padlet allows for the user to post pictures, videos, posts, and attach files. Students could be given the chance to show their understanding in the most appropriate form for them. Posting to one forum page would allow for students to see how others interacted with the material and could interact and learn from one another. In the art room, students could be given a research topic of rendering and be told to show understanding in their preferred method. That could mean students write a summary, provide a drawn example, or create an informational video/powerpoint on the topic. (3)

UDL's main purpose is to remove the barriers that diverse learners will face and incorporate a range of options for students to give every student a chance to thrive in the classroom. The integration of UDL does not have to be in large chunks, small changes amount to change over time. In the art room, personally, I would use technology to represent the information being presented in several ways to accommodate my visual, auditory, and kinesthetic learners. Notes for a unit of study may be presented through Snapverter for students who need to see the notes/examples, hear the notes being read to the by using the read aloud feature post lecture, and allow for students to add their own notes to the documents for those who learn by doing and adding their own information.