I am interested in studying the best ways to implement UDL into instruction given that learning is now fully online. I will be studying this phenomenon in my own classroom as a Spanish 1-2 and 3-4 teacher at Jackson Middle School and Odyssey Program at East Sylvan (both Portland Public Schools). I plan to use literature review and to implement my own UDL practices in lesson design in order to collect data. 

Literature review will help me gather data because it is important to see what research has already been done in this regard in relation to online learning as well as traditional, in-person learning. The design of my lessons and how I implement UDL may be influenced by best practices already established by previous research. Collecting data from my own lessons will be useful because it shows on a micro level what the effect of using UDL practices can be on an online classroom as well as being a convenient way to see it in action. 

I have created several projects and written several papers in the GTEP program regarding UDL, and I think it is one of the most exciting and morally imperative practices that all teachers should incorporate into their own professional practices. By identifying the best practices regarding UDL in the online environment, future teachers can have an implementable and practical guide to what specific practices work, thereby increasing the amount of UDL being used across the field.

Part 1: Findings & Information

This article explores the importance of and methods for incorporating UDL and CRSP into one’s educational practice, particularly in terms of lesson design. The article contends that there are four characteristics of inclusion of UDL and CRSP into lesson plans:

●          Characteristic 1: Critical centering on dynamic community languages and valued knowledges

●          Characteristic 2: Student and community agency and input

●          Characteristic 3: Historicize content and instruction

●          Characteristic 4: Capacity to contend with internalized oppression

The authors include a case study of a particular lesson plan that incorporates UDL and CRSP, and analyzes it as a model for best practices.

Baglieri (2019) recommends that content should be taught in units, which are then broken down into “big ideas”, which are in turn explored through answering “essential questions”. Then, students should be provided support and scaffolding when engaging with the content. Additionally, students should be given multiple ways to engage with the content (representation, action/expression, engagement). The primary rationale behind the UDL framework for pedagogy is creating a classroom that is accessible to “the broadest possible constituency” (p. 178). By fusing UDL principles to the foundations of curriculum that is presented, educators are removing barriers before they’ve been presented, saving both time and discouragement among students. Planning for such a classroom that applies UDL methodology involves insight and foresight into barriers that inhibit the mutually beneficial goal of including experiences and perspectives of our unique student populations. 

 

            This online resource outlines the basic principles of UDL Framework and the foundations of its effectiveness in the classroom. There are in-depth studies including peer-reviewed data sets that constitute meaningful research of UDL Framework. This website also includes resources and guidelines to help format and construct UDL into lesson plans and teaching strategies, and offers an extremely clear, concise rendering of the theoretical framework. 

 

 

“To resist normative practices educators may critique existing curriculum and teaching practices to discern embedded assumptions about the nature of knowledge and understandings about diversity of culture and experience. Engaging in criticality requires applying a consciousness of cultural privilege and marginality to examine the ways that curriculum likely centers, for example, Whiteness, ability, heteronormativity, masculinity, or Anglo-European language and culture” (Baglieri, p. 174). 

Because UDL Framework is a methodology that has to be applied with care and attention to creating multiple forms of representation, action/expression, engagement, our text set research demonstrates opportunities for applying UDL to lesson planning and teaching strategies in effective ways that have been analyzed and supported with data collection. In the new distance-learning environment, it is of the utmost importance that educators use proven UDL techniques and develop methods for adapting instruction to the online environment. Learning online is a challenge for many students, so it is a moral imperative for educators to provide students the most opportunities for success.   Our research will explore the efficacy of various methods of implementing UDL through the distance-learning context.

DATA COLLECTION TOOLS/METHODS

 

The research conducted in this Inquiry Project will lend itself to the study of UDL Framework as it pertains, in this school year, to the remote/distance learning environment and will seek to acquire data regarding methods for seamlessly incorporating UDL Framework principles into daily teaching practices. By compiling surveys, interviews, and statements from seasoned teachers, this Inquiry Project will seek to identify best practices and methods for including UDL Framework in the classroom. Preparing for this research will include categorizing different aspects of UDL Framework that will be closely looked at (specifically in the context, at present, of remote/distance learning environments) and how UDL can be implemented in the digital landscape. 

This research will focus on the most essential
tenets of UDL Framework: 1. Representation: different ways of
presenting the content (lecture, video, etc.)  2. Action/Expression: formative assessments using
different tools and 3. Engagement: how can students
access the content in a way that is authentic to them (or how can they explore
the content in a way that relates to their specific and unique perspectives)?
Due to the length of time to implement formal research, this Inquiry Project
will focus specifically on Action/Expression. The focus for
this research will center on collecting perspectives and insights from a
cross-section of current secondary-level teachers to facilitate analyzing the
surveys and interview statements for patterns, themes, successful tools, and
methodologies.

The expected outcome of this research is a compilation and running list of modifications, strategies, and useful tools (including EdTech Platforms) that facilitate the incorporation of UDL Framework in Lesson Planning. The data will explore the effectiveness of these tools based on qualitative and quantitative information that will reflect the process of interpreting survey results, interview questions, and data collection from key assessments and assignments that students have submitted which can lend speculative and elucidating insight through student achievement. The most essential outcome of this research will render as much information about methodology for incorporating UDL Framework in Action/Expression (formative and summative assessments) for students. 

 

Part 1: Preparation & Processes

·     
What action/s (e.g., strategy,
tool, technique, investigation, etc.) will you take to deepen and improve your
practice? 

o  
By compiling surveys, interviews,
and statements from seasoned teachers, this Inquiry Project will seek to
identify best practices and methods for including UDL Framework in the
classroom.

·     
In what ways does
the action plan relate to the literature that you reviewed and synthesized?

o  
The action plan
relates to the literature by comparing current currently established best
practices in a traditional, in-person learning environment with cutting-edge
reports from current teachers who have had to adapt to a 100% distance-learning
environment. 

 

·     
What (two or three) data collection
tools will you use to gather information related to your area of focus? How
will they help you find answers to your research question about your area of
focus? 

o  
This inquiry project will include
interviews with and online surveys of current teachers. This will shed light on
what strategies teachers have been using to adapt to comprehensive distance
learning in the wake of the COVID-19 pandemic

 

·     
How will your analysis of the data
help you to refine your area of focus?

o   The analysis derived from data collected through surveys and
interviews will render patterns,
themes, useful tools, and successful methodologies for incorporating UDL
Framework in Action/Expression (formative and summative assessments) for
students. 

 

·     
What were the processes in which
you engaged to develop this action plan? 

o  
Cassie Morgan and David Goldstein
met weekly to collaborate on their projects because they are very similar.

 

Part 2: Implementation &
Outcomes

·     
What is the timeline and timeframe
for implementation of this action plan?

o   Research from this Inquiry Project will begin during Winter Break
with interviews and surveys administered to a collection of secondary-level
instructors from different content areas. Once compiled, the researchers will
meet to outline and categorize the data, looking for patterns and themes. The
surveys will yield some degree of quantitative data that can be interpreted
through the lens of demographic research, and the compilation of tools
(including EdTech platforms) will take the form of a methods list that
corresponds to UDL support scaffolding. 

 

·     
What do you hope to accomplish with
this action plan? 

o  
This research is intended to serve
as a snapshot into how current teachers are adapting their practices to the
novel challenges presented by the COVID-19 pandemic and distance-learning. It
is the hope of the researchers that the results of this research will aid
teachers in aligning their educational practices with the principles of
Universal Design for Learning. 

 

·     
What kind of outcomes do you
expect? 

o   The most beneficial and informative outcome will be authentic and
useful teaching practices that can be applied to lesson planning. By
collaborating with a range of teachers and gleaning from their experiences, the
analysis derived from data collected will render patterns, themes, useful tools, and successful
methodologies for incorporating UDL Framework in Action/Expression (formative
and summative assessments) for students.  

 
·     
How will this action plan inform
your teaching?

o   This action plan will create a scope for further research that
will be carried out throughout the duration of our teaching careers. To enrich
our understanding of UDL Framework and best practices used by other instructors
to incorporate it, we will seek peer support and collaboration as a model for
future development in our career pursuits.  

 

References

Baglieri, S., & Shapiro, A. (2017). Instructional design for inclusive education. Disability studies

and the inclusive classroom (pp. 207-241). New York: Routledge Publishing.

Burgstahler, S. (2009). Universal Design of Instruction (UDI): Definition, principles, guidelines,

and examples. DO IT. Retrieved from https://files.eric.ed.gov/fulltext/ED506547.pdf. 

Waitoller, F. R., & King Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy

and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366-389. Retrieved from

https://edspace.american.edu/culturallysustainingclassrooms/wp-content/uploads/sites/1030/2017/09/culturally_sustaining_pedagogy_andUDL.pdf 

 

This study will take place at 3 private high schools in the Portland area, specifically in Algebra 1 classes.

 

The motivation behind this study is the consistent demotion and derision of the arts in favor of STEM subjects. That I often find that my most creative students are able to understand concepts in different and more holistic ways than those who simply memorize formulas. While it may be debasing to judge one subject's worth in relation to it's benefit to another, it if unfortunately the situation arts funding is in. 

Actionable outcomes of my study within my classroom could be the implementation of my artistic representation of math concepts, or more creative projects. Nationally, if there is a connection, this study would encourage the inclusion of arts programs in schools. 

 

 

Part 1: Findings & Information

"Technology engineering is where all the other subjects come together. You can do math, science, english, social studies, everything." "Based on the fact that if you teach all these things in relation to each other, that it makes more sense and it is more ingrained." ~ Georgette Yakman | STEAM - Learning That is Representative of the Whole World. 

"There is a danger in such reasoning. If the arts are given a role in our schools because people believe the arts cause academic improvement, then the arts will quickly lose their position if academic improvement does not result."

 "Three Areas Where Reliable Causal Links Were Found Listening to Music and Spatial-Temporal Reasoning,...Learning to Play Music and Spatial Reasoning,...Classroom Drama and Verbal Skills" 

"What Happens in Schools When the Arts are Given a Prominent Role?" ~The Arts and Academic Improvement: What the Evidence Shows. Executive Summary: Harvard Project Zero Reviewing Education and the Arts Project (REAP)

"Arts educators have long reported that the arts are connected to a wide range of benefits to students beyond their learning in the arts — academic achievement, positive social development, habits of mind, and inclinations of thought." 

"Each discipline is connected to significant outcomes. For example, in the visual arts, there are findings about how drawing supports writing skills and how visualization training supports interpretation of text." ~ Connections between Education in the Arts and Student Achievement Perspectives on Relevant Research

 

Part 2: Relevance to Teacher Education:

While many agree that the arts holds a place in academic learning, the evidence to the contrary opinion is also vast. Funding for arts programs is virtually non-existent in areas, states prioritize subjects that are tested, and arts aren't tested. Studying how arts and other subjects interact is of vital importance in the US today, especially in a year of change such as 2020. Considering how things are emphasized (or not) in the future has never been more timely.

 

A: Questionnaire

Purpose - To compare conceptual understanding of basic concepts.

Use/Application - Students in focus groups will be given a questionnaire with one or two open ended math questions and asked to display their understanding in multiple ways. These will be compared to see whether students in art classes could do so with more variety, depth, or accuracy than those not enrolled in art.

Data Summary & Analysis - a comparison between the holistic information, the varieties of understanding, the accuracy of explanations, and the depth of understanding will be displayed in bar and pie graphs. These will help to represent types of frequency, and percentage of different groups. They will also be discussed in text.

 

B: Grades

Purpose - to assess in a more standardized way the student's comparative academic success.

Use/Application - Numerical grade data (percentage) of each set of students (art students/not art students) will be compiled and anonymized.

Data Summary & Analysis - The grade data will be displayed on a scatter plot graph, using error bars set to indicate the standard deviation, to help indicate and account for any discrepancies. This is to help the viewer see the data, but also how far from the mean that data is.

 

Concerns: Grades are not always consistent teacher to teacher, and may not be the most accurate indicator. That is why a uniform questionnaire would be used and assessed by the researcher to eliminate bias in grading. The assessment of the questionnaires may be challenging to make into quantifiable data, which is why a more holistic approach in interpretation is offered in the analysis of those. To ensure FERPA guidelines are followed, all grades data will be anonymized and considered in aggregate. All the questionnaires will also be anonymized, and not shared through the study.

 

Part 1 - Preparation & Processes: 

I have chosen to look at the depth and breadth of understanding students can display in mathematics classes in relation to their enrollment in art. This might be counter to some of the reading I did, and certainly isn't fully in line with my beliefs that subjects have inherent value and do not need to prove their worth. It is relevant in our current educational landscape, and I hope to connect with the aspects that underline the study of creativity, connection to the arts, and a unique perspective even within mathematics. Actions I will take to deepen this study are to keep up to date on how education changes with the new administration in January. This will likely come with changes to the educational leadership of the country, and may impact things like school funding. It would be interesting to consider how these will impact students. 

 

 

 

Part 2 - Implementation & Outcomes:

I will create my questionnaire during December, and reach out to other private schools during January. Hopefully I will have the students complete the questionnaire around the beginning of the second semester in schools, which will also allow me to look at semester 1 grades. This data will be collected and synthesized in February and March. 

 

I am hoping to see a difference between the groups of students I study, and to be able to draw conclusions based around this information. If there was a difference that would show potentially large impacts upon our value system within American education, and on the allocation of funding in the public school system. While I am not a public official, I am a person who can incorporate art into my classes. I hope to see a connection between students understanding of math concepts and visual competency. I'd be encouraged, if that was the case, to do more artistic projects in class especially in helping students to understand complex and long-lasting standards that will impact their learning for many years to come. 

Teacher Interviews: Qualitative Data and Insights about Efficacious UDL Practices in the Online          

Environment

                  -From the list of EdTech Platforms and tools in the survey, which device did 

Data Collection Tools #3 

Student Surveys: Quantitative Data Collection and Insights about Preferred Online Tools

  Data Collection Tool #1      

      

   Data Collection Tool #3 

Pie charts and percentile charts are the most effective way to illustrate and reflect themes and patterns in this data, even as limited by the volume of survey participants available limits/skews the outcomes a bit. This process provides a rudimentary or introduction approach to the acquisition of more data of this sort which will lend a finer tuned degree of clarity on the subject (however, we are limited by our personal reach and access to participants of students and teachers). These graphic charts and organizers help us develop a broader understanding of the research and provide analytics that can illuminate critical issues or factors that affect how UDL Framework is implemented in distance learning environments. 

Part 1. Overview of Study Limitations

       The primary limitation affecting this research is the shared reach of contacts for students and teachers by the researchers, Cassie and David. Through both networks, a sum total of secondary teachers from a mixed assortment of content areas has been surveyed and interviewed, but the volume and reach of this study will not adequately measure a clear view into the school district as a whole, nor could it possibly come close to representing the truest prevalence of UDL Framework in lesson planning and instruction. This same limitation impact the research in terms of student participation, and is necessarily also not able to collect enough data to fully represent this subject. In essence, the real outcome of this data is a microcosm of how UDL Framework is implemented and utilized in the personal/professional network of Cassie and David specifically. 

This study is also impacted by the following aggregates: 

Part 2. FERPA Compliance

All student surveys and names have been anonymized. 

             All teacher surveys, questionnaires, and interviews are conducted with express permission and signed consent of recording and data collection. 

Implementation Calendar: 

For each of the three Data Collection Tools 1-3:

The first data set is a survey administered to teachers regarding their experience and application of UDL framework practices. This survey specifically focuses on the distance learning environment and seeks to compile information about which edTech platforms are being utilized to support creating multiple means of action/expression, engagement, and representation. When paired against the student surveys, an interesting conclusion that takes shape is that some tools appear as more appealing or useful to teachers than when critiqued by students, such as Nearpod, Peardeck, and Padlet. 

The second data set is a survey administered to students which assesses their experiences with various edTech platforms. Collecting this information from a range of secondary students who have interacted with different platforms in any/all of their classrooms and subjects allows us to analyze the efficacy and user experience of these devices for learning. The patterns that emerge from this data support a few conclusions, though student relationships with most edTech platforms appear to be as varied as the learning styles in the classroom can be. One major shared opinion among high schoolers and middle schoolers is that the Learning Management Systems such as Google Classroom and Canvas have an ease of use that makes classroom organization better and more effective. The supplemental tools that integrate into slide presentation such as Nearpod and Peardeck are not favored among most of the high school students who were surveyed, either because they aren’t improving slide presentations in meaningful ways or because they are another layer of technology that may slow down the bandwidth of student devices. However, the majority of middle school students surveyed report that Nearpod and Peardeck are among their favorite tools to use in distance learning. Not surprisingly, students prefer to utilize the chat box in Zoom/Google Meets, most likely because there is less attention drawn to oneself by responding in the chat as opposed to responding orally. Conversely, however, there were a measurable number of students interested in receiving oral assignments in lieu of written assignments, which can be integrated using platforms such as Flipgrid or in individual breakout rooms. Most students report experiencing “zoom/screen” fatigue, as well as struggling to keep assignments/personal schedules coordinated without the predictability of in-person school structures. 

Our third data set is a qualitative follow-up with instructors whose experience with UDL framework elicits credible insight into how to incorporate it into their distance learning lesson planning. From these interviews, we have gathered some salient excerpts that elucidate key findings and perspectives. 

SEE GOOGLE DOC ATTACHMENT FOR GRAPHS/IMAGES! 

SEE GOOGLE DOC ATTACHMENT FOR GRAPHS/IMAGES! 

SEE GOOGLE DOC ATTACHMENT FOR GRAPHS/IMAGES! 

SEE GOOGLE DOC ATTACHMENT FOR GRAPHS/IMAGES! 

“I always make sure that any directions given to students are given in multiple modalities. For example, they are available written out in a google doc, and they are voice recorded/video recorded for students to refer back to after our class meeting is over. It feels effective for students who are incredibly independent or have support from grown ups. But it is not terribly effective for many students.”

“Recently, my PLC has been having fun using GimKit as a way of challenging students. I used this early in the year as a way to review and demonstrate understanding of literary devices and techniques. It was pretty effective, though I find that gamifying learning can be really engaging in the moment, but that students often forget or abandon their findings/feedback once the activity ends. I try to be flexible in terms of how I provide options for my students. I am a strong believer in the SIOP method for enhancing academic language learning and supporting ELs, so I have been trying to transfer in-person activities like pairing activities (in breakout rooms), offering sentence starters and other framework, and sharing listening and speaking learning targets for each digital activity.”

“It has been a challenge! I have a student who has visual and auditory impairments. For the most part, I make sure that there are subtitles in my presentations, written and picture directions, and when we read a story, I always read it aloud or find a narrated version. When we assign projects, we let the kids submit basically anything so long as they include the required content.” 

“I use Nearpod daily and I think it's really effective. Because there are so many means and features that you can use to represent contents, such as audios, visuals, texts, gifs, collaborative posts, polls, quiz, 3D and so on. They can meet different learners' needs.”

“Flexible due dates and interpretation of the assignment”

“I try to offer as much flexibility as possible in how students are able to produce work. Most assignments are structured to be completed and submitted digitally, but students are always welcome to complete them on paper and submit photos. For our final project for a unit we just finished, students could choose from a list of options for how to make a print advertisement - several digital tools (google slides, google drawings, Seesaw) or they could create an analog ad by drawing, using collage, etc. This has been relatively effective. Though my limited face to face time with students hampers my ability to provide constructive feedback to improve student work - so the quality of these projects often varies widely (more widely than if we were in person)”

“Some of my efforts here sort of mirror what I share below for engagement, but we have really set procedures and access points that do not change to help students navigate myriad digital tools. I do a weekly Learning Check with all my classes on Wednesday in order to track where they are with content, and also as a social emotional litmus test. On this day, I also schedule small group meetings to help clarify assignments and materials, and support students who may need more assistance in navigating tech, helping differentiate for those who need it, and helping them plan their strategy for approaching learning goals and tackling new challenges.” 

“For action/expression I like to create assignments that students are interested in, and promote autonomy. This is crucial especially in online learning, where most of the time students are not being observed.” 

“I love recording audio feedback on assignments. It's much more personal and something I can easily share in Canvas with my students. I am also BIG on self-assessment. Students read anchor papers, work in teams to critique work and share feedback on shared documents, and have a virtual folder of rubrics so they are always able to know where they stand, and chart a path for where they might like to land. I am very flexible and open in terms of delivery, so students are given options for how they can demonstrate their learning, and I try to give them agency in this process as often as possible.” 

“I love using Nearpod for engagement with my students. It allows me to differentiate instruction via video, quizzes, art, games, and more. It has been pretty effective so far, with roughly 75-80% participation.” 

“‘I am not familiar with UDL. I have heard the acronym before, but my district (and state, really) use different methods to evaluate learning. Our focus is based upon the 5+ Dimensions of Teaching and Learning, which is how we are evaluated by the state (https://www.k-12leadership.org/content/tool/5-dimensions-teaching-and-learning%E2%84%A2), and we are also practicing Culturally-Responsive Teaching and the SIOP method. We are fortunate in my District to have a large federal technology grant and they have embedded many virtual resources into the traditional classroom since the early 2010s. So, even though the terminology is different, we are still working in similar ways to consider student engagement and agency in student learning, so we can help foster independent, critically-thinking global citizens!”

“Knowing my class and what they need is the foundation of building UDL lessons for me. Not to say you can know everything about your students, but being responsive and adaptive to what the students need is important. Focusing on the class as a community is what helps build that knowledge, giving avenues to find out what approaches to take in planning, allowing students to approach assignments how they need to. When I plan, I’m not thinking of “UDL” as a concept, I’m thinking of the students and the multiple pathways I can build into lessons that keep things adaptable and changeable. In other words, the goal isn’t “making UDL lessons” exactly, rather, “making lessons for the kids you have”.

“Spending synchronous class and office hours to build relationships with my students allows me to incorporate their interests into the lesson plans and curriculum.”

A large majority of the surveyed teachers expressed that UDL is an important consideration in their distance learning lesson design. The data also indicates that learning management systems (Canvas and Google Classroom) are perceived as efficacious by teachers for administering learning tasks that include multiple means of representation, action/expression, and engagement. Students also report a positive view of the learning management systems. Therefore, we can conclude that learning management systems are the foundation through which teachers can begin to implement UDL into their distance learning practice. The data also suggest that student perceptions of the learning platforms are varied. This is indicative of the need for a flexible LMS. With a flexible and easy to use LMS, teachers are more likely to incorporate varied means of representation, action/expression, and engagement options into their lessons and learning tasks. 

We can draw connections between this quantitative data and statements about individuated student activities from the interview fragment, “knowing my class and what they need is the foundation of building UDL lessons for me. Not to say you can know everything about your students, but being responsive and adaptive to what the students need is important. Focusing on the class as a community is what helps build that knowledge, giving avenues to find out what approaches to take in planning, allowing students to approach assignments how they need to. When I plan, I’m not thinking of “UDL” as a concept, I’m thinking of the students and the multiple pathways I can build into lessons that keep things adaptable and changeable. In other words, the goal isn’t “making UDL lessons” exactly, rather, “making lessons for the kids you have.”

Other key findings from our data that sync student and teacher perceptions of digital learning platforms include positive views towards Padlet, Kahoot, Google Docs, and Nearpod, though it is important to note that a near equal margin of students found these platforms to be ineffective, further exemplifying the case for varied offerings of learning platforms to meet student needs because there are such dichotomous results. The following quotation from a teacher instantiates the efficacy of a flexible and easy-to-use platform throughout one’s teaching practice:

“I use Nearpod daily and I think it's really effective. Because there are so many means and features that you can use to represent contents, such as audios, visuals, texts, gifs, collaborative posts, polls, quiz, 3D and so on. They can meet different learners' needs.”

The patterns that emerge from this data support a few conclusions. Though student relationships with most edTech platforms appear to be as varied as the learning styles in the classroom can be, one major shared opinion among high schoolers and middle schoolers is that the Learning Management Systems such as Google Classroom and Canvas have an ease of use that makes classroom organization better and more effective. The supplemental tools that integrate into slide presentation such as Nearpod and Peardeck are not favored among most of the high school students who were surveyed, either because they aren’t improving slide presentations in meaningful ways or because they are another layer of technology that may slow down the bandwidth of student devices. However, the majority of middle school students surveyed report that Nearpod and Peardeck are among their favorite tools to use in distance learning, possibly because they are dynamic, engaging, and fun. Not surprisingly, students prefer to utilize the chat box in Zoom/Google Meets, most likely because there is less attention drawn to oneself by responding in the chat as opposed to responding orally. Conversely, however, there were a measurable number of students interested in receiving oral assignments in lieu of written assignments, which can be integrated using platforms such as Flipgrid or in individual breakout rooms. Most students report experiencing “zoom/screen” fatigue, as well as struggling to keep assignments/personal schedules coordinated without the predictability of in-person school structures. 

A large majority of the surveyed teachers expressed that UDL is an important consideration in their distance learning lesson design. The data also indicates that learning management systems (Canvas and Google Classroom) are perceived as efficacious by teachers for administering learning tasks that include multiple means of representation, action/expression, and engagement. Students also report a positive view of the learning management systems. Therefore, we can conclude that learning management systems are the foundation through which teachers can begin to implement UDL into their distance learning practice. The data also suggest that student perceptions of the learning platforms are varied. This is indicative of the need for a flexible LMS. With a flexible and easy to use LMS, teachers are more likely to incorporate varied means of representation, action/expression, and engagement options into their lessons and learning tasks. 

We can draw connections between this quantitative data and statements about individuated student activities from the interview fragment, “knowing my class and what they need is the foundation of building UDL lessons for me. Not to say you can know everything about your students, but being responsive and adaptive to what the students need is important. Focusing on the class as a community is what helps build that knowledge, giving avenues to find out what approaches to take in planning, allowing students to approach assignments how they need to. When I plan, I’m not thinking of “UDL” as a concept, I’m thinking of the students and the multiple pathways I can build into lessons that keep things adaptable and changeable. In other words, the goal isn’t “making UDL lessons” exactly, rather, “making lessons for the kids you have.”

Other key findings from our data that sync student and teacher perceptions of digital learning platforms include positive views towards Padlet, Kahoot, Google Docs, and Nearpod, though it is important to note that a near equal margin of students found these platforms to be ineffective, further exemplifying the case for varied offerings of learning platforms to meet student needs because there are such dichotomous results. The following quotation from a teacher instantiates the efficacy of a flexible and easy-to-use platform throughout one’s teaching practice:

“I use Nearpod daily and I think it's really effective. Because there are so many means and features that you can use to represent contents, such as audios, visuals, texts, gifs, collaborative posts, polls, quiz, 3D and so on. They can meet different learners' needs.”

The patterns that emerge from this data support a few conclusions. Though student relationships with most edTech platforms appear to be as varied as the learning styles in the classroom can be, one major shared opinion among high schoolers and middle schoolers is that the Learning Management Systems such as Google Classroom and Canvas have an ease of use that makes classroom organization better and more effective. The supplemental tools that integrate into slide presentation such as Nearpod and Peardeck are not favored among most of the high school students who were surveyed, either because they aren’t improving slide presentations in meaningful ways or because they are another layer of technology that may slow down the bandwidth of student devices. However, the majority of middle school students surveyed report that Nearpod and Peardeck are among their favorite tools to use in distance learning, possibly because they are dynamic, engaging, and fun. Not surprisingly, students prefer to utilize the chat box in Zoom/Google Meets, most likely because there is less attention drawn to oneself by responding in the chat as opposed to responding orally. Conversely, however, there were a measurable number of students interested in receiving oral assignments in lieu of written assignments, which can be integrated using platforms such as Flipgrid or in individual breakout rooms. Most students report experiencing “zoom/screen” fatigue, as well as struggling to keep assignments/personal schedules coordinated without the predictability of in-person school structures. 

Our data, not surprisingly, paints a picture of the principles of UDL framework struggling to gain a firm foothold in the digital landscape. Engaging learners on every level of the neurodivergent and/or social emotional spectrum through distance learning has presented today’s teachers with a “moving target” that has few victories and much more uncharted territory to cover. Although many emerging edTech platforms and applications exist, both teacher and student alike seem plausibly unprovoked by some of their features and usages. That is to say, tools such as Padlet, Flipgrid, Kahoot and others offer dynamic approaches to learning and have plenty of room for development, they are perhaps fumbling to establish ubiquity that allows for users to move with ease from task-to-task, and every step in between can cause discrepancies or disparities in the dissemination of lesson plan materials. 

Also unsurprisingly, our data suggests that Google Classroom, born from tech titans whose UX development leads the field of user-experience globally, seems to be an effective tool that students and teachers both enjoy navigating and engaging. Promising analysis of this includes methods for creating more equity and accessibility in education, primarily for students whose personal circumstances can often place them at a disadvantage during an in-person school year. Google Classroom allows for students to approach assignments, materials, direct messaging, feedback cycles, and collaborative projects at their own pace. For many students, this alone is preferable to aspects of in-person learning that challenge their learning styles in ways that are disengaging or discouraging. 

Our data also suggests that PD meetings during the year of pandemic distance learning have not emphasized nor centered UDL Framework as a foundational aspect of praxis, perhaps due to an already overburdened administrative bandwidth, or because the entire landscape is so new that there isn’t a lot of data or perspective on how to incorporate UDL principles virtually. Our instinct to conduct research in this arena is surely borne out of a real-time necessity for accessing new approaches to the major concerns of lesson planning in a digital landscape, and ostensibly even the data suggests that the edTech sector will need more advancement in order to adequately support universal design for learning principles.