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ERIC Number: EJ931812
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: ERIC
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0271-0560
Harnessing the Potential of Technology to Support the Academic Success of Diverse Students
Edyburn, Dave
New Directions for Higher Education, n154 p37-44 Sum 2011
Whereas campus administrators are faced with relentless demands to acquire new technologies as a means of keeping up with all that the marketplace has to offer, it is necessary to align technology acquisition with institutional goals and activities for enhancing retention, reducing time to degree completion, and raising graduation rates. Universal design for learning offers theory and practice principles for designing learning environments and materials where supports are embedded to support learning for all students. The purpose of this chapter is to introduce administrators to the principles of universal design (UD) for learning. The goal is to explain how UD principles can be implemented using technology, in ways that will explicitly target the special needs of learners with disabilities, but will offer educational benefit to all students. The value of this approach is that busy administrators will be able to articulate a clear philosophy regarding the alignment of technology in postsecondary education and improved student outcomes; "check point" questions at the end of each subsection can further assist in clarifying individual and campus philosophies. On a practical level, readers will learn about resources, strategies, and tools that will support faculty and students in building academic success. (Contains 1 figure.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A