The Triad of Optimal Learning: UDL, SAMR and Assistive Technology

The introductions and explorations of UDL, SAMR and Assitive Technology continued this week with a series of well organized, thorough and incredibly informative presentations.  As the evening drew to a close, I felt as though my grasp of these three concepts, which will be the cornerstones for the learning in this course, is strengthening and expanding.

Although I have heard of Co-Writer, is it not a program with which I have worked at any great depth.  Our introduction to Co-Writer was an impressive demonstration of the power of assistive technology in the classroom.  The samples of student writing that we examined showed how assistive technology can not only aid students in increasing the volume of the written output, but also the quality of their writing.  The word prediction feature of Co-Writer helps remove barriers that may be preventing students from being able to clearly communicate the message that they are trying to impart.  The support this program provides allows students to focus more on the flow, message and quality of writing without continual distraction or impediment of mechanics and matters of correctness.   The use of this program for certain students promotes greater student success and empowerment.  

UDL

The presentations of UDL this evening ( Dan, Nikki ,Tina and Jean Luc and I), although presented in different formats were both successful in accentuating the importance of diversifying lesson planning and lesson delivery to meet the needs and interests of the students found in the classroom.  They also demonstrated the importance of providing students with multiple means of representation, flexibility in expression and variety in how we engage students.  Tailoring lessons to meet specific needs for students, utilizing means that students find relevant and engaging and allowing students the freedom to personalize their demonstration of their knowledge embodies how UDL affects optimal learning for all.  Learning is not a one size fits all process!  As an added bonus, Dan, Nikki and Jane introduced me as well to Piktochart:  a site used to create infographics and posters.  I can't wait to provide my students with the option to create a Piktochart in upcoming units!

SAMR

The SAMR model, which was presented by Peter, Kate and Jane, is a model designed to assist educators in effectively integrating technology into their teaching.  By this model, educators should strive to incorporate technology that does not just enhance their teaching or lesson delivery (Substitution, Augmentation) but transforms teaching and learning (Modification, Redefinition).  The graphic this group created with the mountain climber ascending a mountain with Substitution at the bottom was a great visual of how we should be working toward Redefinition at the top of the mountain to optimize 21st century learning by maximizing the potential of the technology to which we have access in our classrooms today.   After being introduced to this concept, I have begun reflecting more frequently on the technology that I am implementing in my practice and thinking a little bit more of both why I am using it, and its effectiveness in helping my students in their learning goals.

AT

All three groups that present the basics of AT did an excellent job of breaking down the basics and explaining the concepts related to AT.  So often to me, the term Assistive Technology conjures the images of expensive devices or complicated programs or software to mind.  After listening to these groups present, I now understand that the imagery of which I was thinking strictly falls into a high tech category.  However, Assistive Technology is comprised of 3 different categories: low tech, medium tech and high tech solutions.  Assistive Technology refers to a device or object that helps a person or student accomplish a task that they would not be able to otherwise undertake.  In the classroom, it is meant to assist learning, by helping students overcome barriers and work more quickly, accurately and more purposefully.  Its overall goal is to foster a greater autonomy and empower a greater independence, regardless if it is as simple as a pencil grip or as complex as a software program for a specific device.    

As we continue to examine these concepts in greater detail, I am looking forward to seeing how these 3 concepts blend together to create an accessible and authentic learning experience for all students in all classrooms.