Task #1:
In the first chapter of your textbook, you read about different types of assistive technology: low-tech, mid-tech, and high-tech tools. Take a few minutes to think about tools you use to get your academic work completed – how many of those tools could be considered assistive technology?
Create a set of 3 Google Slides or Powerpoint Slides to take us on a brief tour of the assistive technology that supports your learning goals. Identify an example of a low-tech, a mid-tech, and a high-tech tool that you use and create a slide for each. Each slide should contain a picture of the tool and a 3-4 sentence explanation for how that tool supports your learning. Make sure to add a caption to each slide with the type of tool (low-tech, etc.) and why you chose it.
Task #2:
READ: Rose, D. H., & Gravel, J. W. (2010). Universal Design for Learning. In P. Peterson, E. Baker & B. McGraw (Eds.), International encyclopedia of education (pp. 48-56). Oxford: Elsevier.
Connect the work you’ve done with at least 1 of the 3 principles of UDL – based on the information contained in your textbook and the UDL chapter you just read. The writing portion will be more of an overview of your understanding of UDL and how it applies to your own learning.
Your CONNECT writing for this week should be 3-5 paragraphs. Write about your understanding of Universal Design for Learning and the role it plays in learning for all students. Think about your personal learning needs – which of the three principles of UDL is really important to you (you can pick any one)? What’s an example of a time you were provided with the opportunity to have multiple means of representation, action/expression, or engagement (if you don’t know one, make up one)? How do the three tools that you talked about in Task 2 support one or more of these principles?
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