Research Informing Meaningful UDL and Technology Integration

1. Research Informing Meaningful UDL and Technology Integration

2. UDL does not equal technologybut here are some thoughts to consider… “The reason why UDL is possible today as opposed to the 1950s or 1970s is that digital technology provides a high degree of flexibility. Paper-based instructional technologies (e.g., worksheets, textbooks) commit information to fixed formats and cannot match the array and flexibility of supports provided in a digital environment (e.g., alter the font size, color contrast, text to speech, hyperlinks for explanatory aids, agents that offer strategy suggestions, movies that supplement text)…. To suggest that the potential of UDL can be achieved without technology is simply another way to maintain the status quo.” eddyburn (2010)

3. Meta-analysis of the effects of training and coaching on teacher’s implementation in the classroom (Joyce & Showers, 2002) • Training that is focused on theory, discussion, and demonstration delivers about 0% carryover to the classroom • Training with skill practice and feedback delivers about 5% carryover to the classroom • Coaching in the classroom delivers close to 95% carryover to the classroom Think about: Where should most of our effort be focused if we intend to change instructional practices

4. According to a variety of researchers, transitioning teachers from novice technology users to effective technology integrators capable of supporting student learning generally takes three to five years. Brinkerhoff (2006)

5. Correlation between student achievement and technology in schools has only been demonstrated in a few studies Clark (2006)

6. Teachers who are involved in collaborative planning and sharing their strategies for technology integration with colleagues are the most successful in the use of computers in the classroom. O’bannon and Judge (2004)

7. Teacher Characteristics that make technology integration more likely • Prior technology use • Perception of relevance of the technology to teaching and learning Kanaya, Light, and Culp (2005) • Teachers’ willingness to spend their own time learning • Risk taking attitude • Technology training combined with the above VANATTA AND FORDHAM (2004)

8. Characteristics of Successful Technology Integration Programs • Informal collaboration • Training takes into account existing knowledge and priorities of teachers • Usefulness to needs of teachers and students • Incentives • Intensive format WASBURN, WASBURN-MOSES & BLACKMAN (2008), O’BANNON AND JUDGE (2004), BRINKERHOFF (2006), CLARK (2006)

9. What barriers to change exist at your school? • Not viewing UDL as relevant to their classroom or thinking that UDL = technology • Resistance to technology use • Inconsistent technology use across classrooms • Lack of understanding about making “true” student choices • Fear of behavior management issues • Resistance to the idea of student choices • Lack of mechanisms for collaboration with colleagues • Reluctance to share digital materials (ownership issues, lack of an easy mechanism for sharing) • Ineffective use of time for follow-through after professional development opportunities • Too many competing initiatives for change • Others?

10. Which outreach mechanisms could be effective in your school? • Staff presentations • Differentiated group training sessions • Quick shout outs – e.g., emails, tech tips, posters, quick guides • Demonstration – e.g., videos from your classrooms, peer classroom visits, model lessons • Collaborative discussion – team meetings, data chats, staff meetings • Sharing ideas – e.g., classroom videos, peer visits, lesson ideas • Sharing digital materials - e.g., t-shared, emails, tech tips • Coaching – e.g., 1:1 tech coaching, lesson planning help, assistance with goal-setting, feedback on a lesson already taught, co-teaching

11. References Brinkerhoff, Jonathan. "Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices." Journal of Research on Technology in Education 39.1 (2006): 22-43. ProQuest Education Journals, ProQuest. Web. 13 Sep. 2010. Clark, Kevin. "Practices for the Use of Technology in High Schools: A Delphi Study." Journal of Technology and Teacher Education 14.3 (2006): 481-499. ProQuest Education Journals, ProQuest. Web. 13 Sep. 2010. Hughes, Joan E. & Ooms, Ann. (2004). "Content-Focused Technology Inquiry Groups: Preparing Urban Teachers to Integrate Technology to Transform Student Learning. Journal of Research on Technology in Education, 36(4), 397-411. Retrieved September 13, 2010, from ProQuest Education Journals. (Document ID: 691495831). Kanaya, Tomoe, Light, Daniel, and Culp, Katherine M. "Factors Influencing Outcomes From A Technology-Focused Professional Development Program." Journal of Research on Technology in Education 37.3 (2005): 313-329. ProQuest Education Journals, ProQuest. Web. 13 Sep. 2010. O'Bannon, Blanche and Judge, Sharon. "Implementing Partnerships Across the Curriculum with Technology." Journal of Research on Technology in Education 37.2 (2004): 197-216. ProQuest Education Journals, ProQuest. Web. 13 Sep. 2010. Vannatta, Rachel A. and Fordham, Nancy. "Teacher Dispositions as Predictors of Classroom Technology Use." Journal of Research on Technology in Education 36.3 (2004): 253-271. ProQuest Education Journals, ProQuest. Web. 13 Sep. 2010. Wasburn, M., Wasburn-Moses, L., & Blackman, J. (2008). The P-16 Strategic Collaboration Model: A Team Mentoring Approach. The Educational Forum, 72(1), 32-44. Retrieved January 5, 2010, from ProQuest Education Journals. (Document ID: 1516148451). Full text of these articles is available in the “Course Readings  Session 1” section in Blackboard.