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This website provides open educational resources for both students and educators within the classroom and explains how OER's address issues of access within the classroom.

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The How and When of Technology Use

Many emerging technologies are especially helpful in allowing teachers and students to generate, share, and save academic work. Programs such as the Google Suite for Education, Edmodo, and Showbie may have different features, but they offer communication and collaboration affordances that not only support a paperless classroom, but also empower students to be responsible and independent learners. One New Jersey high school teacher explained to me that he asks students to access Showbie and IXL in class so that the assigned sites become integrated into their routine; otherwise, students may view the required sites as supplemental. This highlights the importance of a classroom culture that honors and reinforces student-driven learning, something that is underscored in Mr. Pronovost's classroom when students used specific software to work independently while also meeting face-to-face with the teacher to review core concepts in small groups.

Other programs like Khan Academy that are notorious for their role in teaching students new material (vis-à-vis a flipped learning approach) can be used to support remediation. One New York City high school teacher I spoke with explained that she has used Khan Academy to help reinforce what students have already learned; she noted that students can work at their own pace and revisit the videos at their discretion. When absent students return, she has used Khan Academy videos to help them catch up in class.

Additionally, online sites such as Vocabulary.com provide opportunities to gamify (and modify) traditional vocabulary approaches in and out of school. The site features an adaptive vocabulary game that teachers can integrate into their own classrooms and students can use at home to develop vocabulary skills at their own pace.

With current and emerging technologies, educators need the freedom to select and mix-and-match digital tools to meet student needs and instructional goals. A critical evaluation of a particular device, site, or program will help educators discern how and when to integrate the technology.

Additional Resources for Teachers

Professional organizations, such as the National Council of Teachers of English, the International Literacy Association, the National Council of Teachers of Mathematics, the National Science Teachers Association, and the National Council for the Social Studies, offer a variety of resources to foster the current and future development of educational practice. For instance, the National Council of Teachers of English website includes links to the Read, Write, Think site, which hosts a multitude of lesson plans, online student interactives, and professional development tools. The Literacy in Learning Exchange also provides tools for supporting cross-disciplinary teaching teams.

Similarly, the Literacy Research Association offers links to sites such as the Digital Texts & Tools Online Repository, an open educational resource that is a "living document" featuring lessons, syllabi, tutorials, and blogs for pre-K through university educators. There are cascading opportunities, as many of the embedded links lead to other educators' websites, which, in turn, offer ideas and resources for teaching and learning.

Issues of Access

When we address the use of technologies -- and especially emerging technologies -- there are issues of access that must be acknowledged. These include:

Potentially prohibitive costs

Fast and reliable internet access in and out of school

Availability of compatible devices and platforms

Options for languages other than English

Various opportunities for involving and informing parents

Many teachers sense access discrepancies and are careful about how they incorporate technologies. They thoughtfully consider alternatives, such as:

Scheduling in-class use of technologies

Offering students time in the computer lab or library

Being sensitive about how they approach the bring-your-own-device (BYOD) trend so as not to exclude or embarrass students

Having a contingency plan

The hard reality, at least right now, is that many schools have unreliable hardware and inconsistent internet access. As a result, many teachers need to suddenly change their lessons to include solely non-digital and/or offline activities.

As with many pedagogical challenges, these can be countered with creativity, sensitivity, and resourcefulness. Educators can look to online and offline supports to complement practice and use emerging technologies in meaningful ways.

In the comments below, please share your thoughts and experiences about how you use or plan to use emerging technologies to support your practice.

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Supporting Practice With Emerging Technologies

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Many emerging technologies are especially helpful in allowing teachers and students to generate, share, and save academic work. Programs such as the Google Suite for Education, Edmodo, and Showbie may have different features, but they offer communication and collaboration affordances that not only support a paperless classroom, but also empower students to be responsible and independent learners.

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This website hosts information about Universal Design for Learning and suggests free and low-cost digital tools that facilitate a UDL approach to learning, including tools to support learners with access challenges.

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"Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all." (CAST)

UDL Explained by Chris Bugaj

Digital tools facilitate flexibility, offering multiple ways

Each individual needs to assemble a set of
learning tools to meet his or her unique needs.

"Toolbelt Theory" is based around the idea that as humans we are tool users, and that we choose tools most effectively when that choice begins with the Task at hand, and then considers the Environment in which that task must be performed, the Skill set of the individual (the tool chooser), and the Tools which are available (Thus the acronyn TEST)." --Ira Socol

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"Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all."

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Through this class, I learned about the importance of utilizing both UDL and OER in our classrooms as future educators. I believe that UDL and OER are both necessary within the classroom so that all students have access to education. I found out that I had been using OER throughout my entire life without knowing it. I would love to incorporate them both into my lessons so that my students will be better prepared for the future as technology is incorporated more and more into student learning.

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How can UDL and OER be used together to address various educational gaps?

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How can UDL and OER be used together to address various educational gaps?

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UDL and OER can be used together to address various educational gaps such as equity, access, and availability of technology resources. By incorporating OER and UDL into lessons, educators are creating an equal ground for their students by providing all students with access to the tools necessary for their success.

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In the classroom, OER can be utilized within the lessons and assignments for students. Students can use free apps or sites such as google sheets or google forms to work collaboratively on their assignments or group projects.

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In the classroom, UDL will be used as the framework for lessons. Lessons will be meaningful, navigable, and accessible.
These can be done through the use of document headings, graphic organizers, descriptive text, and a variety of different teaching methods.

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We should use OER in the classroom because it allows all students regardless of socioeconomic status to utilize the tools for their learning.

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- Eliminates Barriers
- Increases Access
- Equity and Inclusivity
- Ethical Lens

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We need to incorporate UDL in the classroom because it creates the framework for universally accessible and engaging learning environments with good design and timely accommodation.

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Any resources available at little or no cost that can be used for teaching, learning, or research.

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An approach to teaching that aims to give all students equal opportunities to succeed, no matter how they learn.