Valoraciones del alumnado de Educación Primaria sobre lecturas digitales diseñadas con UDL Book-Builder como apoyo en los procesos lectores

RESUMENLa diversidad en las aulas es un hecho y atenderla un reto a enfrentar para todos los docentes. Distintas investigaciones muestran que ciertas tecnologías tienen potencial para apoyar procesos de aprendizaje implicados en la lectura, aunque son escasos los trabajos que consideran la visión del alumnado en la evaluación de dicho potencial. Este estudio descriptivo tiene como objetivo conocer las valoraciones de los usuarios sobre un conjunto de lecturas digitales diseñadas con UDL Book-Builder, una herramienta on-line para la creación de libros multimedia según los principios del Diseño Universal para el Aprendizaje, y sobre las características que incorpora, como son ayudantes virtuales, lector de texto, audio o glosario multimedia. Se digitalizaron 24 lecturas que fueron utilizadas durante un curso escolar en tres centros de Educación Primaria. Tras ello, una muestra de 117 estudiantes de primer y segundo curso respondierona una encuesta para valorar los materiales y sus características. El análisis cuantitativo de los datos muestra que el alumnado identifica diferentes formas en las que éstas actúan como «andamiaje» de su aprendizaje y la mayoría prefiere estas lecturas digitales frente a los mismos textos en formato impreso. Los datos sugieren que el uso de estos recursos tecnológicos podría ser adecuado para responder a la diversidad en los procesos lectores y pueden resultar de utilidad a los docentes en la selección de las herramientas digitales más adecuadas para lograrlo.Palabras Clave: Diseño Universal para el Aprendizaje, TIC, Lecturas digitales, Educación Primaria, Evaluación de recursos digitales.ABSTRACTDiversity in classrooms is an indisputable fact and teachers are challenged to deal with it. Research findings show that technologies own the potential to support different learning processes and that certain technical functionalities have positive effects on the acquisition of literacy skills. However, there are few studies that take into account the students’ vision to assess that potential. This descriptive study analyzes the users’ feedback about digital readings designed using UDL Book-Builder application, a free online tool for creating interactive books, based on the Universal Design for Learning principles, which allows to incorporate features such as coaches, text reader, audio or multimedia glossary. Twenty-four digital texts were used in reading classes of three primary education centres throughout the school year along with the printed version. After that, a sample of 117 first and second-year students was interviewed to respond to a survey so that they could value these functionalities. Quantitative analysis of the results shows that students identify different ways in which these act as scaffolding of their learning and most of them prefer these digital readings versus the same texts in print. The data suggest that use of these technological resources might be appropriate to respond to diversity in reading processes and could be useful to teachers in selecting appropriate digital tools to achieve it.Keywords: Universal Design for Learning, ICT, Digital texts, Primary Education, Digital resources evaluation.

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Creating Global Classrooms Using Universal Design for Learning

Information and Technology Literacy ◽

10.4018/978-1-5225-3417-4.ch038 ◽

2017 ◽

pp. 703-725

Author(s):

Victoria Brown

Keyword(s):

Digital Literacy ◽

Universal Design ◽

Universal Design For Learning ◽

Problem Based Learning ◽

Literacy Skills ◽

Classroom Technology ◽

Digital Content ◽

Culturally Diverse Students ◽

Design For Learning ◽

Global World

Media and digital content has become an integral part of our lives. Digital content has expanded the opportunities for accessing information for individuals with special needs and classrooms with culturally diverse students. Because the digital content is taught through multiple modes, it provides access to information previously available only through print formats. By incorporating universal design into the classroom, the students are using media and digital literacy skills, preparing them for the global world in which they live. In this chapter, a description of universal design will be provided, how to use the digital and media content to create a classroom that honors diversity, and how to use universal design for teaching different languages. The concepts of universal design and the global classroom are pulled together through project or problem-based learning. Finally, a glimpse into the future classroom technology is provided.

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Creating Global Classrooms Using Universal Design for Learning

Advances in Media, Entertainment, and the Arts - Handbook of Research on Media Literacy in the Digital Age ◽

10.4018/978-1-4666-9667-9.ch009 ◽

2016 ◽

pp. 186-207 ◽

Cited By ~ 3

Author(s):

Victoria Brown

Keyword(s):

Digital Literacy ◽

Universal Design ◽

Universal Design For Learning ◽

Problem Based Learning ◽

Literacy Skills ◽

Classroom Technology ◽

Digital Content ◽

Culturally Diverse Students ◽

Design For Learning ◽

Global World

Media and digital content has become an integral part of our lives. Digital content has expanded the opportunities for accessing information for individuals with special needs and classrooms with culturally diverse students. Because the digital content is taught through multiple modes, it provides access to information previously available only through print formats. By incorporating universal design into the classroom, the students are using media and digital literacy skills, preparing them for the global world in which they live. In this chapter, a description of universal design will be provided, how to use the digital and media content to create a classroom that honors diversity, and how to use universal design for teaching different languages. The concepts of universal design and the global classroom are pulled together through project or problem-based learning. Finally, a glimpse into the future classroom technology is provided.

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Universal Design for Learning Principles in a Hybrid Course

SAGE Open ◽

10.1177/2158244013480789 ◽

2013 ◽

Vol 3 (1) ◽

pp. 215824401348078 ◽

Cited By ~ 2

Author(s):

Rebecca Elder Hinshaw ◽

Suad Sakalli Gumus

Keyword(s):

Universal Design ◽

Universal Design For Learning ◽

Hybrid Course ◽

Design For Learning ◽

Learning Principles

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Using the ADDIE Model and Universal Design for Learning Principles to Develop an Open Online Course for Teacher Professional Development

Journal of Digital Learning in Teacher Education ◽

10.1080/21532974.2018.1494521 ◽

2018 ◽

Vol 34 (4) ◽

pp. 219-233

Author(s):

Torrey Trust ◽

Emrah Pektas

Keyword(s):

Professional Development ◽

Teacher Professional Development ◽

Universal Design ◽

Universal Design For Learning ◽

Online Course ◽

Design For Learning ◽

Teacher Professional ◽

Addie Model ◽

Learning Principles

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Performing Without Sound: Using Sign Language to Teach Expressive Qualities of Music

General Music Today ◽

10.1177/10483713211034436 ◽

2021 ◽

pp. 104837132110344

Author(s):

Emily Hatch

Keyword(s):

Sign Language ◽

Universal Design ◽

Universal Design For Learning ◽

Learning Opportunities ◽

Design For Learning ◽

Learning Principles ◽

A Performance

Performing can be taught in more ways than just with singing and instruments; sign language is also a legitimate option for teaching students about the expressive qualities of music through performance. Using sign language as a performance option serves to promote differently abled musicians. It also is a way to use Universal Design for Learning principles to create learning opportunities in a variety of modalities for all students

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The American Rescue Plan Act Funds and Students With Extensive Support Needs: Three Considerations for Technology Access and Use

Inclusive Practices ◽

10.1177/27324745211062519 ◽

2021 ◽

pp. 273247452110625

Author(s):

Alexandra S. Reed, MEd ◽

Grace L. Francis, PhD ◽

Marci Kinas-Jerome, PhD

Keyword(s):

Technology Use ◽

Universal Design ◽

Universal Design For Learning ◽

Learning Opportunities ◽

Literacy Skills ◽

Technology Literacy ◽

Support Needs ◽

Technology Investment ◽

Design For Learning ◽

K 12

The COVID-19 pandemic highlighted inequities in technology literacy and access for students with extensive support needs (ESN) in k-12 settings. Technology is critical for students with ESN to continue lifelong learning after graduation. The unprecedented level of funds from the American Relief Plan provides schools opportunities to invest in sustainable and accessible technology which benefits all students. The Universal Design for Learning (UDL) framework is used to increase access to learning for all students, and should be applied to decision making surrounding technology investment and purchasing. This essay provides three considerations for schools to reflect on when spending ARP Act funds: (a) use UD to purchase technology, (b) provide UDL professional development to teach technology literacy skills, and (c) provide learning opportunities aimed at technology use among students with ESN.

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Creating Global Classrooms Using Universal Design for Learning

Digital Multimedia ◽

10.4018/978-1-5225-3822-6.ch008 ◽

2018 ◽

pp. 145-168

Author(s):

Victoria Brown

Keyword(s):

Digital Literacy ◽

Universal Design ◽

Universal Design For Learning ◽

Problem Based Learning ◽

Literacy Skills ◽

Classroom Technology ◽

Digital Content ◽

Culturally Diverse Students ◽

Design For Learning ◽

Global World

Media and digital content has become an integral part of our lives. Digital content has expanded the opportunities for accessing information for individuals with special needs and classrooms with culturally diverse students. Because the digital content is taught through multiple modes, it provides access to information previously available only through print formats. By incorporating universal design into the classroom, the students are using media and digital literacy skills, preparing them for the global world in which they live. In this chapter, a description of universal design will be provided, how to use the digital and media content to create a classroom that honors diversity, and how to use universal design for teaching different languages. The concepts of universal design and the global classroom are pulled together through project or problem-based learning. Finally, a glimpse into the future classroom technology is provided.

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What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum?

International Journal of Educational Research ◽

10.1016/j.ijer.2020.101583 ◽

2020 ◽

Vol 102 ◽

pp. 101583

Author(s):

Suzanne Carrington ◽

Beth Saggers ◽

Amanda Webster ◽

Keely Harper-Hill ◽

Julie Nickerson

Keyword(s):

Universal Design ◽

Universal Design For Learning ◽

Autism Spectrum ◽

Design For Learning ◽

Learning Principles

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Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic

International Journal on Studies in Education ◽

10.46328/ijonse.59 ◽

2021 ◽

Vol 4 (1) ◽

pp. 55-69

Author(s):

Hengzhi Hu ◽

Feifei Huang

Keyword(s):

Online Learning ◽

Universal Design ◽

English Education ◽

Universal Design For Learning ◽

Learning Experience ◽

Assistive Technologies ◽

Positive Effects ◽

Positive Attitudes ◽

Design For Learning ◽

Remote Learning

Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.

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