Universal Design for Learning and Technology in the Early Childhood Classroom

Abstract

Instructional technology (IT) integration hinges on several principles: (a) the technologies should align well with the curriculum, (b) the choice of technology should be based on how well the tool serves classroom learning and teaching needs, and (c) teachers must ensure opportunities for all children to participate and learn in the technology-rich environment. To serve the needs of all young children in a technology-supported curriculum, a framework known as “universal design for learning” (UDL) proves helpful. Early childhood curricula that employ UDL principles are proactive and designed to provide young children with multiple means of (a) engagement, (b) action and expression, and (c) representation. Varying strategies and materials are used in assessments, goals, curricula content, the classroom environment, instructional methods and materials, and interactions with children. Technology use affords early childhood education professionals the opportunity to create such accessible classroom settings. This chapter explores the relationship between information literacy, technology literacy, and universal design for learning in early childhood education. Vignettes illustrating practical classroom applications are presented.