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Gillian Dunn
<EMAIL_ADDRESS>Ontario Tech University
Abstract
Without effective and purposeful planning and implementation, technology in curriculum delivery can be wasteful, redundant and meritless. Now more than ever, with a focus on globalization and the rapid development of technology, it is imperative that effective strategies are used to integrate technologies that enhance and enrich learning experiences. Frameworks of integration such as Universal Design for Learning and Technology Integration Matrix, can connect pedagogical theories and practical application of technology that fosters inclusive education, producing creative and innovative learners that are prepared for careers in the 21st century.
Effectively utilizing technology in education has the potential to significantly contribute to the revolution required in teaching and learning to support the durable skills, abilities, diverse talents and global perspectives that are required by today’s learners (McKenna et al., 2016). The emergent and rapid conversion of delivery and use of technology during a tumultuous two years, highlighted the need for professional development for faculty in educational technology as well as analysis to examine barriers to integration. The hasty integration of digital teaching solutions did not exemplify best pedagogical practices. This chapter explores characteristics and principles of Universal Design and Technology Integration Matrix models as frameworks to enrich learning experiences as well as potential barriers that exist to integrating technology.
Keywords
accessibility, barriers, technology integration matrix, universal design
Introduction
The various technology integration models provide a lens through which we can examine the effectiveness and application of technology in the learning process and subsequently the effect it has on outcomes and learning experiences (Kimmons, 2016). These theoretical constructs empower educators promote critical inquiry and support an understanding of technology integration possibilities. Models such as technology integration matrix and universal design for learning, can serve as guides in the process of curriculum design and delivery, aiming to enhance the learning experience, provide inclusive education and promote durable skills and competencies required for 21st century graduates.
The rapidly emerging digital world requires us to rethink learning and the acquisition of knowledge and the contexts in which learning takes place (Kimmons, 2016). As stated in Kimmons, (2016), connectivism framework views learning as fundamentally changing as a result of technology and integration requires altering processes to align with the emerging trends of learning. In contrast, other models view technology as an external component that must be merged into the pre-existing context of teaching and learning. In the adoption and enhancement of technology in teaching we must consider potential barriers to integrating technolo