Come learn more about a new U.S. Department of Education federally funded National Center to Improve Faculty Capacity to Use Educational Technology in Special Education, Early Intervention, and Related Services Personnel Preparation and Leadership Personnel Preparation Programs. 

CIDDL is serving as the National Center to Improve Faculty Capacity to Use Educational Technology in Special Education, Early Intervention, and Related Services Personnel Preparation and Leadership Personnel Preparation Programs. We are primarily focused on the following activities: 

• Increasing knowledge, adoption, and use of a range of educational technologies that can be used for educator or leadership preparation programs; 
• Increasing capacity of faculty at institutions of higher education (IHE) to use a range of educational technologies in educator or leadership preparation programs; 
• Sustaining professional learning networks related to educational technology in educators and leadership preparation.

Our Mission is to influence change that supports the appropriate use of educational technology in all Early Intervention/Early Childhood Special Education (EI/ECSE) and K-12 learning environments to improve outcomes for all students, especially those with disabilities.

Our Approach is to empower all (special) education faculty members to understand and utilize Universal Design for Learning (UDL), educational technology, and innovations through multiple forms and pathways of professional learning and micro-credentialing. We are committed to exploring effective ways of translating IHE faculty’s capacity of using educational technologies in educator or leadership preparation programs into improved practices to support all students.We are housed at the University of Kansas, School of Education and Human Sciences, Department of Special Education. Our lead partners include the Toni Jennings Exceptional Education Institute (TJEEI), CAST, and the Metiri Group.

Session Video Recording

Come learn more about a new U.S. Department of Education federally funded National Center to Improve Faculty Capacity to Use Educational Technology in Special Education, Early Intervention, and Related Services Personnel Preparation and Leadership Personnel Preparation Programs. 

CIDDL is serving as the National Center to Improve Faculty Capacity to Use Educational Technology in Special Education, Early Intervention, and Related Services Personnel Preparation and Leadership Personnel Preparation Programs. We are primarily focused on the following activities: 

• Increasing knowledge, adoption, and use of a range of educational technologies that can be used for educator or leadership preparation programs; 
• Increasing capacity of faculty at institutions of higher education (IHE) to use a range of educational technologies in educator or leadership preparation programs; 
• Sustaining professional learning networks related to educational technology in educators and leadership preparation.

Our Mission is to influence change that supports the appropriate use of educational technology in all Early Intervention/Early Childhood Special Education (EI/ECSE) and K-12 learning environments to improve outcomes for all students, especially those with disabilities.

Our Approach is to empower all (special) education faculty members to understand and utilize Universal Design for Learning (UDL), educational technology, and innovations through multiple forms and pathways of professional learning and micro-credentialing. We are committed to exploring effective ways of translating IHE faculty’s capacity of using educational technologies in educator or leadership preparation programs into improved practices to support all students.We are housed at the University of Kansas, School of Education and Human Sciences, Department of Special Education. Our lead partners include the Toni Jennings Exceptional Education Institute (TJEEI), CAST, and the Metiri Group.

Session Video Recording

Over the past number of years, UDL supports and scaffolding for literacy have become increasingly available, however math instruction has remained primarily and stubbornly a paper-based practice.  

On average, over 60% of 4th and 8th graders are not proficient in Math, and estimated remedial math enrollment continues to rise each year. The COVID-19 pandemic has meant that math teachers all over the world have been thrust into remote instruction using digital tools.

So how can the UDL framework help us to guide our students?

During this session Martin discusses new approaches to allow students to express their math knowledge and consume math and science subjects in several new innovative ways. The expression of accessible math & science by predictive typing, speaking, writing and even OCR of and handwritten math is now a reality.

Session Video Recording
Slide Deck
Interactive Notes Document

Over the past number of years, UDL supports and scaffolding for literacy have become increasingly available, however math instruction has remained primarily and stubbornly a paper-based practice.  

On average, over 60% of 4th and 8th graders are not proficient in Math, and estimated remedial math enrollment continues to rise each year. The COVID-19 pandemic has meant that math teachers all over the world have been thrust into remote instruction using digital tools.

So how can the UDL framework help us to guide our students?

During this session Martin discusses new approaches to allow students to express their math knowledge and consume math and science subjects in several new innovative ways. The expression of accessible math & science by predictive typing, speaking, writing and even OCR of and handwritten math is now a reality.

Session Video Recording
Slide Deck
Interactive Notes Document

In a world of iPads, chromebooks, learning management systems, and a billion-dollar education technology industry, it is easy to get enticed to use technology tools that promise to improve learner outcomes, make learning easier, or engage the digital natives in our classrooms. While technology can power our learning, without the UDL framework as a guide, it is a tool without a purpose and a source of disengagement for learners. This resource explains the importance of using UDL as a research-based method for applying classroom technologies, steps for successful technology incorporation, and examples of how teachers can use specific tools to enhance the learning environment to engage learners.