The UDL and TIM as Frameworks for Understanding First Year Teachers’ Technology Integration Proficiency
Thursday, March 21 4:15-4:35 PM
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.