Universal+Design

=**CHAPTER 10** ......................... **Promoting Success for All Students through Technology**=


 * Key Topics**
 * === Differentiated Instruction/ ===

Universal Design for Learning .....................
|| ===** Multicultural Education/ **===

** English Language Learners **
**.................** || ** Interactive ** ** Whiteboards ** ........ || **Assistive**
 * Technologies** .... || ===** Teaching Writing Using Technology **=== ||

** Differentiated Instruction and Universal Design for Learning **

[|Bringing UDL into the Mainstream]from the Harvard Education Letter (November/December 2012)

CAST Online Module: [|Introduction to UDL]

//Effective Inclusive Schools: Designing Successful Schoolwide Programs.// Thomas Hehir & Lauren Katzman (Jossey-Bass, 2012) is the latest book by a long-time advocate for educating students with disabilities in the least restrictive educational settings.

======
 * Multicultural Education **

Total Urban School Enrollment: 6.8 million >
 * Urban School Student Populations ( ** National Center for Education Statistics, 2010-2011 ** ) **
 * 37% Hispanic
 * 35% African American
 * 20% White
 * 6% Asian/Pacific Islander
 * 65% Free/reduced lunch
 * 16% English Language Learners
 * 13% Students with individualized education plans

> For more on rural education, see [|Why Rural Matters 2011-2012], a report from the Rural School and Community Trust.
 * Rural School Student Populations **
 * More than 9.6 million students are enrolled in rural school districts nationwide (over 20 percent of the total school population)

[|What Immigrant Students Can Teach Us About New Media Literacy], Wan Shun Eva Lam, Phi Delta Kappan (December 2012/January 2013).
 * "The linguistic skills, social ties, informational sources, and perspectives that the youth develop through their digital networks with diverse geographical communities are forms of cultural capital that could help them navigate an interdependent and fast-changing world" (p. 64).

[|Put Abilities on the Multicultural Spectrum] from Teaching Tolerance (July 2013).

**English Language Learners**
[|Using Photos with English-Language Learners] from Edutopia (October, 2012).

[|Modern Language Association Language Map] shows the distribution of language speakers throughout the United States.

[|Search Engines for ELL Learners] from Larry Ferlazzo's Blog (2013).

** Differentiated Instruction **


 * For a perspective on special education and universal design, view [|From Bach to Lady Gaga: Music Lessons for Special Education] by David Rose in a presentation for the National Center on Universal Design for Learning**

For videos that discuss Universal Design for Learning in action, see [|Video Examples of UDL Practices in the Middle School Classroom]from the Montgomery County, Maryland Public Schools


 * APPS for Differentiating Classroom Organization and Teaching Practices**

// Category: Chairs and Desks // Manage your course attendance from your phone as you walk around your classroom. You can scramble seating arrangements and use a random student name generator to help you call on people in class.
 * [[http://cornsoftapps.com/smartseat/|Smart Seat ]] **

// Category: Whiteboards, chalkboards, chart paper // ShowMe turns your smart phone into whiteboard. By recording your voice as you use the Showme software, you can create Internet based demonstrations.
 * [|ShowMe] **

// Category: Students manipulate hands-on materials to solve problems // Learn fractions, decimals, and percents by interacting with your touchscreen.
 * [|Virtual Manipulatives!]  **

// Category: Students manipulate hands-on materials to solve problems // Elementary students can play four math games fill the cup (conservation and measurement), balance (scales), balance (multiply), and rods (addition subtraction game). Interact with virtual manipulatives.
 * [|Fill the Cup]  **

// Category: Students teach each other //
 * [|Dropbox]   ** Files can be saved on all your computers and phones. Once you save folders in your dropbox, this software will save those files on all of your computers and phones. As you add files, folders will be updated everywhere. Select individual files to share with family, friends, and co-workers.

// Category: Students work in groups with a teacher //
 * [|Screen Cast]  ** Screen Cast is a screen high resolution MPEG4 video recording and screen capture application with view, play, and share features. A live video feed feature is currently underdevelopment.

// Category: Teacher Demonstrates Academic Concepts // Watch MIT OpenCourseware video lecturers from your smartphone and touch pad.
 * [|MIT Opencourseware LectureHall] **

// Category: Pencils papers and scissors // Archive web pages on your smartphone or touchpad. You can read these documents right from your desktop so you don't need the internet or cell service to access these documents.
 * [|InstaPaper] **

// Category: Reading materials // Listen to well know your both new and classic literature, podcasts, and radio programming from your smart phone, tablet, or desktop. Audible's comprehensive library allows you to search best seller lists, award winners, and recent releases. []
 * Audible.com **

Turn document photos from your smartphone or tablet into pdfs. The high-quailty OCGR allows text-to-speech capabilities. []
 * TextGrabber **

Magnifying Glass (free): This app turns an iPad into a digital magnifying glass.

[|Silver Surf]- dynamic interface for web browsing- includes magnification- text zoom.

// Category: Writing Materials // Split your smartphone or touchpad screen so that you can take notes on one side of your device while researching on the other side. []
 * Side by Side **

// Category: Student works independently //
 * [|Three Ring] **  A virtual three ring binder or porfolio for your student work. Just snap a picture of the essay, diorama, picture, drawing or draft, tag it and file it by class, student name or topic. Items can be organized in personalized folders for each student.   [|**http://threering.com/**]

// Category: Teacher lecture   // []
 * Socrative  ** A student response system that utilizes smartphones, tablets, and computers to engage students in interactive feedback and teaching activities.

[|Dictionary.com] offers a comprehensive and expanded set of learning resources. Writing Dynamo, billed as a “personal writing coach,” is a subscription-based writing analyzer that helps students improve their writing skills.


 * Assistive Technologies **

Gray, T., & Silver-Pacuilla, H. (2011). //Breakthrough teaching and learning: How educational and assistive technologies are driving innovation//. New York: Springer.

[|Assistive Technologies and the iPad]from YouTube.


 * Interactive Whiteboards **

[|Five Ways to Win with Interactive White Boards], Ben Stern, edSurge, July, 2012.

Teaching Writing with Technology
For more on student experiences with writing, see TEAMS-Tutoring in Schools wiki page on Tutoring Writing


 * [|15 Best New Writing Apps You've Never Of] **

[|Have Tablets, Will Write] from OnCue (Summer 2015). Apps for writing discussed in the article include:
 * Kidspiration Maps
 * Popplet
 * Book Creator
 * My Story

[|High School Teachers Guide Students into Self Publishing]

[|Barbaric Yawp in the 21st Century: Using Tech to Engage Budding Poets] from Edutopia (April 2, 2014)

[|Writing Apps and Websites] from Common Sense Media provides a review of some of the best resources for young writers.
 * See also, [|16 iPad Apps to Support the Writing Process]
 * [|Redefining the Writing Process]with iPads from Edutopia

[|The Impact of Digital Tools on Student Writing and How It Is Taught in Schools] from the Pew Internet & American Life Project (July 16, 2013).
 * Teachers say the Internet, social media, cell phones and other digital tools "encourage student creativity and personal expression."
 * Creativity and self-expression promote greater student investment in writing and the writing process.

[|The Nation's Report Card: Writing 2011] presents findings from the 2011 National Assessment of Educational Progress test, the first conducted exclusively on computers. See the video that explains how girls outperform boys in writing and White and Asian students outperform African American and Latino students.

Sites where Students Share Book Recommendations and Reviews
 * GoodReads
 * LibraryThing
 * Scholastic
 * Shelfari

The CCCC Position Statement on [|Teaching, Learning and Assessing Writing in Digital Environments]

[|Impact of the Internet on Reading and Writing]

[|5 Myths About Writing with Mobile Devices] from Edudemic (April 2013).


 * [|Online Essay Grading][| Tools]** are useful parts of a Writing Process Fit for Young Writers. Students can use then to revise and edit drafts of writing and teachers can use them to support the development of writing talents and skills.
 * **PaperRate.com**
 * **Essay Tager.com**
 * **Apple's Essay Grader app**
 * **Glencoe Online Essay Grader**

[|Dictation Technology Will Change Writing Instruction] from Edutopia (October 2013).

From The Digital Promise: Transforming Learning with Innovative Uses of Technology (p. 11)


 * New Pedagogies to Transform Literacy Learning: Individualizing Supports with Breakthrough Technologies Developed by Apple Inc**.

• Visually impaired students can use the built-in Universal Access features in every Mac desktop and notebook computer to enlarge text through Zoom, navigate the interface using Speakable Items, or depending on their degree of need, turn on the full screen reading interface found in VoiceOver. This flexibility allows visually impaired students access to the same text as their non-disabled peers, thus allowing them to remain in the least restrictive educational environment for a larger part of their day.

• Utilizing Apple’s Text to Speech technology, students can support their understanding of web page content, PDFs, or electronic textbooks often above their reading level, leading to increased fluency and comprehension. Students can build their vocabularies and have access to content independent of reading level. Teachers can easily differentiate instruction and meet the needs of language learners at many levels.

• Teachers can create Keynote and PowerPoint presentations using realistic images and downloaded videos from the Internet to introduce new content and support vocabulary development as well as build background for reading. Often English language learners and special needs students have limited experience or vocabulary to be able to participate in introductory discussions without having that kind of visual support. Presentations can be filed on student computer desktops so they can access them to review challenging material and reinforce learning. Students can customize these presentations, connecting their personal experiences and knowledge to reinforce their understanding.

• Online dictionaries can support vocabulary development. If students listen to parts of web pages or have other digital content read to them through Text to Speech, they can access the pronunciation and meaning of new words immediately through online dictionaries. These just-in-time learning experiences can support the development of richer and deeper vocabularies.

• Research links oral reading fluency to reading comprehension. All students, but especially struggling ones, need to hear themselves practicing to promote fluency. Students can record themselves reading and use a podcast editing program such as GarageBand to edit out the “ums” and “ahs” and trial pronunciations. They can then read along with their own voice.