Applying Universal Design for Learning and the BC Digital Literacy Framework to Science Inquiry Projects
| dc.contributor.author | Dyck, Heidi | |
| dc.contributor.supervisor | Irvine, Valerie | |
| dc.contributor.supervisor | Paskevicius, Michael | |
| dc.date.accessioned | 2021-05-02T02:28:56Z | |
| dc.date.available | 2021-05-02T02:28:56Z | |
| dc.date.copyright | 2021 | en_US |
| dc.date.issued | 2021-05-01 | |
| dc.degree.department | Department of Curriculum and Instruction | en_US |
| dc.degree.level | Master of Education M.Ed. | en_US |
| dc.description.abstract | Using science inquiry projects as the vehicle, teachers can provide a personalized learning experience that is inclusive to all learners. Technology, which is integral to teaching and learning in today’s classrooms, can contribute to personalized learning and presents an opportunity to help develop digital literacies skills. In British Columbia (B.C.), teachers are asked to integrate technology with little training or supporting curriculum, which means that digital literacy skills are not consistent among educators or students. With the help of existing frameworks, educators can design lessons that meet the needs of all learners while also teaching important digital literacy skills. The goal of this project is to provide a sample lesson plan for high school science inquiry projects that identifies relevant digital literacy skills, makes suggestions on how to facilitate the development of those skills, and promotes effective uses of student technology for personalized learning by implementing Universal Design for Learning (UDL). Research literature on student technology use inside and outside of the class will be reviewed, as will recent research on the integration of technology to enhance or assist collaboration, inquiry, and personalized learning. The literature review will conclude with a review of research regarding two frameworks that will be implemented to integrate technology in B.C. high school science inquiry projects: the BC Digital Literacy Framework and UDL. By reflecting on and implementing these frameworks, educators may be better prepared to utilize technology in science inquiry projects to achieve more personalized learning. For this project, I will be using the BC Digital Literacy Framework and UDL in order to show how technology can be intentionally and effectively integrated into B.C. senior science classes to teach digital literacy skills and enhance personalization during inquiry projects. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/12919 | |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.subject | Universal Design for Learning | en_US |
| dc.subject | BC Digital Literacy Framework | en_US |
| dc.subject | Technology | en_US |
| dc.subject | Inquiry | en_US |
| dc.subject | K-12 | en_US |
| dc.subject | high school science | en_US |
| dc.title | Applying Universal Design for Learning and the BC Digital Literacy Framework to Science Inquiry Projects | en_US |
| dc.type | project | en_US |