Universal Design for Learning states that curriculum should include alternatives which make materials accessible and appropriate for all learners. The goal is to create access for all through the integration of technology. This philosophy compliments Sara Dexter's theory that "educational technology does not possess inherent instructional value: a teacher designs into the instruction any value that technology adds to the teaching and learning processes." Many of the methods of integrating technology that have been introduced in MD400 this semester create opportunities for students of all levels to obtain unique learning experiences.
On the first night of class, we created tablues using stories and a digital camera. In small groups we were required to identify the main idea of a story and agree upon important details. When brought into the High School classroom, the use of a digital camera allows answers to be shared regardless of the writing skills of the students. By caring out this activity it provides students with the opportunity to read for comprehension and work on their processing skills. A student with poor writing skills, has the opportunity to show their idea through pictures rather than a written assessment. This use of technology not only has value, but allows for students of varied academic levels to achieve success in a heterogeneous group setting.
Currently, I am working on creating a digital story. I feel that the use of technology would also provide students with an unique opportunity. Students would be able to use pictures and music, along with spoken word to tell a story. A digital story suits many different leaning styles. A strong writer will have an opportunity to create a story that is complemented by visual design, while a student who is gifted in art or design can use graphic to enrich their writing.
