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Teacher Candidates Implementing Universal Design for Learning: Enhancing Picture Books with QR Codes

Marya Grande*, Camille M. Pontrello**

* Associate Professor, Department of Teacher Education, Canisius College, New York, USA.

** Adjunct Professor, Department of Teacher Education, Canisius College, New York, USA.

Periodicity:September - November'2016
DOI : https://doi.org/10.26634/jsch.12.2.8214

Abstract

The purpose of this study was to investigate if teacher candidates could gain knowledge of the principles of Universal Design for Learning by enhancing traditional picture books with Quick Response (QR) codes and to determine if the process of making these enhancements would impact teacher candidates' comfort levels with using technology on both students with and without disabilities. Participants were undergraduate students seeking teacher certification for children from birth through grade six. Data sources included a pre and post survey, discussion forum, final presentations, and the enhanced picture books. Results indicated that the process of using QR codes to adapt a book resulted in candidates being significantly more comfortable in using technology with students with disabilities although there were no significant differences on their comfort level using technology for students without disabilities. In addition, teacher candidates were able to identify ways to use QR codes to adapt picture books for literacy development, but were limited in their ability to link text enhancements to the principles of Universal Design for Learning. Suggestions for using QR codes in teaching these principles to teacher candidates are offered as well as suggestions for future research.

Keywords

Teacher Education, Technology, Picture Books, Universal Design for Learning, QR Codes.

How to Cite this Article?

Grande, M., and Pontrello, C. M. (2016). Teacher Candidates Implementing Universal Design for Learning: Enhancing Picture Books with QR Codes. i-manager's Journal on School Educational Technology, 12(2), 11-23. https://doi.org/10.26634/jsch.12.2.8214

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