EDUC 5313 Week 5

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 fading 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 apps, multimodal platforms, etc., allow students to engage in authentic, culturally valued literacies practiced widely beyond school settings.  This means allowing students to use tools that they will encounter in everyday scenarios in daily life. The authors propose shifting from scaffolding as fix‑it‑and‑fade to permanently integrating digital literacies. This aligns UDL more closely with its architectural roots, ensuring consistent, ongoing access to inclusive digital tools (Vasinda & Pilgrim, 2022).

How does this apply to the classroom? Vasinda and Pilgrim state that new learning literacies are only meaningful if students have equitable availability of devices, connectivity, and software. All students must have equal access to the tech tools.  Those tech tools are considered core components of the curriculum, not just a tool in the curriculum. UDL allows learners to authentically demonstrate knowledge. Vasinda & Pilgrim advocate for a conceptual shift—from using tech as temporary scaffolds for print literacy toward embedding digital literacies as permanent, essential elements within UDL. This shift promotes learner agency, relevance, and equitable access across today's multimodal literacy landscape (Vasinda & Pilgrim, 2022).

I plan to utilize this concept in my third-grade math and social studies lesson, "Taco Truck Tycoon", by using Canva and/or Google Slides to display their understanding of supply and demand.  They could create a commercial for their taco truck to post to the class SeeSaw page.  This would allow fellow classmates to post feedback on those items.  Apps like Classroom Cash Register simulate real-world transactions, allowing students to practice calculating and giving the right amount. The possibilities are truly endless!

Part 2 UDL Guidelines

The CAST Universal Design of Learning framework consists of three main instruction categories that provide students with a means to "access and participate in meaningful, challenging learning opportunities" (CAST, 2024).  These three main categories are Engagement (the why of learning), Representation (the what of learning), and Action and Expression (the how of learning).  Two of the UDL Guidelines stand out as I prepare the lesson, "Taco Truck Tycoon". 

Consideration 7.3 Nurture Joy and Play is intricately woven into this entire lesson (CAST, 2024). The concept of play is not only natural to elementary students but is crucial to their understanding of the world around them. Students can fully grasp the standards being introduced by role-playing them in a fun and realistic way.  

Consideration 5.1 Use of Multiple Media for Communication aligns well with this lesson (CAST, 2024).  Students are given a variety of methods to display their understanding of the concept of supply and demand and currency transactions.  Not only are students given options (both digital and non-digital) to create and implement their knowledge, but using math manipulatives also creates a concrete understanding of our money system and better prepares them for the future at hand.

Part 3 NEPT Reflection

The 2024 National Educational Technology Plan (NETP), titled "A Call to Action for Closing the Digital Access, Design, and Use Divides," highlights the urgent need to address persistent inequities in educational technology. NEPT identifies three key areas where disparities exist in education.

  1. Digital Access Divide: All students should have equitable access to devices, high-speed internet, and digital learning tools.
  2. Digital Design Divide: This refers to how learning experiences are designed—whether they reflect student identities, are culturally relevant, and promote engagement. 
  3. Digital Use Divide: Many students are limited to passive tech use (e.g., watching videos), rather than creating or solving problems. 
In essence, NETP supports using technology not just as a tool, but as a transformative force to give all students, especially in underserved communities, equal opportunities to learn, create, and thrive in lessons like those on supply, demand, and currency (NEPT, 2024).

References

CAST, Inc. (n.d.). The UDL guidelines. The UDL Guidelines. https://udlguidelines.cast.org/

 Office of Educational Technology. (2024). A Call to Action to Lose the Technology Access, Design, and Use Divides: National Educational Technology Plan. Department of Education

Vasinda, S., & Pilgrim, J. (2023). Technology supports in the UDL framework: Removable scaffolds or permanent new literacies? Reading Research Quarterly, 58(1), 44-58. https://doi.org/10.1002/rrq.484

Comments

  1. Kriston PrinceJune 12, 2025 at 11:09 AM

    Your connection to UDL Guidelines 7.3 and 5.1 is also spot on. The way you incorporate role play and student-created media supports both joyful learning and multimodal expression critical components for second and third graders developing 21st-century skills. I especially like how your lesson balances digital tools with physical manipulatives like play money or classroom cash registers. That kind of blended approach really supports deeper conceptual understanding.

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  2. Sarah KJune 15, 2025 at 3:47 PM

    I agree with Kriston on appreciated your integration of both digital AND physical tools in your lesson examples. I think it's tempting in today's day to lean further and further into fully or only digital. But I believe there is great advantage (Especially the younger grades/ages) in continueing to explore and learn through hands-on, physical manipulatives and tools.

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