Technology-Enriched Universal Design for Learning Strategies in Postsecondary Education

While studies on technology professional development (PD) report the need for faculty to remain current in their knowledge of instructional technologies, relatively few promote the capabilities of such technologies to assist faculty in implementing Universal Design for Learning (UDL) principles (Higbee, 2008; Levy, 2009; Wilson & Wright, 2011). Likewise, very few studies have highlighted the perceptions of faculty about UDL and how these perceptions influence practice and the implementation of such principles. The purpose of this study was to examine the perceptions of faculty who had participated in an online module on technology-enriched UDL strategies, and how this participation impacted perceptions about the needs of students with disabilities (SWDs), the application of technology to meet the needs of SWDs, and the application of technology-enriched UDL strategies to meet the needs of SWDs. A case study was conducted with five faculty members who taught lower-division undergraduate language courses. This study revealed faculty perceptions related to the following three themes: awareness of learner variability and challenges faced by SWDs, benefits and barriers of applying technology-enriched UDL strategies, and the impact of UDL-focused PD on perception and practice. Findings suggested, after participating in an online module on technology-enriched UDL strategies, participants perceived: (a) SWDs need to be accommodated, but may not always disclose learning needs, (b) SWDs and all learners need materials in multiple, accessible formats, (c) technology reduces barriers to learning, (d) technology enables customization and self-regulation of learning, and (e) technology-enriched UDL strategies are beneficial. Findings also indicated the online module may have had an impact on these perceptions