UDL for Inclusive Teaching Offering Choice to Increase Belonging Through Technology
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Abstract
This qualitative case study investigates the impact of the universal design for learning (UDL) framework paired with multiple educational technologies on student engagement and sense of inclusion and belonging in the classroom. Research has indicated that a sense of belonging has a direct impact on success among undergraduate students. I saw increased evidence of belonging among students in my class after incorporating choice for my students in all the ways they interact with me, each other, and the course content. This article summarizes the revisions made to the course, the educational technologies used to implement those changes, and qualitative data that supports my hypothesis that a technology-supported UDL approach can have a positive impact on feelings of belonging among college students.
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