This chapter outlines the significance of equitable learning practices within legislation and educator preparation standards in conjunction with technology standards, the 5-step UDL instructional planning process, and Kimmons and colleagues (2020) six criteria for evaluation of technology integration models. Pedagogy is discussed in terms of avoiding a technological deterministic way of thinking about integrating technology into education. The authors provide readers with an overview of four technology integration models: Technology, Pedagogy, and Content Knowledge (TPACK); Substitution, Augmentation, Modification, and Redefinition (SAMR); Replacement, Amplification, and Transformation (RAT); and Engage Enhance, and Extend (Triple E). The authors highlight the merits and limitations of technology integration models and provide the reader with an understanding of the advantages in considering how an ecological perspective not only aligns to the UDL instructional planning process, but facilitates adoption of technology.
TopEquity And Accessibility In Education
Across the field of education, accessibility and equity in instructional design and the use of technology are prevalent within legislation and in educator preparation standards. In legislation within the United States (U.S.), The Department of Education has endorsed UDL as an essential framework to address accessibility and equity throughout education with The Higher Education Opportunity Act (HEOA) of 2008, the Every Student Succeeds Act (ESSA) of 2015, and the National Education Technology Plan (NETP) of 2010, 2016, and the 2017 update.
Equity and access are highly featured in educator preparation organizations and have been incorporated into educator preparation standards developed by the Council of Chief State School Officers (CSSO) through the Interstate Teacher Assessment and Support Consortium (InTASC) and the Council for the Accreditation of Educator Preparation (CAEP). Within educator preparation, there is great alignment featured across CAEP and InTASC with the general purpose of the UDL framework being identified by legislation to address accessibility and equity in education. We provide a brief overview of the standards set by NETP, CAEP, and InTASC that encompass learner variability, flexibility, and the overall pedagogical treatment of UDL. In so doing, we hope to lend context to discussing the significance of the UDL instructional planning process being utilized in evaluating technology integration models.
The National Education Technology Plan Standards
The NETP of 2016, was a call to action for teachers, policymakers, administrators, and educator preparation professionals to integrate effective technology use in education in support of the NETP’s vision of technology aligned with Title IV A of ESSA (2015). The NETP of 2016 identified goals and recommendations for the usage of technology in education across the domains of Learning and Teaching. In reviewing the learning goals and recommendations identified by the NETP update of 2017, flexibility, alignment to learning outcomes, and evaluation of resources are all specified to ensure accessibility and equity in using technology for students’ learning.
Educators are encouraged to implement flexible learning options in leveraging of technology, “...implement learning resources that embody the flexibility and power of technology to create equitable and accessible learning…,” with learning outcomes, “...align all learning technology resources to intended educational outcomes.” (NETP, 2017, p. 87). Moreover, education stakeholders are tasked with assisting educators in evaluating resources, “Education stakeholders should…help educators select and evaluate learning resources for accessibility and equity of [the] learning experience” (NETP, 2017, p. 87). Professional development of educators in the use of technology and its application are all recommended in teaching, “Provide pre-service and in-service educators with professional learning experiences powered by technology…” (NETP, 2017, p. 87)
InTASC and CAEP Standards
The InTASC ModelCore Teaching Standards of 2013, developed by the CSSO, encapsulate 10 standards in educator preparation within the domains of The Learner and Learning, Content, Instructional Practice, and Professional Responsibility. The standards emphasize teaching practices that address learner variability across individual and cultural differences. “The teacher…recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.” “The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments…” (CCSSO, 2013, p. 8)