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Name of Instructor : JAIME S. REGISTRADO

Academic Year : 2020-2021 (First Semester)
Course and Year : BEEd – Third Year
Subject Code : TTL02ED318
Title : Technology for Teaching and Learning in the Elementary Grades

Producing Learning Resources

Using Technology Tools
Module 6

OBJECTIVES

At the end of this module, you are expected to:

1. Explain the concept of Universal Design for Learning (UDL).

2. Create appropriate IMs using technology tools in learning language.

LECTURE AND DISCUSSION

ENGAGE

Direction: Identify the following technology tools.

____________________ 1. It is a powerful, multipurpose application that may contain

text, sound, images, and formatted documents in standard LaTeX.

____________________ 2. It is a web-based tool that offers a wide array of media options,

graphics, cartoons, and animated images to create animated presentations that flow
smoothly and logically.

____________________ 3. It is a suite of design tools that allow you to make your own
posters, videos and webpages using your computer or iOS mobile device.

____________________ 4. This application allows you to easily create flashcards with

text, sound and images.

____________________ 5. This was the first online application that enables you to place
virtual post-it on a virtual corkboard or bulletin board easily and allow you to post
text, images, and/or videos on them.

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EXPLORE

Watch the video from YouTube about “Universal Design for Learning (UDL)” on
this link https://www.youtube.com/watch?v=gmGgplQkrVw.

Answer the following questions:

1. Why should educators use UDL?

2. What are the benefits of UDL?
3. What are the 3 UDL principles?
4. How to incorporate a UDL in teaching and learning process?

Present your output using any of the technology tools discussed in Module 6.

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EXPLAIN

What is Universal Design for Learning?

The concept of Universal Design for Learning (UDL) is a very important

concept in preparing instructional tools in language teaching. The concept
stemmed originally from the UD principles, as well as from research in
neuroscience on how the brain learns (Rose & Meyer 2002). According to Dalton
et. al. (2019), universal design for learning applies the concepts of accessibility
and inclusion beyond physical environments, to design teaching and learning
opportunities in ways that are varied, accessible and engaging for all students,
including those with different needs and/or disabilities. In this way, appealing
to the broadest range of diversity in our student populations, the framework of
UDL strives to remove discrimination practices, as learning needs of most
students are taken into account when instruction is designed.

Professional practitioners and academicians were able to share their

thoughts about UDL principles. These principles are very important for us to
appreciate how we can integrate the concept in our ICT-pedagogy integration.

A. National Disability Authority (2020)

The National Disability Authority cited the following 7 Principles of

Universal Design which were developed by Ronald Mace and group in North
Carolina State University.

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Principle 1: Equitable Use

The design is useful and marketable to people with diverse abilities.

Guidelines:
a. Provide the same means of use of all users; identical whenever possible;
equitable when not.
b. Avoid segregating or stigmatizing any users.
c. Give provision for privacy, security, and safety should be equally available
to all users.
d. Make the design appealing to all users.

Principle 2: Flexible in Use

The design accommodates a wide range of individual preferences and

abilities.

Guidelines:
a. Provide a choice in methods of use.
b. Accommodate right-or-left-handed access and use.
c. Facilitate the user’s accuracy and precision.
d. Provide adaptability to the user’s pace.

Principle 3: Simple and Intuitive Use

Use of the design is easy to understand, regardless of the user’s
experience, knowledge, language skills, or current concentration level.

Guidelines:
a. Eliminate unnecessary complexity.
b. Be consistent with user expectations and intuition.
c. Accommodate a wide range of literacy and language skills.
d. Arrange information consistent with its importance.
e. Provide effective prompting and feedback during and after task
completion.

Principle 4: Perceptible Information

The design communicates necessary information to the user effectively,
regardless of the ambient conditions or the user’s sensory abilities.

Guidelines:
a. Use different modes (pictorial, verbal, tactile) for redundant presentation
of essential information.
b. Provide adequate contrast between essential information and
surroundings.
c. Maximize “legibility” of essential information.

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d. Differentiate elements in ways that can be described (i.e., make it easy to

give instructions or directions).
e. Provide compatibility with a variety of techniques or devices used by people
with sensory limitation.

Principle 5: Tolerance for Error

The design minimizes hazards and the adverse consequences of accidental
or unintended actions.

Guidelines:
a. Arrange elements to minimize hazards and errors: most used elements,
most accessible, hazardous elements eliminated, isolated, or shielded.
b. Provide warnings of hazards and errors.
c. Provide fail safe features.
d. Discourage unconscious action in task that require vigilance.

Principle 6: Low Physical Effort

The design can be used efficiently and comfortably and with a minimum
of fatigue.

Guidelines:
a. Allow user to maintain a neutral body position.
b. Use reasonable operating forces.
c. Minimize repetitive actions.
d. Minimize sustained physical effort.

Principle 7: Size and Space for Approach and Use

Appropriate size and space are provided for approach, reach,
manipulation, and use, regardless of user’s body size, posture, or mobility.

Guidelines:
a. Provide a clear line of sight to important elements for any seated or
standing user.
b. Make reach to all components comfortable for any seated or standing user.
c. Accommodate variations in hand and grip size.
d. Provide adequate space for use of assistive devices or personal assistance.

B. Center for Academic and Faculty Development (2020)

The center of Academic and Faculty Development of Durhman College

cited the following 3 UDL Principles. These principles are deemed important
to educators as we are often challenged to design and deliver curriculum for
an increasingly diverse student population. Each student learns differently
and can benefit from having a variety of learning formats to choose from,

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flexible assessments, and tools to help with organization of new information

and skills. UDL provides us with a variety of strategies and resources to help
meet diverse learning needs, improve accessibility to learning opportunities,
and increase student success.

Principle 1: Provide Multiple Means of Representation

Present information and content in different ways

Principle 2: Provide Multiple Means of Action and Expression

Differentiate the ways that student can express what they know
Principle 3: Provide Multiple Means of Engagement
Stimulate interest and motivation for learning.

The above cited concepts and principles of Universal Design Learning are
very helpful to rationalize why it is very important for every teacher not to just
pick any instructional tools for the sake of having one and for the teacher to
integrate technologies without understanding some learning principles. In
language teaching, a teacher must be vigilant, innovative, and creative in
choosing and/or in developing instructional materials to ensure that the above
cited UDL principles will be put to practice. Language learning is very crucial
among students because language is the main tool in our day-today living.

ELABORATE

Creating Multimedia Presentation

For presentations to be appealing, language teachers need to design their

presentations properly by utilizing a variety of media. That is why, it is called a
multimedia presentation. Apart from the teachers, students can also develop
presentations to present their reports or projects in a visually engaging manner. In
creating slide presentation, variety of language skills can be developed apart from
computer operations and visual design skills.

In this activity, you will create multimedia presentations for your role as a teacher
to present some important concepts of your learning plan and create another
multimedia presentation as student sample for the presentation of final output of the
projects of students (output of integrating project-based learning).

Step 1: Reviewing the Learning Plan

Go back to your learning plan and identify the learning objectives and topic that
require the use of a multimedia presentation.

Step 2: Explore Presentation Software Application

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Go back again to the different presentations, software applications and explore

how these are used and choose which to use for your teacher sample presentation.

Step 3: Planning the Content

To be able to recognize the content of the different slides of your presentation, it

will help you develop your storyboard. The following is a sample of a story board
presentation adapted from World Links (2008) that may help you. Fill it out for this
activity.

Part A

Subject and Year Level

Lesson Title/Topic

Learning Objectives

Target Date of Presentation

Part B
Plan the parts of your multimedia presentation using the following boxes.

Slide 1: Title of the Presentation and your name

Slide 2: Objectives/s of the presentation or the intended learning outcomes

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Slide 3: Something to generate interest in the topic (e.g. a quote, a photo, a video, or
a chart)

Slide 4: First main idea (specify the text, as well as the non-textual element, to be put
in this slide

Slide 5: Support for the first main idea (e.g., example, short quiz, chart)

Slide 6: Second main idea (specify the text as well as the non-textual element to be
put in this slide)

Slide 7: Support for the second main idea (e.g., example, miniquiz, chart)

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Slide 8: Third main idea (specify the text, as well mas the non-textual element, to be
put in this slide)

Slide 9: Support for the third main idea (e.g., example, miniquiz, chart)

Slide 10: Summary (may be presented visually, as in a table, or a concept map)

Slide 11: List of reference used

Note: You may use any of the discussed example of slide presentation. Submit your
output in e-copy. Consider the principles of UDL in your presentation/output.

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EVALUATE

A. ESSAY

1. How to use technology tools to promote UDL in the classroom setting?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________

2. What do we need to consider when choosing technology tools?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Reference:
Espique, F. P., & Ayao-Ao, S. L. (2020). Teachnology for Teaching and Learning 2. Quezon City, Metro
Manila: Lorimar Publishing Inc.

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Module 7 – Producing Learning Resources Using Technology Tools