The aim of this paper was to examine how and where technology has been deployed to intentionally support UDL implementations in second-level education and to identify areas where technology may offer opportunities for UDL that have not been exploited in the research to date.
The research from this paper allowed second-level education to see where and how technology could be used to offer more opportunities for UDL.
Test
People learn a given way of reading or writing byparticipating in (or at least coming to understand) thedistinctive social and cultural practices of differentsocial and cultural groups. When these groups teachor “apprentice” people to read and write in certainways, they never stop there. They teach them to act,interact, talk, know, believe, and value in certain waysas well, ways that “go with” how they write and read(Gee 1990/1996/2007).So, for example, knowing how to write a “gameFAQ” (a strategy guide for a video game)—or how toread one—requires that you know how game FAQs areused in the social practices of gamers, practices thatinvolve a lot more than just reading and writing. Youneed to know how gamers talk about, debate over, andact in regard to such things as “spoilers” and “cheats”and “cheating,” all defined as gamers define them, notjust in general terms (Consalvo 2007).
It shows that by participating we can understand the different cultural practices through reading and writing. Through these practices we can get involved with more social practices through digital media. Which is a great way of looking at things.