Technology Frameworks Overview#

Technology has greatly increased its presence within education. There are three main applications of technology in this setting. These include:

flowchart TD A[Instructional Technology] --> Ax[Used by all students to enhance learning.] B[Assistive Technology] --> Bx[Used by students with disabilities to access the curriculum.]

Instructional Technology#

Universal Design for Learning#

Universal Design for Learning (UDL) is a research based framework for designing instruction that provides all students with equal opportunities to learn and succeed. UDL is based on the principles of universal design, which is an approach to design that aims to create products and environments that are accessible and usable by everyone, regardless of their abilities or disabilities.

UDL is designed to address the variability of learners by providing multiple means of representation, expression, and engagement. This means that instruction is designed to be flexible and adaptable, allowing students to access and engage with the content in ways that work best for them.

The three principles of UDL are:

Multiple Means of
Engagement

Providing students with multiple ways to engage with the content and stay motivated and interested. Subsets include providing options for:

Recruiting Interest

  • Optimize individual choice and autonomy

  • Optimize relevance, value, and authenticity

  • Minimize threats and distractions

Sustaining Effort & Persistence

  • Heighten salience of goals and objectives

  • Vary demands and resources to optimize challenge

  • Foster collaboration and community

  • Increase mastery-oriented feedback

Self Regulation

  • Promote expectations and beliefs that optimize motivation

  • Facilitate personal coping skills and strategies

  • Develop self-assessment and reflection

Multiple Means of
Representation

Providing information in multiple formats and modalities to address the variability of learners. Subsets include providing options for:

Perception

  • Offer ways of customizing the display of information

  • Offer alternatives for auditory information

  • Offer alternatives for visual information

Language and Symbols

  • Clarify vocabulary and symbols

  • Clarify syntax and structure

  • Support decoding of text, mathematical notation, and symbols

  • Promote understanding across languages

  • Illustrate through multiple media

Comprehension

  • Activate or supply background knowledge

  • Highlight patterns, critical features, big ideas, and relationships

  • Guide information processing and visualization

  • Maximize transfer and generalization

Multiple Means of
Action and Expression

Providing students with multiple ways to demonstrate their learning and understanding. Subsets include providing options for:

Physical Options

  • Vary the methods for response and navigation

  • Optimize access to tools and assistive technologies

Expression and Communication

  • Use multiple media for communication

  • Use multiple tools for construction and composition

  • Build fluencies with graduated levels of support for practice and performance

Executive Functions

  • Guide appropriate goal-setting

  • Support planning and strategy development

  • Facilitate managing information and resources

  • Enhance capacity for monitoring progress

UDL is designed to be used in all aspects of instruction, including curriculum design, instructional strategies, assessment, and technology. By using UDL, educators can create learning environments that are inclusive, engaging, and effective for all students.

CAST is the organization that developed this framework and continues to conduct research, education, and advocacy UDL. They develop and maintain an interactive graphic organizer diving deeper into each key principle.

Interactive UDL Graphic Organizer

TPACK#

The TPACK (Technological Pedagogical Content Knowledge) model is a framework for understanding how technology can be effectively integrated into teaching and learning. It emphasizes the importance of three types of knowledge: content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK), and their intersections. The model proposes that effective technology integration requires a deep understanding of all three knowledge domains, as well as the ways in which they intersect to form TPACK. Teachers who have strong TPACK are able to design and implement effective learning experiences that leverage technology to support student learning and achievement.

A venn diagram showing the overlapping of the various principles within the T PACK framework.

Fig. 1 TPACK Overview Image credit: tpack.org#

The TPACK Model was developed by Punya Mishra and Matthew J. Koehler. To learn more about the TPACK model, visit tpack.org.

SAMR#

The SAMR (Substitution, Augmentation, Modification, Redefinition) model is a framework for evaluating the effectiveness of technology integration in education. The model proposes four levels of technology integration, ranging from basic substitution to transformative redefinition.

Substitution

In this level of the model, technology is being used in a similar method as non technological tools.

Example: Having students keyboard instead of handwrite response.

Augmentation

In this level of the model, technology is being used to provide a slight enhancement or feature when compared with non technological tools.

Example: Using the Google Doc comments feature to provide teacher or peer feedback.

Modification

In this level of the model, technology is being used in a significantly different method as non technological tools or teaching strategies.

Example: Project based learning where students use Google Forms to collect data and Google Sheets to analyze the data.

Redefinition

In this level of the model, technology is being used in a novel and innovative way.

Example: Students create an augmented reality treasure hunt for historical knowledge.

At the Substitution level, technology is used as a direct substitute for traditional tools or methods without significant changes in the learning process. At the Augmentation level, technology is used to enhance or improve upon traditional tools or methods. At the Modification level, technology allows for significant redesign of the learning task or activity, and at the Redefinition level, technology enables new, previously impossible learning experiences that fundamentally change the task or activity.

The SAMR model encourages educators to move beyond simply using technology as a replacement for traditional methods and to instead explore new, innovative ways of using technology to transform teaching and learning experiences.

Assistive Technology#

SETT Framework#

The SETT framework is a model for assistive technology (AT) decision-making that considers a range of factors in determining appropriate AT solutions for individuals with disabilities. SETT stands for Student, Environment, Tasks, and Tools.

Student

This refers to the individual with the disability who requires AT. In this step, the evaluator or team would gather information on the student’s strengths, challenges, preferences, and needs.

Environment

This refers to the physical, social, and cultural context in which the student will use the AT. This includes factors such as the physical layout of the environment, the social dynamics and expectations, and cultural norms.

Additional factors include inventory of support systems as well as familiar and available technologies in the school and home environments.

Tasks

This refers to the specific activities that the student needs to be able to do using the AT. This step involves breaking down the tasks into smaller components and identifying where AT can be of assistance.

Tools

This refers to the range of AT solutions available to support the student’s tasks. This step involves considering both low-tech and high-tech AT solutions, and evaluating how well each option meets the student’s needs, preferences, and goals.

By systematically considering each of these four factors, the SETT model can help teams make informed decisions about appropriate AT solutions for individuals with disabilities.

Toolkit Model#

stateDiagram-v2 direction LR [*] --> Referral Referral --> Screening Screening --> Assessment Assessment --> Planning Planning --> Implementation Implementation --> Follow_Up Follow_Up --> Referral

The Toolkit model for assistive technology (AT) is a framework that helps guide the AT decision-making process. The model includes six stages:

  • Referral: In this stage, the need for AT is identified and a referral is made to the appropriate personnel, such as an AT specialist.

  • Screening: This stage involves a preliminary assessment of the individual’s needs and abilities to determine if AT is appropriate and, if so, what type of AT might be helpful.

  • Assessment: In this stage, a comprehensive assessment is conducted to gather information about the individual’s needs, abilities, and environment, as well as potential AT solutions.

  • Planning: Based on the assessment, a plan is developed that outlines the AT solutions that will be recommended, including the specific devices or tools that will be used.

  • Implementation: This stage involves the selection, acquisition, and integration of the AT solutions into the individual’s daily life. It may also include training for the individual and their support network on how to use the AT effectively.

  • Follow-up: Finally, follow-up is conducted to ensure that the AT solutions are meeting the individual’s needs and to address any issues or concerns that may arise.

The Toolkit model emphasizes a collaborative, person-centered approach to AT decision-making, where the individual with a disability and their support network are actively involved throughout the process. It also recognizes that the AT decision-making process is iterative and may require ongoing evaluation and adjustment to ensure that the AT solutions continue to meet the individual’s changing needs over time.