Adaptive Technology Exercise for Middle School Math

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Table of Contents

Universal Design for Learning (UDL) Reflection
Adaptive Technology/Instructional Objective
References

Universal Design for Learning (UDL) Reflection

Equal access in the classroom, based on the recognition of students’ different needs, is the foundation for building UDL. In such an environment, students are expected to be able to perform more outstandingly and be more confident and engaged overall. The virtual 360° classroom featured 17 tags describing various improvements to the classroom environment to maximize accessibility for students. The ones that stood out the most to me were QR codes for the automatic translation of instructional materials, which is helpful for ELLs, QR codes on various room elements to increase student engagement, and programs on iPads for students who cannot attend in person. I did not immediately notice HowdaHug Chair as a tool for creating a secluded learning environment, a scheduling schedule for the day that increases predictability, and rules for managing voice levels based on speaking.

Previously, I had undoubtedly pondered mechanisms and tools that could increase accessibility in the classroom. I had encountered this not only while studying the module materials but also in my own personal experience, learning in school when only some of my needs could be met. Nevertheless, before taking this virtual 360° class, I could not compile all the fragments of knowledge into a single space. In other words, I knew what each of the categories of students in the classroom might need, but I had not thought about how to bring it together. Therefore, it is correct to postulate that this lesson allowed me to visually observe a classroom built on the ideology of UDL and the possibilities of intelligently combining all the essential tools to increase accessibility.

Among the ideas that come to my mind when observing this class is improving the zoning system. Self-study, which includes reading textbooks, can occur differently for different students: some need to sit at a desk, while others prefer more simple formats. Therefore, I suggest physically dividing the classroom into such areas for independent study, which includes changing the interior and even the level of lighting to a warmer one. Also, in this classroom, I did not observe a means for students to be able to express themselves. This could be a new whiteboard, sheets of paper, or a table that students could use creatively, depending on their mood (De Laszlo, 2021). This would not only develop students’ abstract skills and allow them to release emotions but also learn to work as a team and respect others’ creations.

Thus, an inclusive classroom through the UDL paradigm looks like a space in which each student can find the means and tools to optimize the learning process. Such classrooms increase engagement by ensuring that every student is engaged and their interests and needs are met. Nevertheless, the teacher must rigorously evaluate opportunities and resources when planning UDL. Most of these improvements are technology-based and require the student to use a personal or university phone or tablet. That said, for students from low-income families, owning such devices can be a painful topic, potentially causing bullying and harassment in their direction. Therefore, teachers who invest in creating equal access in the classroom need to make sure that UDL will not cause disruptive consequences.

Adaptive Technology/Instructional Objective

The instructional objective of the planned lesson is to explore the geometry of angles and the tools for measuring them. This goal is built on the Indiana Standards math standard for fourth-grade, namely, 4.G.3 (NewPathLearning, 2021). In an inclusive classroom, assistive technologies may include personal headphones in various forms and modes of sound transmission for independent study, higher tables for students in wheelchairs, tables with voice and zoom capabilities as an alternative to printed materials, and materials in Braille for visually impaired students. Among other things, space zoning and opportunities for independence or teamwork can also be used to improve academic accessibility.

As one of the lesson assignments, students are asked to measure the angles of various objects within the classroom: between walls, at the desk, at office supplies, and other geometric shapes of space. For those students who cannot hear or see the instructions clearly, additional audio-visual or translated guides are suggested (CCSSO, 2013). Not all students can use the standard tools, so alternatives should be considered for them. This could be an iPad with built-in angle measuring functions or working in teams with a student who can only take measurements or, alternatively, record the results in a report.