UDL and Technology in Kindergarten

Having learned about UDL during my undergraduate studies, I support the notion that UDL provides meaningful opportunities for all types of learners. If a specific accommodation is made for a certain type of learner, essentially that accommodation in turn can benefit other students; learning becomes increasingly accessible and ultimately boosts our students’ motivation and confidence in their abilities. After reading the article on Firchow’s UDL guide for parents, I can see how technology (when used appropriately and meaningfully) can offer a wider range of students access to the material being taught in the classroom.

As a third year Kindergarten teacher, my co-teacher and I have revised our assessment techniques to accommodate our increasingly diverse student body. In relation to UDL, we begin our ABC unit in the early fall by providing our students with kinesthetic (i.e. trace letters in the air), visual (identify picture cards that begin with the letter), and tactile (use of objects that begin with the letter) opportunities as a means to show evidence of their understanding of the alphabet and letter-sound correspondence. When a SMART Board was installed in our classroom two years ago, we have since explored and utilized this technology to support our students’ reading readiness skills. In addition to the aforementioned reinforcement activities, students use the SMART Board to trace the letters with the SMART Board pen, organize images into a chart that begin with a particular letter sound, and listen/sing-along to alphabet-related songs. I strongly believe that technology should not replace our methods of quality teaching; however I do see it as another means of enriching the learning experience for our students.

While technology can support UDL, I have my reservations like most educators. I have used the SMART Board and the Internet to teach lessons to my Kindergarteners, yet I am always reflecting on the impact and meaning it has on their development of certain basic/foundational skills. A question that I continue to ask other early childhood teachers who have attempted to incorporate technology: What types of technologies have preschool and early elementary teachers had success (or failure) with in their classrooms?