A Universally Designed for Learning (UDL) Infused Technological Pedagogical Content Knowledge (TPACK) Practitioners' Model Essential for Teacher Preparation in the 21st Century

Abstract

This article challenges educational computing researchers and teacher educators to consider a merger between universal design for learning and technological pedagogical content knowledge to create a practitioners' model to prepare teachers to graduate with the knowledge, skills, and dispositions needed to teach the full spectrum of learners. Presently, these models are being developed on parallel tracks because of the existing bifurcated system of general (regular) and special education. The two models together would create a cohesive, comprehensive, theoretical model for the preparation of 21st century teachers.

A critical analysis of technology‐enhanced learning design frameworks

“…There were 11 models that provided one or more illustrative examples of their model in practice, compared to 10 that did not. Of the 10 models that did not provide illustrative examples, the multiple cultures design model (Henderson, ) and the UDL TPACK framework (Benton‐Borghi, ) did provide several suggestions or ideas, but only as sentences or phrases rather than more in‐depth explanations or vignettes.…”

“…So for instance, the Technology Pedagogy And Content Knowledge (TPACK, Mishra & Koehler, ) framework was not included because, while it provides a framework for identifying different types of teacher knowledge associated with technology‐enhanced learning design, in and of itself the TPACK model does not provide guidance about what constitutes good design or how to do it. On the other hand, the UDL‐TPACK model (Benton‐Borghi, ) was included in the analysis because it does provide specific guidance about how to design technology‐enhanced learning experiences. Relate to learning design generally, so not purely relate to assessment, or problem‐based learning, or another specific sub‐component of education. So for instance Gunawardena et al’s () framework for developing communities of practice using social networking was excluded. Be more than purely instructional, so needed to incorporate learning design aspects relating to collaboration or student‐centred learning. Be more than just an application of an existing model for a specific technology or context.…”

Technological Pedagogical Content Knowledge

“…UDL is not just a model for the special education teacher and TPACK is not just a model for the general education teacher. The twenty-fi rst century teacher should be teaching for student learning, assessing for student learning, and engaging for student learning, based on the conceptual framework of a UDL infused TPACK model if they expect to teach the full spectrum of diverse, exceptional, and gifted learners in the nation's school (Benton-Borghi, 2012, 2013. Teacher educators and ICT experts need to consider this new approach and to research the impact of this model to narrow the gap in teacher effi cacy to teach all students.…”

“…The professoriate has not failed them. The development of these seminal models has provided teachers with initial frameworks for teaching and learning in the digital age (Benton-Borghi, 2013 ).…”

“…Information and communication around the world are more accessible, instantaneous, vibrant, and rich with visual and audio elements. The electronic modality of the digital age empowers teachers and students to learn in innovative ways and in dynamic, accessible, and global environments, increasing the opportunities for inclusivity and equity (Benton-Borghi, 2012, 2013 in increasingly diverse classrooms (Aud et al, 2012 ). The World Wide Web has grown exponentially since the 1990s and is becoming ubiquitous in higher education (Burgstahler, 2008 ) and in P-12 schools along with increased availability of technology (Wells & Lewis, 2006 …”