Rogers' Report

Part 1: Article Summary In “Technology Supports in the UDL Framework: Removable Scaffolds or Permanent New Literacies?” (2021), the authors Sheri Vasinda and Jodi Pilgrim explore whether digital tools within Universal Design for Learning (UDL) function merely as temporary scaffolds for traditional literacy or represent enduring, new literacies in their own right. These authors argue that conventional scaffolding practices have two components.  The first is continuous monitoring and tailored assistance.  The second is the f ading of support as learners gain competence. As stated in the article, Universal Design Learning encourages offering diverse representation, engagement, and action/expression methods, often leveraging technology (Vasinda & Pilgrim, 2022) .  Vasinda and Pilgrim do, however, feel inconsistencies arise when technology tools are treated as temporary, rather than integral, supports. They think that everyday tech tools such as podcasts, video-editing a...

Part 1 The Magic School lesson plan for Oklahoma Science Standard 3.ESS2.1 gives the teacher an excellent starting point for introducing weather data. It allows them to rely on and expand their knowledge of tables and bar graphs. The assessment is based on the most basic understanding of the standard. Unfortunately, this lesson plan does not give specific instructions on how the students are to “create a seasonal weather chart that includes temperature, precipitation, and wind conditions” or what tools they will use to “create a seasonal weather chart.” I would include links to a website or text that contains the raw data for them to include in their bar graph, as well as a technology tool students can use to create the bar graph. MagicSchool is an excellent tool for educators to use as a starting point for any lesson. However, it does not give enough information to fully implement its concepts if the educator only uses the lesson plan generator. Other MagicSchool tools should be used...