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Pre-Service Teacher Beliefs about Universal Design for Learning and the Role of Technology
PROCEEDINGS

, , Towson University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: In 2008, Universal Design for Learning (UDL) was formally defined in the Higher Education Opportunity Act as a scientifically valid framework for guiding educational practice that provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged (HEOA, 2008). As a result, institutes of higher education have begun to focus on UDL as a framework for meeting the challenge of learner variability and designing high-quality, standards-based instruction (Hall, Rose & Meyer, 2012). In this article, the researchers present conceptual change as a theoretical framework and lens to help build an understanding for and strategies regarding, implementation of UDL and the role of technology in preservice teacher preparation

Citation

Berquist, L. & Sadera, W. (2014). Pre-Service Teacher Beliefs about Universal Design for Learning and the Role of Technology. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2391-2395). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2019 from .

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