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The UDL and TIM as Frameworks for Understanding First Year Teachers’ Technology Integration Proficiency
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, , Winthrop University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

A case study qualitative research design was used to explore the extent to which six first year teachers integrated technology in their lessons. Teacher statements were first categorized by UDL principles and then using the Technology Integration Matrix. All six first year teachers provided examples of technology integration for each of the three principles of UDL. When describing daily use of technology and specific technology integrated projects, teacher examples fell most often into multiple means of representation, followed by multiple means of engagement, and then multiple means of action and expression. Preliminary results indicate that the six interviewed first-year teachers described active learning situations more than any other. Furthermore, initial analyses of interviews indicate the first year teachers are most often in the entry and adoption levels of technology integration.

Citation

Harris, L. & Yearta, L. (2019). The UDL and TIM as Frameworks for Understanding First Year Teachers’ Technology Integration Proficiency. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2591-2595). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 28, 2020 from .