Behavioral Engagement among Adolescents with Reading Difficulties: The Role of Active Involvement in a Universally Designed Digital Literacy Platform

Daley, Samantha G.; Xu, Yang; Proctor, C. Patrick; Rappolt-Schlichtmann, Gabrielle; Goldowsky, Boris

doi:10.1080/10573569.2019.1635545

Cited by 10 publications

(15 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The use of multimedia to represent information in a variety of ways (CAST checkpoints 1.2, 1.3 and 2.5) was common across six papers, ranging from podcasts that included visual and textual information (Kennedy et al, 2014) to a two-layered interface that provides one set of common tools (access to additional information, glossary, etc) and tools that vary according to the specific content under examination (Marino, 2009;Marino et al, 2010). or blog posts to represent their learning (Hitchcock et al, 2016;Robinson, 2017) Choice of Content, for example use of a 'dashboard' to facilitate self-directed learning (Daley et al, 2020) Video and video games, for example use of video resources for research (Robinson, 2017) The different colour shading reflects the three principals of the UDL framework (https://udlguidelines.cast.org/).…”

Section: Technology For Representationmentioning

confidence: 99%

“…In relation to multiple means of Engagement, this analysis found good evidence of technology being used to offer choice and autonomy (CAST checkpoint 7.1) to students in terms of the content that they accessed and the actions that they could take. In many cases, this overlapped with how technology supported multiple means of Representation, in that the students could choose whether or not to engage with particular content for support and guidance (Daley et al, 2016(Daley et al, , 2020Marino, 2009;Marino et al, 2010;Robinson, 2017). Similarly, choice of action overlapped significantly with multiple means of Action/Expression, in that the use of technology afforded students greater choice in how they could express their learning (Daley et al, 2016(Daley et al, , 2020Hitchcock et al, 2016;Marino et al, 2014;Robinson, 2017;Smith et al, 2020).…”

Section: Technology For Engagementmentioning

confidence: 99%

“…In many cases, this overlapped with how technology supported multiple means of Representation, in that the students could choose whether or not to engage with particular content for support and guidance (Daley et al, 2016(Daley et al, , 2020Marino, 2009;Marino et al, 2010;Robinson, 2017). Similarly, choice of action overlapped significantly with multiple means of Action/Expression, in that the use of technology afforded students greater choice in how they could express their learning (Daley et al, 2016(Daley et al, , 2020Hitchcock et al, 2016;Marino et al, 2014;Robinson, 2017;Smith et al, 2020). Unsurprisingly, the provision of technological tools that support students' Engagement with material in ways that suit their strengths and address their needs tended to lead to higher levels of Engagement and confidence (Hitchcock et al, 2016).…”

Section: Technology For Engagementmentioning

confidence: 99%

See 2 more Smart Citations

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

Bray

Devitt

Banks

et al. 2023

Brit J Educational Tech

View full text Add to dashboard Cite

In 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.

show abstract

Section: Technology For Representationmentioning

confidence: 99%

Section: Technology For Engagementmentioning

confidence: 99%

Section: Technology For Engagementmentioning

confidence: 99%

See 1 more Smart Citation

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

Bray

Devitt

Banks

et al. 2023

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Notably, results suggest that digital tools are often used in the context of language learning (loading = .287) -central themes of this factor are "language learning", "language teaching", "foreign language", "language education", "language competence" and "language education". This shows that digital technologies are used and relevant in the context of learning (Alvermann et al, 2012): digital tools are used to foster learning of languages (Dixon, 2010), reading (Daley et al, 2020) but also mathematics (Gómez-García et al, 2020). This factor also defines another context in which digital technologies are used to foster learning in higher education, as "university" has a loading of .532.…”

Section: Factor Analysismentioning

confidence: 99%

Key factors in digital literacy in learning and education: a systematic literature review using text mining

Audrin¹,

Audrin

2022

Educ Inf Technol

View full text Add to dashboard Cite

This research aims at providing an overview of the research field of digital literacy into learning and education. Using text mining, it reviews 1037 research articles published on the topic between 2000 and 2020. This review reveals that there is a plurality of terms associated with digital literacy. Moreover, our research identifies six key factors that define the literature, which are information literacy, developing digital literacy, digital learning, ICT, social media, and twenty-first century digital skills. These factors can be grouped into three main streams, which are 1) digital literacy, 2) digital learning and 3) twenty-first century digital skills. These three streams are supported by informational and technological foundations. These results provide research avenues and offer a framework for digital literacy in education.

show abstract

“…Student engagement is considered as a multi-dimensional construct which comprises of cognitive, behavioral and emotional engagement [7]. Each of these engagements has an impact on one another, however this study focuses on the behavioral engagement dimension as it plays a pivotal role in student engagement through learners' active participation and interaction in the learning activities [8]. In a recent study conducted by [9], further research has been recommended on aggrandizing behavioral engagement in a constructivist learning environment to increase learners' participation and interaction in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Conceptual Framework to Elicit Behavioral Engagement via Project Based Experiential Learning

Hamidani¹,

Neo²,

Perumal³

2022

2nd International Conference on Creative Multimedia 2022 (ICCM 2022)

View full text Add to dashboard Cite

Contextualized constructivist learning environments and approaches have shown a significant impact on enhancing student engagement in higher education (HE) classrooms. Nevertheless, in many HE institutions teachers are still using passive instructional methods which have limited effect on students learning and tends to make them disengaged. Disengagement among learners leads to poor academic performance as learners do not actively participate or interact in classroom. Behavioral engagement is one of the vital elements in multifaceted student engagement construct. The main indicators for behavioral engagement include interaction and active participation in classroom activities. This paper represents a conceptual framework of project based experiential learning with an aim to enhance behavioral engagement among undergraduate students through providing opportunities for active participation and interactions with others during project development. By incorporating this framework, teachers would potentially enhance learners' behavioral engagement in classroom to collaborate, think creatively, innovate and develop Industrial Revolution 4.0 skill-set for future careers.

show abstract

Behavioral Engagement among Adolescents with Reading Difficulties: The Role of Active Involvement in a Universally Designed Digital Literacy Platform

Cited by 10 publications

References 41 publications

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

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

Key factors in digital literacy in learning and education: a systematic literature review using text mining

Conceptual Framework to Elicit Behavioral Engagement via Project Based Experiential Learning

Contact Info

Product

Resources

About