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Professional learning networks are essential for teachers, especially those implementing UDL. Novak discusses the need for a positive community for teachers using the UDL framework in Chapter 1. She compares implementing UDL with learning a new language, we need to "speak to people who speak that language" (Novak, 2016, 6). Technology allows for teachers who feel isolated or restricted in their school setting while attempting to implement UDL to communicate with teachers around the country who share their experience and can offer encouragement and advice. Technology also offers the ability to attend digital seminars or conferences to help school communities that are implementing UDL but may not have the funds to attend conferences. It also creates a space for teachers to discuss and share effective strategies.

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3) UDL & Digital Access Teaching Examples

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3) UDL & Digital Access Teaching Examples

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In a classroom where students struggle with digital access, it is my responsibility to eliminate that barrier to their success but also expose them to and allow them to participate in our digital society. I will do this by avoiding out-of-class work that requires digital access. I may do this through avoiding homework in general or ensuring that homework assignments focus on original thought and/or reflections of classroom activities/lessons.

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While it is unlikely that my school will not offer any technology, I will take steps to ensure my students can have experience with technology in the classroom. I will write grant requests, start a GoFundMe, and any other fundraising opportunity to create digital access within my classroom.

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3) UDL & Digital Access Classroom Examples

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3) UDL & Digital Access Classroom Examples

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If my school does not offer one-to-one technology in the classroom, I can incorporate technology into a station rather than a whole class activity. While other stations feature activities that require physical texts, notebooks, etc., the technology station would feature one iPad/computer/tablet (or more if available) that allows students to demonstrate their knowledge through a digital tool such as BookCreator, Lumen5, etc. If there is no technology (iPads, chromebooks, etc.) available for classroom use, I will schedule periodic visits to a school computer lab or the local library with a focus lesson around media literacy, digital citizenship, etc. Students will then evaluate a source's reliability and explain their reasoning through a digital tool like Padlet, Social Media, etc.

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The UDL framework accounts for barriers such as lack of digital access. As Chapter 3 of Novak's UDL Now! explains, teachers can eliminate barriers by "proactively and deliberately planning curriculum that all students can access" (Novak, 2016, 14). Students need technology skills to succeed in our increasingly digital world, so we need to find creative ways to expose students to technology within the classroom, especially when they lack access outside of the classroom.

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My first consideration of digital access will be determining what kinds of digital access my students have. Through this knowledge I will know what is or isn't acceptable to have students complete at home. Following the UDL framework, it is my responsibility to remove barriers to education, not enforce them (Novak, 2016, 15). Through technology in the classroom, I will create experiences and discussions surrounding technology tips and programs that will expand my students' skills and understanding of digital citizenship and our digital society.

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In my future classroom, if I have access to a SmartBoard, I will have my students interview an expert on the Civil War through Skype.

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In my current placement, the school provides Google Chromebooks to every student. To provide multiple means of representation while reading a scene of Romeo and Juliet, my teacher played an audio recording, gave students for a link for the parallel text on the No Fear Shakespeare website, and physical copies of their textbook.

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By providing digital access through schools and programs like ConnectHome, society progresses. When everyone has access and education on technology, society removes one of the stigmas surrounding poverty and opens opportunities to students and families struggling financially.

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The digital divide and issues of digital access creates a culture of the haves and the haves not. Underlying digital access is a stigma saying that those who can afford it, deserve it.

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Low income Americans have significantly less access to technology than middle and high income Americans (PEW).

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Equitable access to technology is an ethical goal.

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There are legal ramifications when the government decides to intervene to provide digital access. As the ConnectHome program demonstrates, the president or legislature can urge that internet or laptops or other technology be made available to the American people who otherwise would not have access (ConnectHome). While in other circumstances relating to special needs, the government can require specific digital access under law.

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1) Why provide digital access to students?

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1) Why provide digital access to students?

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- It is important for students to be participants in our growing digital society (Digital Access).
- Technology can effectively accommodate students' needs (Digital Access).
- Without digital access, the homework deficit increases and therefore, so does the achievement gap (Digital Divide).
- Digital access can improve students' comfort level with technology which can lead to the discovery of more opportunities (PEW).

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The digital divide exists between people who do and who do not have access to quality and reliable technology such as laptops and smart phones.

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According to the article on digital access, digital access is "full electronic participation in society" (Ribble, 2007).