Jackson, H. A. & Rosenblatt, K. (2024). UDL and Technology Integration Models: Addressing Technological Determinism. In M. Bartlett & S. Ehrlich (Eds.), Unlocking learning potential with universal design in online learning environments (pp. 98-125). IGI Global. https://doi.org/10.4018/979-8-3693-1269-8.ch006

Abstract:

“This chapter outlines the significance of equitable learning practices within legislation and educator preparation standards in conjunction with technology standards, the 5-step UDL instructional planning process, and Kimmons and colleagues (2020) six criteria for evaluation of technology integration models. Pedagogy is discussed in terms of avoiding a technological deterministic way of thinking about integrating technology into education. The authors provide readers with an overview of four technology integration models: Technology, Pedagogy, and Content Knowledge (TPACK); Substitution, Augmentation, Modification, and Redefinition (SAMR); Replacement, Amplification, and Transformation (RAT); and Engage Enhance, and Extend (Triple E). The authors highlight the merits and limitations of technology integration models and provide the reader with an understanding of the advantages in considering how an ecological perspective not only aligns to the UDL instructional planning process, but facilitates adoption of technology.”