Opportunities For Choice Research Articles

Choice versus no choice: Practical considerations for increasing choices.

Choice involves engaging in a selection response when multiple options are concurrently available. Choices can be incorporated into many components of behavior-analytic treatment such as providing clients with a choice between multiple items, activities, or tasks. We reviewed the main characteristics of 38 behavior-analytic articles that compared choice and no-choice conditions. We coded the experimental arrangements of choice and no-choice conditions and analyzed potential factors affecting preferences for choice and no choice. The findings suggest that the sizing of alternatives from which to choose, the timing of choice opportunities, and the timing of the delivery of the chosen option varied across the studies. Furthermore, preferences for choice shifted with differential reinforcement history and response effort manipulations of choice or no choice. The findings suggest that individual variables should be considered when providing choices, but more research is needed.

The Impact of Combined Within- and Across-Activity Choice on the Indices of Happiness and Unhappiness of Autistic Children

Abstract Objectives Autistic children often have fewer opportunities to develop autonomy and demonstrate self-determined behavior, which are key to quality of life. Including opportunities for making choices during discrete trial training (DTT) may promote self-determination. Studies have shown that embedding choice opportunities into DTT can reduce problem behaviors and increase academic engagement, but the effects of choice on quality of life indicators such as signs of happiness have rarely been examined. The purpose of this study was to measure changes in operationally defined individualized indices of happiness and unhappiness of three autistic children during DTT sessions with embedded choice-making opportunities. Methods Three preschool boys on the autism spectrum participated in the study. Their indices of happiness and unhappiness were measured using 15-s partial interval recording, while their task engagement was measured using 15-s whole interval recording. A concurrent multiple baseline across participants design was used to examine the effects of the choice intervention package. Results The additional choice-making opportunities moderately improved the behavioral indicators of happiness and unhappiness of all three children. Small improvements in task engagement were also observed for two of the three children. Conclusions This study demonstrated that various types of choice can be embedded into DTT programs for autistic children and provided preliminary evidence that additional opportunities for choice within DTT can improve the behavioral indicators of mood of autistic children.

Music therapists’ perceptions of creating safety in the context of trauma with children and adolescents: A qualitative study

ABSTRACT Introduction Ensuring the safety of children and adolescents who have experienced trauma is a paramount consideration in therapeutic practices, yet research specifically addressing this within music therapy is lacking. To bridge this gap, the authors aimed to use semi-structured interviews to investigate how experienced music therapists from diverse cultural backgrounds describe providing safety while working with children and adolescents who experienced trauma. Method This research employed hermeneutic phenomenology to analyze the perspectives of 18 music therapists representing 11 countries. Their descriptions of cultivating safety and establishing secure environments were shared via online interviews and techniques from Interpretative Phenomenological Analysis (IPA) were used to generate results. Results Analysis of the interviews revealed four prominent themes delineating the techniques music therapists use in their sessions to foster safety. These themes encompassed various aspects such as establishing a safe space, implementing a semi-structured program, providing opportunities for control and choice, and thoughtfully incorporating music. Collectively, these themes illuminate the approaches music therapists effectively deploy to create safety in their therapeutic sessions. Discussion The experienced music therapists in this study underscored the importance of attuning to the needs of children and adolescents who have experienced adversity. Newer practitioners may be interested in the ways they described maintaining a delicate balance between openness, flexibility, well-defined boundaries, and a reliable, caring presence. These fundamental elements support the development of safe connections and meaningful engagement, potentially fostering a sense of safety for both therapists and the young people they work with.

Utah

Many changes to education were made this past year in the state of Utah. Priorities involved early literacy programs, increasing teacher salaries, increasing opportunities for school choice, and the elimination of school grades. Higher education is set to undergo a major reconstruction this upcoming year. FY2024 is set for a 10.18% increase to the Minimum School Program (MSP), which is the primary funding source for public school districts and charter schools.

Energy sales activities development in electric power market

The energy sales activities development processes in the electric power industry have been studied. The factors determining the infrastructural nature of activity in the modern market, aimed at supporting opportunities for implementing competitive transactions of electric power purchase and sale, have been formulated. The process of planning to implement in 2005–2008 a “resale” scheme for organizing energy sales activities in the course of developing a new market model has been assessed. The choice of such a scheme is not simple and not the best of possible solutions. The problems arising for economic entities in the modern Russian electric power market under the conditions of the “resale” scheme for organizing energy sales activities have been characterized. Mechanisms and procedures of the market do not provide its subjects with acceptable competition conditions. This is largely due to the fact that energy sales companies, seeking to preserve and expand the monopoly sale of electricity, suppress the possibility of competitive choice of its suppliers and consumers, creating conditions of entrepreneurship low efficiency in the market. The article proposes approaches to improving energy sales activities based on the implementing the “agency” scheme within the framework of the electric power market digital model with the solution of tasks to provide its subjects with opportunities for competitive choice, ensuring fair competition conditions for detecting and implementing opportunities to obtain entrepreneurial benefits.

Driving in Cars with Noise

Driving in Cars with Noise

THE PECULIARITIES OF INCREASING STUDENTS' MOTIVATION FOR LEARNING ENGLISH BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

Motivating students for learning a foreign language can be challenging, but educators can help to foster students’ motivation by employing a series of strategies, such as creating a positive and supportive learning environment and building a positive relationship with the students, using a variety of teaching methods, providing regular feedback and recognition for their efforts, using authentic materials, technology, setting achievable goals, and providing opportunities for student choice and autonomy by encouraging learning outside the classroom. The purpose of our research is to determine the ways how information and communication technologies can increase the level of students’ motivation for learning English as a foreign language. Analysis, synthesis and modelling methods were used to study the state of research. The results of our research were carried out with the help of empirical methods: pedagogical observation, questionnaires, interviews, testing, the method of experimental evaluations. Employing technology in education is becoming a global trend and the majority of students use it in education in general but also in the process of language acquisition. Most scholars view the use of technology as being supportive for the learning environment and as a crucial element in providing a high-quality education, especially for the new generations of students who were born in the digital era and thus can not function without technology. Technology offers students quick access to relevant information, not to mention that it expands their universe of learning. It also allows students to get in contact with a wealth of authentic resources, which can inspire language learners. The paper begins with highlighting the importance of motivation in language acquisition, then it presents the main reasons why we should connect motivation with technology, and finally it reviews some benefits of using technology to enhance language learning.

중·고령가구의 은퇴 이후 주거모델 선호 연구

This study conducted a survey of middle-aged and elderly households aged 55 or older to study their preferences for post-retirement residential models, and asked to choose their preferred model among four residential models(elderly welfare housing(silver town), community housing, and in-home service and living at home). The analysis results are summarized as follows. First, different residential models were selected depending on the lifestyle, assets, monthly income, and demographic characteristics of middle-aged and elderly households, which shows that the development and supply of various residential models is necessary. Second, in order to provide a practical residential model after retirement, it is necessary to present alternatives by considering the level of housing costs that middle-class households can pay. Third, as the proportion of respondents who did not want to move to senior housing was high, there is a need to expand in-home service that allow people to receive living support and health care services while living at home. These results can provide implications as basic research when establishing senior housing policies, and are expected to contribute to expanding housing choice opportunities for middle-aged and elderly households.

Creating community in online critical social work courses

ABSTRACT This piece shares a practical participation assignment that emphasizes community-building, activism, collective learning, and contributions. Grounded in critical and inclusive pedagogical approaches, this assignment strives to create and model critical social work practices that require learners to be thoughtful and intentional about their engagement with the community both within and beyond the borders of the virtual classroom. We included this participation assignment in asynchronous online critical social work courses and continue to develop the assignment based on student experiences and feedback. We share the strengths of the assignment, for example, community-building, mutual peer support, countering the isolation that is commonly experienced in online learning, critical self-reflection and self-evaluation, opportunities for student choice, and encouragement of social justice activism outside of the course, and bringing this back into the course in meaningful ways. We also indicate contradictions and challenges of the assignment, for instance, individualistic expectations of participation, resistance from learners to non-traditional assignments, unsettling dominance in curriculum, and the corresponding implications on student evaluations. Lastly, we share our hopeful roadmap for support and implementation of critical and inclusive pedagogical approaches for online social work education and creative assignments that build community inside and outside our learning and teaching contexts.

What's love got to do with it? Exploring the role of universities and third places in supporting human mate choice

PurposeThe growing cost and difficulty related to “finding someone” suggests that the role of service organisations in explicitly supporting and designing opportunities for love between customers merits further attention. This study employs a multidisciplinary approach of both services marketing and the economics of mate choice to understand how service organisations can exercise the third place effect and facilitate human mate choice (love) opportunities for consumers in extended service encounters.Design/methodology/approachThree qualitative co-design workshops were conducted with actors (students, casual and professional staff) from the Australian university ecosystem (n = 36) to identify consumer expectations related to mate selection in third place service contexts. A quantitative online survey of (n = 1207) current Australian university students was used to rank the importance of core and enhancing service elements.FindingsThe authors find that love holds a status in the minds of some consumers as an implicitly expected by-product of participation within the core service consumption experience in third places. For service providers to facilitate mate choice opportunities in third places, the results suggest that the design of the connective mechanism(s) should maximise opportunities for informal consumer-to-consumer interaction to allow prospective partners to ascertain compatibility. Further, consumers expect the organisational facilitation of engagement in order to clarify expected etiquette and support goal congruence. In the tertiary education marketplace for love, there is an increased preference for interpersonal engagement by those studying on campus (compared to externally), and a positive relationship between duration of enrolment and increased priority for mate choice service provision.Originality/valueThis research makes a novel theoretical and empirical contribution by being the first exploration of the economics of third place love in the tertiary education sector, also being a research primer for the field of services marketing to consider service design in third places to support mate choice.

Social opportunities and mate preference improve breeding success in Caribbean iguanas

Conservation breeding of West Indian rock iguanas (Cyclura) has met with limited success historically. Many facilities witness high levels of aggression and mate incompatibility resulting in failed breeding introductions which often require animals to be separated. This may be due, in part, to lack of knowledge of how mate familiarity and preference affect reproductive outcomes in these species. We investigated whether social exposure during the pre-breeding season influenced copulation success, egg production, and breeding behaviors. Additionally, we examined whether mate preference, as determined by pre-mating dichotomous choice tests, increased these reproductive outcomes. Female rock iguanas that were socialized with males prior to breeding opportunities copulated with familiar males for longer periods of time than females that were not socialized. Socialization opportunities did not alter male reproductive success measurements or breeding behavior. Female rock iguanas introduced for mating to their preferred partners had a higher probability of successful copulations, higher average number of copulations, and less resting behavior during introductions than females mated to non-preferred males. Male mate preference had no effect on reproductive success measurements during mating introductions. These results indicate that socializing animals and providing mate choice opportunities increase breeding success of rock iguanas under managed care.

Academic Motivation of Master Students Studying Pedagogical Science: Case of KFU

The relevance of the study is due to the contradiction between the objective need for developing the academic motivation of Master students by means of research-oriented education and the insufficient development of the corresponding didactic conditions. The purpose of this paper is to identify the research-based learning potential in the development of Master students academic motivation and reasoning the didactic conditions promoting its effective implementation. In order to achieve it, the following tasks were solved: to reveal the essence of academic motivation and its features among Master’s students studying “Pedagogical science”; to promote theoretically and experimentally the didactic conditions for the effective implementation of the motivational potential of research-oriented learning. To identify the features of academic motivation, the methodology “Scale of Academic Motivation” was used.Research results: the essence of academic motivation as a set of motives that are the reason for the conscious inclusion of a student in educational activities is revealed; the features of the academic motivation of Master students studying Pedagogical science were revealed (the conscious choice of the program of training by the vast majority of students; different students’ background – previous education, work experience, age, that determines the polymotivation of educational activity with the dominance of internal motivation). It is shown that the motivational potential of researchoriented teaching of students is associated with its main characteristics: the purpose, content, nature of studying and research activities, features of results evaluation. Didactic conditions were experimentally promoted that enhance the motivational potential of research-oriented learning (taking into account the characteristics and levels of development of the corresponding types of students’ motivation; creating real opportunities for free choice of research topics for Master students; using work in pairs as a form of organizing educational and research activities; using a complex of stimulating methods for evaluating the study results). Perspective paths for study of the students’ academic motivation are indicated.

Subverting Trauma: Evidencing a need for trauma-informed principles in editing practice

Trauma-informed practice is a strengths-based framework that guides the service provisions of the Australian healthcare and education sectors. Based on Mental Health Australia’s (Kezelman, 2014) definition of trauma-informed care, the principles underpinning a trauma-informed approach to practice include safety, trustworthiness, opportunity for choice, collaboration, empowerment and respect for diversity. While there is significant research on trauma-informed care and trauma-informed pedagogy in both national and international contexts, there is a dearth of literature on trauma-informed editing practice. Given that writing itself is a vehicle for processing and sharing traumatic experience, the lack of directives around editing potentially traumatic content and working with authors who have histories of trauma is concerning, with risks of harm to both the author and editor if adequate provisions are not in place. This qualitative study reviews existing trauma-informed frameworks and conducts a field survey of practising editors who self-identify as working, or having worked, with traumatic material or trauma survivors. The use of trauma-informed tools in a creative industry necessitates a cultural and philosophical shift and the findings from this research corroborate the need for both formalised guidelines, and for future editors to be explicitly educated in these practices.

METHODOLOGICAL CONTRIBUTIONS REGARDING THE DEVELOPMENT OF THE FOOTBALL GAME TECHNIQUE IN HIGH SCHOOL STUDENTS

The traditional practice of playing football in school, means going through the technical-tactical elements of the game according to the analytical method. Each process is practiced, in order to learn, isolated, broken by the conditions of the game. No matter how adequate the methods and means used are, the exercises will not succeed in ensuring the complete, multilateral employment of the student, so that through the immediate and subsequent effects the major objectives will be achieved, which motivated the introduction of football in school. The practice of the integral game, with some simplified rules, ensures a much greater contribution and a special contribution to the involvement of football in the tasks of physical education. In the game, students are engaged multilaterally in the bio-psycho-motor plane, and the phenomena of addiction, teacher-student is diminished. During the game, the teacher intervenes in correcting some fundamental mistakes in the technical-tactical executions, or in interpreting the game rules. Integral play, however, cannot be practiced without the students having acquired a minimum of specific motor knowledge and skills. The teacher's mastery consists in knowing how much of the physical education lesson is given to learning the technical procedures separately, how much in conditions analogous to the game and how much time is allocated to the whole game. In addition to this time planning in the lesson, the teacher must also schedule new technical-tactical actions subject to the learning process and the consolidation of the technical procedures underlying the development of the game of football. Starting from the optimal, technical-tactical model of the graduate, the content of the training must be in accordance with this model and staggered on the requirements of their periodization and staging. This need is imposed by the practice of the game of football both in school - as a means of physical education, but also by the participation of students in school competitions reserved for them and which includes the entire mass of students. So, in the physical education lesson, the isolated learning of the technical-tactical elements and procedures will be short, insisting on their repetition and consolidation within the technical-tactical actions of the game, by practicing the bilateral game. The system of physical education and sports has a dynamic character, being subjected over time to changes and adaptations dictated by the social order, respectively by the state of society and its members, by technological progress and cultural level, by their aspirations. In the spirit of this dynamic, the steps of elaboration and revision of the school curricula in a curricular vision are revealed. This vision presupposes “a design in their interaction of objectives, contents, learning activities and evaluation principles and methods. The curriculum for physical education in secondary education reflects a new conception regarding the formation and complex development of the autonomous and creative personality of the students ”. The curricular area underlying the new curricula is a first step in decentralizing education, offering increased opportunities for choice, increasing the chances of an individualized teaching / learning process and increasing school autonomy in developing one's own curriculum. The methodical steps imposed by the new orientation of the physical education and sports activities in the school represent a challenge for all those involved in this process, "but the teacher will always remain the main creator of his lesson".

Intrinsic motivation for choice varies with individual risk attitudes and the controllability of the environment.

When deciding between options that do or do not lead to future choices, humans often choose to choose. We studied choice seeking by asking subjects to first decide between a choice opportunity or performing a computer-selected action, after which they either chose freely or performed the forced action. Subjects preferred choice when these options were equally rewarded, even deterministically, and traded extrinsic rewards for opportunities to choose. We explained individual variability in choice seeking using reinforcement learning models incorporating risk sensitivity and overvaluation of rewards obtained through choice. Model fits revealed that 28% of subjects were sensitive to the worst possible outcome associated with free choice, and this pessimism reduced their choice preference with increasing risk. Moreover, outcome overvaluation was necessary to explain patterns of individual choice preference across levels of risk. We also manipulated the degree to which subjects controlled stimulus outcomes. We found that degrading coherence between their actions and stimulus outcomes diminished choice preference following forced actions, although willingness to repeat selection of choice opportunities remained high. When subjects chose freely during these repeats, they were sensitive to rewards when actions were controllable but ignored outcomes-even positive ones-associated with reduced controllability. Our results show that preference for choice can be modulated by extrinsic reward properties including reward probability and risk as well as by controllability of the environment.

Plowing operation: labor productivity and specific operating costs. Part 1. Multifactor simulation of plowing operation

One of the most important problems in grain production in the Republic of Belarus is increasing labor productivity, which is 4–5 times less than labor productivity in the EU countries. A great influence on labor productivity and specific operating costs is exerted by energyand material-intensive operations, such as plowing and harvesting. The main patterns of the plowing operation, which is a complex technical system, is connected with the use of a large volume of agrotechnological, technical, operational, resource and economic information (operation duration, working length of the harrow, physical and mechanical properties of soil, depth of treatment, permissible interval of the unit speed, fuel and energy, engine power and traction characteristics, width of the unit, economic indicators, etc.) are considered. Currently, as a result of introduction of computer mathematics systems, there are effective methods available for studying complex technical systems, allowing for multi-factor modeling and multi-criteria optimization of the production processes and formation of a set of machines by system analysis. A prerequisite for a complete and comprehensive description of the functioning of a complex technical system is the presence of conflicting optimization parameters, as well as a complete set of independent control factors significantly affecting these parameters. A distinctive feature of the proposed method is to determine not one optimal solution, but a set of Paretooptimal solutions, giving the producer new opportunities of choice when organizing the production processes, increasing the efficiency of plowing operation and, consequently, the profitability of grain production in general. Therefore, increasing productivity at permissible specific operating costs through the formation of a rational set of machines and modes of its operation under specific conditions of production is an important scientific and engineering task. A mathematical illustration of the method is provided for natural-production conditions of the Republic of Belarus.

Simulation-based mathematics and social justice activities

In this paper, various dimensions of care involved in mathematics education are linked to the need to develop classroom activities that connect mathematics and social justice issues. Drawing from literature that shows cognition is situated and embodied, the importance of meaningful contextualization and social interaction when learning mathematics is highlighted. The concept of “simulation-based mathematics and social justice activities” is presented as an approach for the work of bringing social justice issues that have mathematics at their core to the classroom. Theoretical constructs and examples are discussed, to illustrate what such simulations may entail and what may be learned from scholars, in different educational fields, who use simulations in classroom activities. Potentially beneficial features of social justice simulations are related to various educational goals, such as: decreasing arbitrary boundaries between mathematical sub-areas and between mathematics and other disciplines; providing opportunities for choice and the embodiment of different perspectives; and offering opportunities for inter-personal learning. I report on a simulation-based mathematics and social justice activity, conducted in a teacher education classroom. Students—in this case future teachers—were prompted to write reflectively about their participation in the activity. My interest lies in finding out what, if any, cognitive and affective benefits these prospective teachers connect with their experience of mathematics in the activity. To investigate this, I analyze six themes that are present in the data and illustrate each theme using excerpts of student writing. The thematic analysis allows us to learn about connections made by these students, between mathematics, in the context of the activity, and issues that are personally meaningful to them, such as: their own future teaching practice, learning and interacting with peers, beliefs and feelings about mathematics and the learning of mathematics, and different perspectives on complex decisions, involving cooperation or lack thereof, that are encountered in real life situations.

Genomic selection and enablers for agronomic traits in maize (Zea mays): A review

AbstractMaize is a commodity crop providing millions of people with food, feed, industrial raw material and economic opportunities. However, maize yields in Africa are relatively stagnant and low, at a mean of 1.7 t ha−1 compared with the global average of 6 t ha−1. The yield gap can be narrowed with accelerated and precision breeding strategies that are required to develop and deploy high‐yielding and climate‐resilient maize varieties. Genomic and phenotypic selections are complementary methods that offer opportunities for the speedy choice of contrasting parents and derived progenies for hybrid breeding and commercialization. Genomic selection (GS) will shorten the crop breeding cycle by identifying and tracking desirable genotypes and aid the timeous commercialization of market‐preferred varieties. The technology, however, has not yet been fully embraced by most public and private breeding programmes, notably in Africa. This review aims to present the importance, current status, challenges and opportunities of GS to accelerate genetic gains for economic traits to speed up the breeding of high‐yielding maize varieties. The first section summarizes genomic selection and the contemporary phenotypic selection and phenotyping platforms as a foundation for GS and trait integration in maize. This is followed by highlights on the reported genetic gains and progress through phenotypic selection and GS for grain yield and yield components. Training population development, genetic design and statistical models used in GS in maize breeding are discussed. Lastly, the review summarizes the challenges of GS, including prediction accuracy, and integrates GS with speed breeding, doubled haploid breeding and genome editing technologies to increase breeding efficiency and accelerate cultivar release. The paper will guide breeders in selection and trait introgression using GS to develop cultivars preferred by the marketplace.

PROFESSIONAL TRAINING OF MASTER’S STUDENTS BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

It has been established that modern means of information dissemination are absolutely unlimited in size, speed and type of information broadcast, and the means of navigation "network space" provide the possibility for future teachers to access any remote source of information in order to solve the problem. Information and communication technologies contribute to the formation of important components of professional training and the achievement of strategic goals to improve the efficiency of all types of educational activities and, as a result, to improve the quality of training specialists with a new type of thinking, in accordance with the requirements of the modern information society.
 The main components of professional training of master’s students by means of information and communication technologies have been analyzed. It has been proved that the main purpose of information and communication technologies is to promote the effective teaching, bring more efficiency in educational process, enhance students’ cognitive abilities, increase motivation in learners to study, and develop the ability to make rational decisions in solving problems. The article reveals the peculiarities of master’s studying with the possibilities of modern information and communication technologies. The information environment is rapidly improving that allows master’s to form the information flow according to their interests in the field of informatisation. In the process of mastering the educational material, the formation of the motivational sphere of master's students is carried out through their attention not only to the importance of the educational component, but also through their professional activity in this specialty. However, in order to increase the efficiency of the educational process, modern information and communication technologies must be used as a complete independent product.
 It has been found out that the systematic and contextual use of information and communication technologies in the professional training of master’s students advances the professional knowledge and skills acquisition, as well as develops their practical skills and adds creativity to their learning and work. Therefore, the effectiveness of the use of information and communication technologies tools in the educational process depends on the success of solving methodological problems related to the information content and the way of using automated learning systems. The results of the research indicate that modern students show considerable interest in educational information and communication technologies. It means that the rejection of directive teaching style promotes students’ independence and provides favourable opportunities for free choice of educational components and style of learning.

What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level

AbstractIn the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its impact in higher education, with less evidence available on the use of UDL within second‐level education. This systematic literature review of n = 15 empirical studies selected from a wide‐ranging search that returned an initial result of n = 1253 explores how the affordances of digital technology have been harnessed for UDL enactment at second level. The findings show that, to date, empirical research at second level has focused mostly on the easy wins within the UDL principle of Representation, where educators offer choice about how learners access content. However, there is a clear gap in UDL research on the use of technologies to support the Engagement and Action & Expression principles of UDL, supporting student self‐regulation and self‐assessment, and on technology‐mediated communication and collaboration. The paper highlights the potential for future cross‐pollination of research in educational technology with UDL. Practitioner NotesWhat is already known about this topic Universal Design for Learning has been extensively researched in higher education and special education contexts but much less so at K‐12, in particular at second level. Technology offers many affordances that can provide choice and variation in the learning process, which can be harnessed in a UDL approach. The transformative potential of technology in educational contexts was not fully realised pre‐COVID. The COVID pandemic saw an acceleration in technology adoption for learning, but it remains to be seen whether technology is being deployed to complement or transform existing practices. What this paper adds This paper clearly identifies which affordances of technology are commonly deployed in UDL implementations, particularly noting the provision of choice through multi‐media options for Representation and expression. There is a clear gap in UDL research on the use of technologies to support self‐regulation and self‐assessment, (eg, peer, teacher and automated feedback tools) and on technology‐mediated communication and collaboration. The UDL literature does not address the potential negative impacts of technology within the learning context or the short‐lived nature of positive impacts (novelty effect). Implications for practice and/or policy While technology affords great opportunities for choice and Engagement, the design of the learning experience must take priority, availing of technology as needed. There are great opportunities for cross‐pollination of research at the forefront of educational technology and universal design to address any gaps in technology use in UDL implementations.