A.I.

Technology Resource Guide Organizer: by Sophie Manik

Click on UDL Principles and Checkpoints for additional information!
III. PROVIDE MULTIPLE MEANS FOR ENGAGEMENT:
1. Provide options for self-regulation
Name of
Link Discuss how the resource aligns with the guideline.
Resource
The app described by this resource plays a tone at various intervals
to remind a student to stay on task. It allows a student to stop and
self-reflect on whether they were focused on the task at hand or
behaving appropriately. This can be used as a tool to support an
individualized self-monitoring intervention. Students can record
Interval Minder https://notchlandlabs.wordpress.com/about-2/interval-minder/ data about their own behavior at different intervals when they hear
the tone go off. This aligns with the UDL guideline of options for
self-regulation because it allows students to assess and reflect on
their behavior independently. They can use the app to remind
themselves of what they should be doing and also record their
progress.

2. Provide options for sustaining effort and persistence

Name of
Link Discuss how the resource aligns with the guideline.
Resource
This resource is an article describing ePals. ePals is an online global
learning community that allows students to share projects,
information, and ideas with other classrooms around the world.
These collaborative projects between classrooms have led to rich
discussions between young people living in different countries, such
ePals https://www.edutopia.org/epals-online-community-pen-pals
as a discussion about access to water in Kenya compared to New
Jersey. This meets the UDL guideline because it fosters
collaboration and communication. Students are able to connect and
form learning communities based on grade level, subject area, and
even personal interests, leading to the innovation of new ideas.
3. Provide options for recruiting interest
Name of
Link Discuss how the resource aligns with the guideline.
Resource
This is a link to a short article about an app called Bouncy Balls.
Bouncy Balls is a creative noise level visual that can be used with
children or even middle school students. The app works best with
Google Chrome. There are many options for the kinds of bouncy
balls you use, including bubbles and emojis. You turn on the
microphone on your computer and display the bouncy balls on the
Bouncy Balls: A screen. The louder the students get, the more the balls bounce up
Fun Way to and down. The quieter the students are, the more still the bouncy
https://teachbytes.com/2012/08/07/bouncy-balls-a-fun-way-to-
Monitor balls will be. The goal is for students to keep the balls as still as
monitor-classroom-noise-level/
Classroom Noise possible during independent work or quiet time. Then at the end,
Level the students can get loud to make the balls bounce as a reward for
good behavior. This is an effective form of classroom management
and aligns with this guideline because it minimizes threats and
distractions. The app varies the level of novelty or risk because the
students can monitor themselves in a predictable way if it is used
consistently. It also varies the level of sensory stimulation because it
controls for background noise and has an appealing visual.
National Geographics WildCam program has live web cameras set
up around the world 24/7, including places in Africa. This article
describes how to use that video footage for a science lesson. It
instructs the teacher to give some direct instruction on making
scientific observations and their importance. It then has students
watch the video and make observations. After the teacher provides
WildCam
https://www.nationalgeographic.org/activity/wildcam-observations/ feedback, students are asked to observe people for homework,
Observations
because people are animals too with similar characteristics to other
animals. This is UDL because this makes the content relevant to
students by applying it to their peers. It also optimizes authenticity
because students are studying real animals and their interactions in
an uncontrolled environment. It is a natural and authentic example
of animal behavior.

I. PROVIDE MULTIPLE MEANS OF REPRESENTATION:

4. Provide options for comprehension
Name of
Link Discuss how the resource aligns with the guideline.
Resource
This resource states that Tools 4 Students provides students and
teachers with 25 different graphic organizers for students to
organize their thoughts while reading or getting ready to write.
They cover comprehension skills like cause and effect, main ideas
and details, sequence events, pro/con, KWL, and much more. You
can save the graphic organizer to your device or email it to a teacher
Tools 4 Students http://mobilelearningservices.com/tools-4-students/ or group member. It can be used while reading or as a pre-write to
an essay or paper. The app meets this UDL guideline because it
highlights patterns, critical features, big ideas, and relationships.
Some graphic organizers ask students to list main ideas and details,
highlight relationships like cause and effect, and so on. The
organizer provides an alternative option for comprehension besides
taking your own notes.
This resource describes a Franklin Speaking Language Master: a
portable device that includes a grammar guide and allows users to
check for word definitions, spelling, and pronunciation. The device
Franklin Speaking will read aloud the information for users. The device fits into this
http://cte.jhu.edu/matchup/#page5?cat1=1&cat2=0&atech=19
Language Master UDL guideline because it supports reading comprehension. It
clarifies vocabulary and symbols by highlighting the different and
simpler parts that make up complex terms. Some of these parts are
definition, spelling, and pronunciation.

5. Provide options for language, mathematical expressions, and symbols

Name of
Link Discuss how the resource aligns with the guideline.
Resource
This resource describes what QR codes are and 12 ways they can be
used. QR stands for quick response and is a code that can be
Twelve Ideas for scanned to lead to a link, image, video, and more. Two ways it can
Teaching with QR https://www.edutopia.org/blog/QR-codes-teaching-andrew-miller be used is to check answers and reflect and to make learning
Codes stations that link to online activities, videos, or content. A QR code
set aligns with this guideline because it is a physical or virtual
manipulative that asks students to find and interact with the
 information being presented instead of using the traditional internet
search bar or printed text. The QR codes can be printed onto cards
for students to scan on class. It is more engaging and easy to do,
making the information more accessible to students. It is a good
way to begin a research project or scan for definitions and
information about keywords.
Noodle Words is one of the first word toy apps. It helps beginning
readers learn 18 action words by enlivening the written words with
their corresponding meanings. When you touch the words, they
Noodle Words http://cte.jhu.edu/matchup/#page4?cat1=1&cat2=0&atech=1 come alive and perform their actions. The app aligns with this UDL
guideline because it clarifies vocabulary and it does so by illustrating
through multiple media. Students are able to see the actions being
performed instead of just reading a definition.
Illuminations is a website that is sponsored by the National Council
of Teachers of Mathematics (NCTM). It includes online math
activities for all grade levels that are exploratory and interactive.
These activities are more engaging and reinforce key math
Illuminations https://illuminations.nctm.org concepts. The website fits into this UDL guideline because it
provides an interactive option for learning mathematical
expressions by illustrating through multiple media. In this case, the
new media being used is a website offering educational games and
activities.

6. Provide options for perception

Name of
Link Discuss how the resource aligns with the guideline.
Resource
This resource describes a Classmate Reader. A Classmate Reader is
a portable device that converts most text formats to speech for
struggling readers. It highlights the text that is being read so readers
can track the text and follow along. One can highlight key passages,
insert text and voice notes, bookmark important text, and use a
Classmate Reader http://cte.jhu.edu/matchup/#page5?cat1=1&cat2=0&atech=21 dictionary to check for words pronunciations and definitions. The
device applies UDL because it provides an alternative for visual
information. It allows students who struggle with traditional text to
access it in an auditory format with extra scaffolding. This makes it
easier for struggling readers or someone with a physical disability to
access.
 The app described here offers text-to-speech, word prediction, a
phonetic spell checker, a homophone and confusables checker, a
dictionary and picture dictionary, customizable background and text
colors, and choices of voices and fonts. It aligns with this UDL
guideline because the text, voices, and background can be adjusted
for people with low vision. It also helps struggling readers, including
iReadWrite http://cte.jhu.edu/matchup/#page4?cat1=1&cat2=0&atech=7
English Language Learners and those who struggle with receptive
language, as it has a picture dictionary and reads the text aloud for
users. The picture dictionary could help someone who is hard of
hearing or deaf, as well as support visual learners. It could also fit
under comprehension due to dictionaries that support vocabulary
and software supporting correct grammar and spelling.

II. PROVIDE MULTIPLE MEANS FOR ACTION AND EXPRESSION:

7. Provide options for executive functions
Name of
Link Discuss how the resource aligns with the guideline.
Resource

8. Provide options for expression and communication

Name of
Link Discuss how the resource aligns with the guideline.
Resource
This resource describes how to use multiple media, in this case, an
iMovie Movie Trailer, for construction and composition. The trailer
can be used not only to present new content but also as a means of
August 2013:
summative assessment at the end of a lesson or unit. Students can
iMovie Movie
http://blog.discoveryeducation.com/blog/2013/08/01/imovie_trailers/ create a trailer as a class for a unit on weather in a science class or a
Trailers Across the
unit on characterization in an English class. There is an example
Content Areas
given here of a trailer that shows how storms, especially tornados,
are formed. Students can also use these content trailers to introduce
a presentation or a paper they wrote. Instead of writing a paper or
 taking a multiple-choice test, students can create a video or trailer
to show what they know.
This is a list from A-Z of 55 current tools and apps for a digital
formative assessment. Some of them are for brainstorming and
responding to general questions like AnswerGarden, while others
Take three! 55
like Kahoot can also be used to take data on students current level
Digital Tools and
of knowledge after a lesson has been taught or a text has been read.
Apps for https://www.nwea.org/blog/2016/take-three-55-digital-tools-and-
The resource aligns with UDL because all the tools and apps are an
Formative apps-for-formative-assessment-success/
interactive way to gather students responses instead of having
Assessment
them write their answers down or be called on individually. Students
Success.
can type their answers or press a button to respond. They also have
the option of remaining anonymous depending on the purpose of
the digital formative assessment.
Animoto is another way for students to compose a project to show
what they know. It is engaging because students can create video
presentations by combing music, images, and text. Students can
make an ad for a history project, possibly advertising a historical
event or a service that was offered far in the past. You could use it to
Animoto https://animoto.com/ a make a content trailer or a video summarizing a unit. Students can
also use the website to showcase science experiments or share their
cultural background. The website fits under this UDL guideline
because it allows students to use a different form of media for
communication. Composing a video might be easier for some
students than writing a paper.
The app described here is used to create graphic organizers and
mind maps for pre-writing. You can draw and add images and icons
to your mind map in order to aid with brainstorming for a paper or
assignment that will require writing composition. This is an active
way for students to brainstorm and apply their knowledge. It fits
under this UDL guideline because in an alternative tool for
iMindmap http://cte.jhu.edu/matchup/#page5?cat1=2&cat2=1&atech=8 construction and composition. Mind maps count as an outlining or
concept mapping tool. This is a more interactive and engaging way
for students to pre-write. It provides more options for outlining a
composition piece such as pictures, icons, and symbols. This can be
especially helpful for someone who struggles with written
expression. The app can help them to express and organize their
ideas.
9. Provide options for physical action
 Name of
Link Discuss how the resource aligns with the guideline.
Resource
The resource describes the mental, emotional, and physical benefits
of brain breaks, which is especially beneficial to students with
sensory processing disorders. It also provides hundreds of free brain
break cards you can download off the website. It aligns with this
guideline because the rate, timing, speed, and range of motor action
Make School More
varies between the different brain breaks offered by this resource.
Fun with These
https://cornerstoneconfessions.com/2015/08/brain-break-cards.html For instance, meditating, along with its mental and emotional
Free Brain Break
benefits, only requires a student to sit still and breathe. Other
Cards
breaks might include balancing a pencil on your index finger which
does not require getting up out of your seat. Other brain breaks
require a lot of movements like a dance party or 10-20 jumping
jacks. Some require a medium range of movement like marching in
place for 1 minute.
A Big Display Calculator has larger keys and a larger display window,
making it more accessible to students with low vision or motor
impairments. The display can be flipped up so it can be viewed more
Big Display easily. The device fits under this UDL guideline because it optimizes
http://cte.jhu.edu/matchup/#page5?cat1=1&cat2=1&atech=7
Calculator access to tools and assistive technologies. This calculator has an
alternative keyboard that can be used for math. This support can be
particularly important for students with visual and motor
impairments.
Sonocent is a software for Macs and PCs that allows access to an
audio notetaker. Students can record a lecture or class discussion
with their device and the software will transcribe while checking to
ensure grammatical accuracy. After you record the notes, you can
add images, diagrams, and color later. The added graphics provide
extra support for comprehension. The software fits under this UDL
guideline because it could be useful to someone with a disability
Audio Notetaker -
https://www.sonocent.com/en-us/audio-notetaker that affects their range of movement or a student who is hard of
Sonocent
hearing or deaf. A student with a motor impairment, for example,
may not physically be able to take notes easily. A student with
dysgraphia may get tired of writing with their hand after a short
time. Sometimes typing quickly could also be a challenge. A student
who is hard of hearing or deaf may not be able to take notes on
auditory information. Thus, it could also fit under options for
perception because the student who is deaf or hard of hearing
 would be able to see the teachers lips move and watch a visual
transcription of what the teacher is saying.
The Ultrasonic Blind Walking Stick is a special walking stick for
people who are blind. It is meant to increase the amount of sensory
information a blind person can process while walking in order to
help them navigate safely and independently while traveling. The
Ultrasonic Blind stick can sense light and water. The stick uses different buzzers
http://nevonprojects.com/ultrasonic-blind-walking-stick-project/
Walking Stick when it detects light or water. It also comes with a remote that
sounds a buzzer to remind you where you left your walking stick.
This allows blind students to engage in physical activities and
transitions more easily. It optimizes access to tools and assistive
technologies, making it fit under this UDL guideline.