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 Under a Creative Commons license Open access AbstractOne of the fundamental components of the United Nations’ sustainable development 2030 agenda is quality education. It aims to ensure inclusive and equitable quality education for all. Digital technologies have emerged as an essential tool to achieve this goal. These technologies are simple to detect emissions sources, prevent additional damage through improved energy efficiency and lower-carbon alternatives to fossil fuels, and even remove surplus greenhouse gases from the environment. Digital technologies strive to decrease or eliminate pollution and waste while increasing production and efficiency. These technologies have shown a powerful impact on the education system. The recent COVID-19 Pandemic has further institutionalised the applications of digital technologies in education. These digital technologies have made a paradigm shift in the entire education system. It is not only a knowledge provider but also a co-creator of information, a mentor, and an assessor. Technological improvements in education have made life easier for students. Instead of using pen and paper, students nowadays use various software and tools to create presentations and projects. When compared to a stack of notebooks, an iPad is relatively light. When opposed to a weighty book, surfing an E-book is easier. These methods aid in increasing interest in research. This paper is brief about the need for digital technologies in education and discusses major applications and challenges in education. KeywordsDigital technologies Digital classroom Education Students Teaching Cited by (0)© 2022 The Author(s). Published by Elsevier B.V. on behalf of KeAi Communications Co., Ltd. 3. Affective - Affect represents a crucial element to learning, and learners differ markedly in the ways in which they engage in learning and are motivated to learn. - There are a variety of sources that can influence individual variation in student engagement. For example: neurology, culture, personal relevance, subjectivity, and background knowledge. -
Some learners are highly engaged by spontaneity and novelty, while others are disengaged even frightened by these aspects preferring predictable routines. - In reality there is not one means of engagement that will be optimal for all learners in all contexts, providing multiple options for engagement is essential. - Thus providing multiple means of engagement involves: providing options for recruiting interest that increase individual choice and autonomy, enhance relevance, value and authenticity, and reduce threats and distractions. Providing options for sustaining effort and persistence that heighten salience of goals and objectives, vary levels of challenge and support, foster collaboration and communication and increase mastery-oriented feedback. And providing options for self-regulation that guide personal goal-setting and expectations, scaffold coping skills and strategies and develop self-assessment and reflection. - Used to engage students from the moment the lesson begins and also used to activate prior knowledge. - Barriers to learning such as: if a student calls out or is disruptive, has detention or
motivational challenges, lacked background knowledge, has organizational challenges, or needs greater academic challenge. - Includes direct instruction, presentation of content, and asking
relevant questions. - Barriers to learning could be if a student has language challenges, needs to hear directions, and/or steps repeatedly, has low vision, has hearing impairment, needs social interaction. - Must involve everyone, be relevant and directly related to the lesson, be observable, and have the students working on products. - Barriers to
learning maybe if the student: has difficulty working in groups or with certain students, has difficulty writing or spelling, has difficulty transitioning, needs concrete representation, needs immediate feedback to stay on task, or continues to need help with organization. Barriers to learning such as: if a student calls out or is disruptive, has detention or motivational challenges, lacked background knowledge, has organizational challenges, or needs greater academic challenge. Barriers to learning could be if a student has language challenges, needs to hear directions, and/or steps repeatedly, has low vision, has hearing impairment, needs social interaction. Barriers to learning: maybe if a student can't attend or remember, gives up easily, prefers tactile kinesthetic learning, or if the student masters the objective easily. Barriers to learning maybe if the student: has difficulty working in groups or with certain students, has difficulty writing or spelling, has difficulty transitioning, needs concrete representation, needs immediate feedback to stay on task, or continues to need help with organization. Barrier to learning maybe if a student needs a behaviour plan. The hidden curriculum - Teach the hidden curriculum - don't leave students guessing. Disruptive: Language Barriers: Difficulty Remembering: Groups/Transitioning: Behaviour: What are the 3 principles of universal design for learning?Three main principles of UDL. Representation: UDL recommends offering information in more than one format. ... . Action and expression: UDL suggests giving kids more than one way to interact with the material and to show what they've learned. ... . Engagement: UDL encourages teachers to look for multiple ways to motivate students.. Which UDL principle has the goal of making all students resourceful knowledgeable learners?UDL Principle Two: Provide multiple means of Representation
This principle's aim is to develop instructional environments that facilitate students' development as resourceful and knowledgeable learners.
What are the four components of UDL?Four highly interrelated components comprise a UDL curriculum: goals, methods, materials, and assessments.
What is the goal of universal design for learning UDL )?UDL is a framework to guide the design of learning environments that are accessible and challenging for all. Ultimately, the goal of UDL is to support learners to become “expert learners” who are, each in their own way, purposeful and motivated, resourceful and knowledgeable, and strategic and goal driven.
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Efforts to remove barriers to information and communication technologies aim to increase what
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