Page 233 - Resources and Support for the Online Educator

Chapter 4: Your Assumptions and Beliefs

must be met independently (for example, without
technology). Dr. Dave Edyburn coined the phrase
naked independence to label the belief that brain
power alone is superior to any “assisted” mental
activities (Edyburn, 2006). As such, when students
are provided technology accommodations, these
tools are available only if they are not viewed as
providing an unfair advantage. In many cases, even
if technology support is provided during regular Figure 4.3 Do you think someone who wears
class time, students must shut off the support glasses in class is cheating?
features during a test. The assumption is, students
need to show their work on their own without the advantage of technology
(Figure 4.3). Imagine if we applied this to another support technology,
such as students’ prescription glasses?

Tweet: We don’t tell students who wear glasses that they are cheating
because they see better with the help of lenses. How is using technology
to learn better any different? #DiveIntoUDL

With this in mind, go to the “Next Steps” section (page 42) to apply what
you’ve learned, or you can continue to the next section if you are ready to
take a deep dive into leading change and challenging embedded, systemic
assumptions and beliefs.

Deep Dive: Leading the Change

It is important to recognize that your individual assumptions and beliefs
about teaching and learning are influenced by your personal experiences,
as well as by the assumptions and beliefs embedded in the education
system. Although you may enthusiastically dive into change, regularly
challenging your assumptions and beliefs to transform your classroom,
you may find others resist this sort of disequilibrium. Whether you are
called upon to champion large-scale change within your school or district,
or, whether on a smaller scale, you want to share and grow professionally

Dive into UDL 37

Dive into UDL: Immersive Practices to Develop Expert Learners 233