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MULTIPLE MEANS OF:
- Engagement
- Representation
- Action & Expression
(UDL Now by Katie Novak, 2016)

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Engagement:

Videos can increase engagement, whether it is students watching them or making them to present content

Allowing students to choose how they learn best and consume content that way (if a student learns best through listening to podcasts, allow them to do so when appropriate)

Fostering collaboration through group projects, using Google Slides/Docs, having students make short films related to content (I have had students rewrite Julius Caesar and film their new endings) or use social media to gain other perspectives (asking Facebook friends for their input on a topic and writing up a conclusion on the findings)

Representation:

Let students consume audiobooks - in the past I personally have used Epic, Bookshare, and Tumblebooks to let students interact with audio books. YouTube can even be used

Crash Course and TedTalk videos can present content as well

Action & Expression:

Let students use online programs such as MindMeister, Padlet, or Google Drawings to create visual timelines

In past classrooms, I have had students create alternate book covers on Microsoft Word, Photoshop, or other online programs to reflect the book's main themes

As a student, I have used iMovie to film a "news segment" recapping the events of the Space Race

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What might UDL look like in the classroom?

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What might UDL look like in the classroom?

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Engagement...

Choice

Make it relevant

Eliminate distractions

Foster collaboration

Let students self-reflect

Representation...

Present information in more than one way (audio, visual, kinesthetic, etc.)

Promote clarity, understanding, and comprehension

Action & Expression...

Multiple ways to communicate info

Let students set goals

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4 Levels (As We May Teach: Educational Technology, From Theory Into Practice; 2009.)

Substitution: Tech substitutes with no functional change (ex. substituting a lecture for a podcast that would generate more interest and engagement among students)

Augmentation: Tech substitutes with a functional improvement (ex. use Google Docs to share a document with students)

Modification: Tech allows significant redesign (ex. use Google Earth in a geography lesson to visualize landforms and other features)

Redefiniton: Tech allows the creation of new tasks (ex. filming a news segment that covers Social Studies content and posting it for other students to watch)

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SAMR "checks" UDL

Substitution

Allows student a different choice without modifying the task, would be appropriate for letting students type up drafts for essays instead of handwriting them

Augmentation

When going into more depth on projects or final presentations; would be appropriate in allowing students to incorporate media (video, audio, etc. )into presentations to make them more engaging

Modification

Can be used to alter assignments or assessments in a new way while still checking for understanding; would be appropriate in letting students writing an essay and then narrating it through a video/audio recording program

Redefinition

Appropriate when looking for more engaging ways that allow for multiple means of expression; example of this would be allowing students to make a short film that answers a set of essential questions/covers topics

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One way that my APUSH teacher used technology to engage and give a different representation of information was using this video to supplement a reading on the War of 1812.

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First, as a teacher, I have to be familiar with both the ISTE standards for students and educator: this way, I know what role(s) I need to play and what opportunities students should have within my classroom.

Learn how to use technology to improve student learning. Example: Being familiar with the hardware and programs of a device and how to best utilize them/introduce to students who will be using them

Design activities to incorporate technology. Example: Letting students create brochures or video presentations in the place of doing a write-up of information learned

Facilitate learning with technology. Example: Having students go on "scavenger hunts" across the Web to obtain information

Inspire students to use technology in a positive way that promotes learning. Example: Model using technology appropriately and have discussions about what inappropriate use of technology might look like.

Collaborate with others. Example: Have students collaborate on a Google Slide or video presentation.

Use data to help drive student learning.

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The ISTE Educator Standards challenge educators to deepen their practice, empower students and rethink traditional approaches to education.

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We, as teachers, should ensure that our usage of technology should make students...

Empowered learners (allowing students choice and improving learner agency)

Digital citizens (teaching students to use technology responsibly)

Knowledge constructors (allowing students to use technology as a new way to express and represent knowledge gained)

Innovative Designers (showing and allowing students to use a variety of technologies [multiple means] to solve problems)

Computational Thinkers (helping students tap into learner agency to develop and implement strategies while learning)

Creative Communicators (showing students how to use technology to express ideas clearly and effectively)

Global Collaborators (allowing students the opportunity to use technology to broaden their perspectives and collaborate with others)

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The ISTE Student Standards guide educators toward student-driven learning practices that prepare students to thrive in an evolving technological landscape.

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This video gives a brief overview of what learner agency is and looks like.

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Agency is the "sun" that shines on UDL, SAMR, and ISTE > without student agency, students are not motivated to participate in lessons that we as teachers plan

Incorporating student agency in the classroom can be...

Allowing students to choose activities, materials, technology, or assignments that let them capitalize on their identified strengths

Creating lessons to build confidence

Letting students work with new technology to help solidify understanding that practice and effort makes one better at skills

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UDL is a framework to shape student learning.
The technology we use can align with the different areas of UDL, and can be rated on the SAMR scale to determine the function.
The ISTE standards help give us guidelines as to how to properly use technology in our classrooms.
Once we have identified how technology will be used in our class and how it will shape learning, we can then use it to guide the development of learner agency within our students towards taking control of their own learning.