Using Edtech Tools to Differentiate Learning

Since the Office of Educational Technology released A Call to Action for Closing the Digital Access, Design, and Use Divides in January 2024, many districts have been exploring creative ways to integrate educational technology effectively using the principles of Universal Design for Learning (UDL). UDL is a framework for designing learning experiences so that students have options for how they learn, what materials they use, and how they demonstrate their learning.

The right edtech tools can eliminate barriers to learning and facilitate universally designed learning experiences. The following three categories of digital tools give students lots of choice and make learning more engaging.

3 UDL-Aligned EdTech Tools

1. Digital audiobook platforms. As avid readers who enjoy engaging in book club discussions, we were both disappointed that our students weren’t thrilled to join book groups. At first, the challenge was that we required students to read the same book, so we addressed this by providing multiple book titles. We initially believed that we could engage everyone by creating neat stacks of hard copies of various novels and allowing students to choose their text. However, as our classes became more diverse, we realized that regardless of how many options we provided, physical books posed challenges for some students, leading to disengagement and exclusion.

By embracing audiobook platforms and allowing students to choose both the title and the format of the book, we increased access to grade-level texts and interaction with peers. In fact, a student in Mary’s elementary class once approached her, clutching a Playaway audiobook device to his heart, and cried, “This is the first book I ever finished, and I loved it!”

Here are some strategies you can use to help students select and engage with books in ways that work best for them:

• To help students choose books, gather multiple physical copies of popular book titles. In addition, search for book trailers on YouTube (e.g., Red Kayak, by Patricia Cummings) and post the links for students to access.
• After they make their selections, allow students to choose the format of the book. They can utilize resources such as online readings of popular titles, digital audiobook devices like Playaway with accompanying physical books to read while listening, and subscription services like Audible or library apps such as Libby (requiring a library card). Students can switch between platforms—they can read a chapter in a physical book and then listen to the same chapter for a more in-depth understanding. This multisensory approach enhances inclusivity and students’ book club experience.

2. Multimedia presentation tools. Too often, students are required to learn and demonstrate their learning through one-size-fits-all methods, which lack flexibility and exclude some learners. For example, as students, we learned about the Declaration of Independence from a printed textbook and shared our learning using inflexible assessment methods—think multiple-choice tests and five-paragraph handwritten essays.

Given the recognition of exclusionary practices, advances in technology, and the importance of fostering innovation and creativity, it’s crucial that educators shift to more flexible methods and assessments that incorporate multimedia tools. For example, instead of asking all students to read a hard copy of the Declaration of Independence, provide the option for students to access a hard copy or a digital version, which allows the use of features like text-to-speech and translation to remove linguistic and sensory barriers.

Students can also share their learning using multiple means of expression and communication. Instead of a handwritten essay on the Declaration of Independence’s main argument and reasons for seeking independence, students can share their learning using multimedia tools. By providing access to platforms like Google Slides, PowerPoint, or Canva, students can foster creativity and collaboration using innovative methods.

Recently, Mary had the opportunity to support a lesson focused on the Declaration of Independence. She modeled how to use different multimedia tools and allowed students to experiment with the tools and then choose how to share their learning. One group of students, who the teacher noted were typically quiet and disengaged, collaborated on a video presentation about the historic document. They collaborated using iMovie, a video-editing app, recording themselves discussing the document’s significance while integrating visuals and quotes from the text. Their peers were drawn in by their enthusiasm and engagement, and this collaborative learning experience helped all students build knowledge.

3. Digital annotation tools. Effective note-taking is essential for learning, but various barriers, such as the limitations of traditional paper-and-pen methods, can impede students’ ability to take quality notes. These barriers can be especially challenging for students with diverse learning needs, including those with fine motor difficulties, language barriers, or different processing speeds. Integrating digital annotation tools like Kami or Hypothes.is empowers students to actively engage by summarizing key ideas, adding marginal notes, and making connections directly on digital texts, PDFs, or webpages.

Like multimedia presentation tools, digital annotation tools often incorporate features like text-to-speech, translation, and the ability to embed images, videos, and other multimedia elements. Annotations can be downloaded, saved, and printed for students to use as a study guide. Once students have created digital notes, they can present their annotated findings to peers, which reinforces their understanding, fosters a sense of community, and builds learner agency.

By integrating these UDL-aligned edtech tools into your teaching practices, you can create more inclusive, engaging, and transformational learning experiences that empower all students to succeed.