Robison clearly embraces technology that fits into the Universal Design for Learning framework. Throughout the forward, Robison’s support of UDL can be split into the three different principles of UDL we learned about in class. These principles are input, output, and engagement.
Input is the first principle of UDL. To learn, information must be able to be received by the learner in a way they can understand. However, everyone gathers and retains information differently, and some people need special accommodations or different methods of teaching to learn what is needed. One example of this we learned in class was technology for people with hearing impairments. If someone has trouble hearing, they clearly will not obtain any information from a lecture in class. However, if they use a hearing aid, they will be able to hear the teacher and learn the material. One way Robison embraces this is with his experience being taught “by the book.” He writes, “Teaching someone like me ‘by the book’ …show more content…
Students must be able to express their ideas and interact with what they are learning. But, not all students can communicate in the same way. This relates to what we learned in class about the livescribe pen. For example, if a student has dysgraphia, they may have trouble taking coherent notes. Instead, they can use the livescribe pen to record what the teacher is saying. If they cannot understand what they wrote, they can listen to the teacher explain it. Robison likes this idea and gives an example of how technology can help with output. He writes, “Dedicated devices allow us to actually make things, and have those hands-on experiences that are so important.” This encompases output because not all children express things in the same way and some need different ways of showing their knowledge. If kids were able to make things, instead of perhaps only writing about it, it would help kids who have trouble writing express what they are trying to
Input is the first principle of UDL. To learn, information must be able to be received by the learner in a way they can understand. However, everyone gathers and retains information differently, and some people need special accommodations or different methods of teaching to learn what is needed. One example of this we learned in class was technology for people with hearing impairments. If someone has trouble hearing, they clearly will not obtain any information from a lecture in class. However, if they use a hearing aid, they will be able to hear the teacher and learn the material. One way Robison embraces this is with his experience being taught “by the book.” He writes, “Teaching someone like me ‘by the book’ …show more content…
Students must be able to express their ideas and interact with what they are learning. But, not all students can communicate in the same way. This relates to what we learned in class about the livescribe pen. For example, if a student has dysgraphia, they may have trouble taking coherent notes. Instead, they can use the livescribe pen to record what the teacher is saying. If they cannot understand what they wrote, they can listen to the teacher explain it. Robison likes this idea and gives an example of how technology can help with output. He writes, “Dedicated devices allow us to actually make things, and have those hands-on experiences that are so important.” This encompases output because not all children express things in the same way and some need different ways of showing their knowledge. If kids were able to make things, instead of perhaps only writing about it, it would help kids who have trouble writing express what they are trying to