I am not currently teaching.

 

I am not currently teaching. Even when I did, it was in India where access to technology as mentioned by (US Dept of Education, 2017) is next to nil. I am happy that technology such as this exists and unhappy for I am not sure if I will see it in my country in my lifetime. The shift that I would love to see is that of accessibility, from limited to universally designed (US Dept of Education, 2017).

India is a very diverse country with respect to language, colour and economics. A one size fits all would not work for India. Our education needs to be rooted in a design principle that is universal. That is UDL or Universal Design Learning a framework for designing learning experiences that aims to meet learning needs of all learners (Posey, 2021). All frameworks have goals and assessments but the speciality of UDL is that it plans for variability. The focus is not on changing the kids but fixing the eco system where they learn. UDL focuses on variability and not disability (Posey, 2021) and that makes it a powerful perspective on curriculum design for when the focus is to reach all kids, disability is out of the peripheral vision.

An advance in technology has helped improve the impact and reach of UDL by increasing the diversity that can be reached. Some of the features are:

(a) capacity to increase font sizes, 

(b) change color contrast, 

(c) text-to speech software, 

(d) bilingual dictionaries and 

(e) colours of pens in use. 

These features can be embedded in assessments also. This reduces the need to single out individual students for extra supports leading to emotional support for the kids usually marked as disabled. Assistive technology, such as text-to-speech, alternate response systems, and refreshable Braille, supports students with physical disabilities. These technologies make it possible for students to interact with digital learning resources in ways that would be impossible with standard print-based assessments, leading to greater empowerment. Hence students are better able to demonstrate what they know and how to apply this knowledge (US Dept of Education, 2017).

Technology also helps create personalized learning using cloud-based material that the students can access anytime and learn at their own pace. Some examples are:

(a) Cloud based tech such as ‘class flow’ allows real time assessment in a differentiated manner, 

(b) automated feedback is possible, 

(c) a mobile app ‘class dojo’ records student behaviour in context, 

(d) a handheld tool ‘Subtle Stone’ helps students to privately communicate their emotional state to the teacher and 

(e) students can use audio and video tools to create podcasts and presentations reviewing their learning in that term (Promethean, 2021).

Technology-enabled assessment can be used for tracking. But by combining data with learning analytics, technology can help pupils learn through assessment. 

References

1. Posey, A. (2021, April 1). Universal Design for Learning (UDL): A teacher's guide. Understood. Retrieved March 4, 2022, from https://www.understood.org/articles/en/understanding-universal-design-for-learning?_sp=2bf11a32-c942-4445-93ae-4b8feee43eb8.1646404157189#How_can_I_use_the_three_principles_of_UDL?_
2. Promethean. (2021, October 7). How can technology aid learning and assessment? Promethean Blog. Retrieved March 4, 2022, from https://resourced.prometheanworld.com/technology-learning-and-assessment/#:~:text=Technology%20can%20be%20used%20for%20instant%20assessment%20in%20many%20different,and%20support%20further%2Fdeeper%20learning.
3. US Dept of Education. (2017). Reimaging the role of technology in education: 2017 National education technology plan update.  https://tech.ed.gov/files/2017/01/NETP17.pdf