Technology, Universal Design for Learning, and Culturally Responsive Secondary Science Education

Purpose & objective

The National Science Teachers Association’s “Science for All” initiative focuses on eliminating disparities in science learning outcomes by promoting equitable access to high-quality science instruction for all learners. Our presentation will provide attendees with guidelines and tools for designing inclusive lessons using technology as an anchor in a way that encourages students to employ digital and non-digital strategies to develop mastery. Attendees will have the opportunity to examine artifacts from lessons that incorporate Universal Design for Learning (UDL), culturally responsive education (CRE), and technology to promote student interaction and mastery of concepts in secondary science classrooms. In addition, they will have an opportunity to apply the guidelines and tools presented by working together to redesign a science lesson.

Outline

I. Introduction (5 min.)
II. Presentation providing an overview of Universal Design for Learning and Culturally Responsive Education principles (10 min.)
a. Using technology as an anchor (3 min.)
b. Choice as differentiation (4 min.)
c. The importance of interaction (3 min.)
III. Show examples of lessons and student work (10 min.)
IV. Provide hands-on interaction opportunities:
a. Redesign a science lesson using the guidelines and tools (15 min)
b. Share lesson revision ideas (5 min.)
V. Conclusion (5 min.)

Supporting research

Universal Design for Learning (UDL) and culturally relevant or responsive education (CRE) are proactive, learner-centered instructional approaches that promote planning for diversity rather than reacting to it. These approaches can be combined to create accessible, equitable, and inclusive learning environments that minimize barriers and support learning for all students (Cressey, 2020; Takemae et al., 2022). When combining these approaches, teachers select and apply varied, culturally relevant, accessible materials and strategies (Kieran & Anderson, 2019).

UDL, established by CAST (2018), acknowledges learner variability and provides principles, guidelines, and checkpoints that teachers can use to create flexible learning environments. It focuses on removing barriers within the environment, rather than the learner, using principles of multiple means of engagement, representation, and expression (Kieran & Anderson, 2019). In the context of science, UDL components can be seamlessly incorporated into the Next Generation Science Standards (NGSS) and the 5-E (Engage, Explore, Explain, Elaborate, Evaluate) inquiry-based lesson model. Teachers can proactively identify supports (e.g., peer buddies, flexible reporting methods) within the UDL framework to make inquiry-based science accessible to all learners in inclusive settings (Ruhter 2022). Using the UDL framework can also help science educators address challenges such as student disengagement, lack of perceived relevance, and difficulties with learning science vocabulary and abstract concepts (Konke et al., 2022).

CRE fosters inclusive classrooms for culturally and linguistically diverse students by valuing learners' cultural backgrounds. It leverages cultural knowledge, builds emotional connections, and emphasizes collectivist cultural values by fostering relationships, interdependence, and cooperation (Hammond, 2015). In the context of science education, researchers have identified several components of culturally responsive science teaching including: (a) valuing students lived experience, culture, and language as assets and incorporating them into teaching and learning; (b) drawing on students’ backgrounds to strengthen and sustain cultural connections; (c) focusing on relational aspects of teaching and forming teacher-student relationships (d) holding high expectations for all students (Wallace et al., 2022). In one study, STEM teachers integrated CRE into instruction by posing problems within contexts that reflected students’ backgrounds and identities, weaving examples with cultural and real life significance throughout their lessons (Brown et al., 2019).

While neither UDL nor CRE requires the use of technology, incorporating digital tools along with these approaches can make the curriculum more accessible, relevant, and engaging by providing learners with options (e.g., text, video, or audio) for how they receive, process, and act on information. Following are some ways in which the principles of UDL can be combined with CRE strategies while using educational technology (Cressey, 2020; Kieran & Anderson, 2019; Takemae et al., 2022):
* Multiple means of engagement: Allow for choice of topics and tools on assignments, including collaborative and independent work, provide opportunities for students to construct knowledge and make meaning as it relates to their cultural background.
* Multiple means of representation: Use multimedia (e.g., visual and auditory) representations of content, incorporate online sources that provide multiple perspectives, and promote digital and visual literacy;
* Multiple means of action and expression: Provide opportunities for collaboration, invite students to express knowledge and share their experiences and cultural traditions in various ways including media content creation.

In conclusion, UDL and CRE are proactive strengths-based instructional approaches that can be combined effectively and enhanced by the use of technology to address diverse student needs in inclusive secondary science contexts.

References

Brown, B. A., Boda, P., Lemmi, C., & Monroe, X. (2019). Moving culturally relevant pedagogy from theory to practice: Exploring teachers’ application of culturally relevant education in science and mathematics. Urban Education, 54(6), 775-803. https://doi.org/10.1177/0042085918794802

CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org

Cressey, J. (2020). Universal Design for Learning: Culturally responsive UDL in teacher education. In M. T. Grassetti, & J. Zoino-Jeannetti (Eds.), Next generation digital tools and applications for teaching and learning enhancement (pp. 137-158). IGI Global. https://doi.org/10.4018/978-1-7998-1770-3

Hammond, Z. L. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Publishers.

Kieran, L., & Anderson, C. (2019). Connecting Universal Design for Learning with culturally responsive teaching. Education and Urban Society, 51(9), 1202–1216. https://doi.org/10.1177/0013124518785012

Kohnke, S., Patterson, M. S., & Moehlmann, R. (2022). UDL solutions for common science barriers. The Science Teacher, 89(6), 29-33. https://www.nsta.org/science-teacher/science-teacher-julyaugust-2022/ udl-solutions-common-science-barriers

Ruhter, L. (2022). Using the UDL framework in inquiry-based science teaching to support students with extensive support needs in inclusive classrooms. Inclusive Practices, 1(4), 139-146. https://doi.org/10.1177/27324745221093766

Takemae, N., Nicoll-Senft, J., & Tyler, R. M. (2022). Addressing issues of equity using the cross-pollination of Universal Design for Learning and culturally responsive teaching. PDS Partners: Bringing Research to Practice, 17(1), 9-15. https://files.eric.ed.gov/fulltext/EJ1347749.pdf

Wallace, J., Howes, E., Funk, A., Krepski, S., Pincus, M., Sylvester, S., Tsoi, K., Tully, C., Sharif, R., & Swift, S. (2022). Stories that teachers tell: Exploring culturally responsive science teaching. Education Sciences, 12(6), 401. https://doi.org/10.3390/educsci12060401