A Research Synthesis of Teacher Perceptions focusing on Importance and Application of Universal Design for Teaching and Learning and Instructional Adaptation

Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type. Overall, we found that about two thirds of general classroom teachers supported the concept of mainstreaming/inclusion. A smaller majority were willing to include students with disabilities in their own classes, but responses appeared to vary according to disabling condition and implicit obligations on the teacher. Although about half or more of the teachers felt that mainstreaming/inclusion could provide some benefits, only one third or less of teachers believed they had sufficient time, skills, training or resources necessary for mainstreaming/inclusion. Reported attitudes did not appear to covary with either geographical region or time of publication. Implications for policy and practice are provided.

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Measuring and Evaluating ICT Use

Handbook of Research on New Media Literacy at the K-12 Level ◽

10.4018/978-1-60566-120-9.ch021 ◽

2009 ◽

pp. 326-339 ◽

Cited By ~ 1

Author(s):

Romina Jamieson-Proctor ◽

Glenn Finger

Keyword(s):

Teacher Perceptions ◽

Information And Communication Technologies ◽

Teaching And Learning ◽

Large Scale ◽

Relative Advantage ◽

Educational Systems ◽

Ict Use ◽

Strategic Plans ◽

Teachers And Students ◽

Information And Communication

Teaching and learning in the 21st Century requires teachers and students to capitalise upon the relative advantage of integrating Information and Communication Technologies (ICT) to enhance current curriculum, pedagogy and assessment approaches, as well as transform teaching and learning. While most educational systems agree that ICT has the potential to transform teaching and learning, attention has been given recently to the challenge of how to measure and evaluate the impact ICT is having on teaching and learning. This Chapter argues that the most important focus in measuring ICT use needs to be on student use of ICT, as policies and teacher professional development initiatives by themselves are insufficient to ensure that student learning is either enhanced or transformed through ICT use. Insights are provided into the development of a contemporary instrument, for use by Education Queensland, Australia, which aims to measure teacher perceptions of the quantity and quality of student use (as opposed to teacher use) of ICT in the curriculum. The instrument enables teachers and schools to identify their current and preferred levels of student ICT use, and from this, to generate discussion about the integration and transformational potential of ICT and to develop strategic plans to achieve their preferred level of student use. This Chapter also provides summaries of the implementation of the instrument in two large Queensland education systems, and argues that ICT research, such as this approach, which enables large scale, evidence-based research to measure student outcomes as a result of using ICT in the curriculum should be a matter of priority to effectively monitor and manage learning with ICT.

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Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings

Education Sciences ◽

10.3390/educsci10090234 ◽

2020 ◽

Vol 10 (9) ◽

pp. 234

Author(s):

Shawn Rowe ◽

Mariapaola Riggio ◽

Raffaele De Amicis ◽

Susan R. Rowe

Keyword(s):

Professional Development ◽

Rural Communities ◽

Built Environment ◽

Teacher Perceptions ◽

Teacher Professional Development ◽

Teaching And Learning ◽

Sensor Data ◽

After School ◽

Teacher Professional ◽

K 12

This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.

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Filipino Science Teachers’ Evaluation on Webinars’ Alignments to Universal Design for Learning and Their Relation to Self-Efficacy amidst the Challenges of the COVID-19 Pandemic

Asia-Pacific Science Education ◽

10.1163/23641177-bja10035 ◽

2021 ◽

Vol 7 (2) ◽

pp. 421-451

Author(s):

Mary Dane F. Leonardo ◽

Jeongho Cha

Keyword(s):

Professional Development ◽

Teacher Perceptions ◽

Science Teachers ◽

Self Efficacy ◽

Universal Design ◽

Universal Design For Learning ◽

The Philippines ◽

Design For Learning ◽

K 12 ◽

The Impact

Abstract The COVID-19 pandemic has led teachers in the Philippines to rely on technology to provide and support continued education for K-12 students. However, it is not only technology, but also the interactive online learning environments crafted by teachers that impact student science learning. To support teachers to cope with pandemic teaching, the government provided professional development in the form of teacher-training webinars. This study evaluated the webinars using Universal Design for Learning (UDL) principles to understand the impact these professional development sessions had on science teachers’ self-efficacy for delivering science instruction during the pandemic. The study found that webinars including UDL design elements improved science teachers’ self-efficacy for teaching science and there were no significant differences in teacher perceptions relative to gender or teaching experience. Implications for the use of UDL to design long-term professional development offerings beyond the pandemic are discussed.

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From Face-to-Face to Online UDeL Camps: Supporting Staff at Higher Education Institutions in Developing Universal Design for eLearning (UDeL)

Universal Design 2021: From Special to Mainstream Solutions - Studies in Health Technology and Informatics ◽

10.3233/shti210392 ◽

2021 ◽

Author(s):

Håkan Eftring ◽

Elinor Jeanette Olaussen ◽

Helen Petrie ◽

Merja Saarela ◽

Tarja Ladonlahti ◽

...

Keyword(s):

Higher Education ◽

Online Teaching ◽

Teaching And Learning ◽

Universal Design ◽

Higher Education Institutions ◽

Education Institution ◽

Online Teaching And Learning ◽

Face To Face ◽

Challenges And Opportunities

The TINEL Project is running a series of camps for staff at higher education institution to support them in developing inclusive eLearning. The first camp was conducted face-to-face, but the coronavirus pandemic meant that the second camp was conducted online. This created a case study in inclusive eLearning in itself and allowed us to experience and reflect on the challenges and opportunities of inclusive online teaching and learning. This paper presents the structure and content of the two camps, our reflections on moving from a face-to-face to an online situation and our elaboration how the UDL principles apply to eLearning to create Universal Design for eLearning (UDeL). We found that because we already had a syllabus for the camp prepared, transferring it to an online camp did not present a great number of challenges. Some aspects of the online situation were actually advantageous (e.g. presenting all materials digitally and making them fully accessible) while others were difficult to overcome (e.g. engaging all participants in online activities and discussions). We provide a set of recommendations of how to implement the three principles of UDL in eLearning situations.

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Language teacher perceptions and practices of digital literacy in Finnish higher education

AFinLAn vuosikirja ◽

10.30661/afinlavk.69640 ◽

2018 ◽

pp. 41-60 ◽

Cited By ~ 1

Author(s):

Taina Juurakko-Paavola ◽

Heidi Rontu ◽

Michael Nelson

Keyword(s):

Higher Education ◽

Teacher Perceptions ◽

Digital Literacy ◽

Teaching And Learning ◽

National Level ◽

Curriculum Planning ◽

Language Teachers ◽

Language And Communication ◽

High Level ◽

Finnish Higher Education

Digital literacy and digitalization have rapidly entered curriculum planning as key development targets in Finnish higher education, and consequently, also in the teaching and learning of languages and communication. For language teachers, this creates new development possibilities but also challenges, as new working methods and proficiencies need to be embraced. In this paper we focus on teacher perspectives of and practices in digital literacy and seek to identify the development needs they have and the challenges they face. Our study shows that there is a high level of interest in digital issues in language and communication teaching in Finland. Teachers are encouraged to include digital elements in their teaching. However, teachers need support and have varied needs in developing digipedagogical skills. The results of our study form the basis for a national-level strategy for furthering the digital literacy of language and communication teachers in higher education at personal, organizational and national levels.

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A System-Wide Approach to Universal Design for Learning Implementation

Educational Renaissance ◽

10.33499/edren.v6i1.111 ◽

2018 ◽

Vol 6 (1) ◽

pp. 44-47

Author(s):

Joni L Degner

Keyword(s):

Learning Environments ◽

Teaching And Learning ◽

Universal Design ◽

Universal Design For Learning ◽

Learning Experiences ◽

Value System ◽

Student Centered ◽

Design For Learning ◽

High Standards ◽

Every Student Succeeds Act

Universal Design for Learning (UDL), an instructional framework based in neuroscience, optimizes teaching and learning by supporting learners through three overarching principles: Multiple Means of Engagement, Multiple Means Representation, and Multiple Means of Action and Expression (?About universal?). These principles and the subsequent framework that grew out of the work of CAST co-founders and framework co-creators Dr. David Rose and Anne Meyers has become greater than the sum of its parts. Practitioners who have even dabbled in Universal Design for Learning have likely come to the understanding that UDL is a student-centered value system of flexibility, accessibility, and high standards for all students; indeed, the goal of Universal Design for Learning is to create learning environments where students grow to be experts in their own learning. The Every Student Succeeds Act (ESSA) defines and endorses Universal Design for Learning as the framework for designing learning experiences that support the success of all learners

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Using Webquest As A Universal Design For Learning Tool To Enhance Teaching And Learning In Teacher Preparation Programs

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v8i3.4121 ◽

2011 ◽

Vol 8 (3) ◽

Cited By ~ 1

Author(s):

Chien-Hui Yang ◽

Pei Wen Tzuo ◽

Cecile Komara

Keyword(s):

Teacher Preparation ◽

Problem Solving ◽

Teaching And Learning ◽

Universal Design ◽

Universal Design For Learning ◽

Learning Needs ◽

Problem Solving Skills ◽

Diverse Learning ◽

Design For Learning ◽

Strongly Agree

Developed by Dodge (1995), WebQuest is an inquiry-based teaching tool, in which students of all ages and levels participate in an authentic task that use pre-designed, pre-defined internet resources, though other print resources can also be used. Learners will put the focus on gathering, summarizing, synthesizing, and evaluating the information within clearly defined parameters in order to accomplish an authentic task set by the instructor. WebQuest takes a problem-solving approach and exhibits a clear structure that guides the learning processes and interactions (Dodge, 2001), and can be used for different subject areas across age levels, from young children to adult learners (Ezell, Klein, Hines, & Hall, 2003). In teacher preparation, research has shown that WebQuest enhanced problem-solving skills, higher order thinking, motivation, creativity, critical thinking, active learning, connection to authentic contexts (Abu-Elwan, 2007; Allan & Street, 2007; Lim & Hernandez, 2007) and assisted in bridging the theory to practice gap (Lim & Hernandez, 2007). It should be noted that most studies were conducted on the subject areas of Math, literacy, or science. In Singapore context, many local teachers still havent heard of WebQuest and learned about using WebQuest in their teaching. Further, few research studies have focused on establishing WebQuest as an evidence-based practice in enhancing teaching and learning or a pedagogy promoting Universal Design for Learning and inquiry based learning. This research project intends to introduce WebQuest, to be modelled and integrated in a course training special education pre-service teachers (allied educators) in Singapore. Specifically, the following research questions were posed: (1) Does the use of WebQuest in teacher preparation promote special education teachers understanding on Universal Design for Learning (UDL) in accommodating students with diverse learning needs? (2) Does WebQuest a useful tool to enhance teachers higher order thinking, engagement, creativity, and collaborative learning skills? (3) Does the use of WebQuest in teacher preparation foster stronger desires for teachers to integrate ICT in teaching and learn more about WebQuest? Forty one teacher responded to a survey questionnaire after experiencing WebQuest developed by the course instructor in teacher preparation program. Teachers also learned about WebQuest as an Universal Design for Learning tool for students with diverse learning needs. The majoirty of teachers indicated strong favors over WebQuest activities over traditional teacher-directed learning methods. All participants found WebQuest helpful in accommodating individual differences and learning styles (Agree: 68.3%; Strongly agree: 31.7%). Forty teachers (N=41) reflected that they used more critical thinking and problem solving skills when they engaged in the WebQuest activities developed by the instructor (39% strongly agree and 56.1% agree). Thirty nine teachers agreed that they were required to use more creativity when they engaged in the WebQuest activities (24.4% of teachers stronly agree and 68.3% agree). The majority of teachers (26.8% strongly agree and 68.3% agree) felt that they know more about ways to incorporate technology for teaching and learning after experiencing WebQuest in this class. They also indicated that they would like to use more technology and web resources in teaching in the future after learning about WebQuest (41.5% strongly agree and 53.7% agree).

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Co-word analysis and academic performance from the Australasian Journal of Educational Technology in Web of Science

Australasian Journal of Educational Technology ◽

10.14742/ajet.6940 ◽

2021 ◽

pp. 119-140

Author(s):

Jesús López-Belmonte ◽

Antonio-José Moreno-Guerrero ◽

Santiago Pozo-Sánchez ◽

José-Antonio Marín-Marín

Keyword(s):

Higher Education ◽

Educational Technology ◽

Teacher Perceptions ◽

Scientific Community ◽

Teaching And Learning ◽

Web Of Science ◽

Second Phase ◽

Word Analysis ◽

Australasian Journal ◽

Technology In Learning

Since its inception in 1985, the Australasian Journal of Educational Technology (AJET) has been dedicated to the diffusion of studies on the integration of technology in higher education. Its track record in this field has placed it in the first quartile of the Scimago Journal & Country Rank. The objective of the study was to reveal to the scientific community the journey and evolution that this journal has had throughout its existence in Web of Science. A bibliometric methodology was used, supported by a scientific mapping from a unit of analysis of 798 documents. For this reason, a co-word analysis can be a fundamental tool for understanding the characteristics of their production and their impact on the scientific community. There is an evident progressive evolution of the studies published in the Australasian Journal of Educational Technology, with a first phase focused on the design and implementation of educational technology in learning environments, a second phase focused on the enrichment of technology and its acceptance within the processes of teaching and learning, and finally a stage focused on student and teacher perceptions of the implementation of technology in the educational context. Implications for practice or policy: We have established a contextual framework to show researchers current trends in educational technology and delineate future lines of research. Those interested in this subject will have a set of bibliometric indicators to delve into the field of educational technology. Higher education teachers and students will discover the evolution of the use of technology in learning spaces.

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