Technology supports in the UDL framework: Removable scaffolds or permanent new literacies?

Abstract

Sharing multiliteracies goals of equitable access to educational success, the Universal Design for Learning (UDL) framework includes the use of contemporary technology tools, or new literacies, to customize ways to access information and processes and to construct and communicate knowledge. UDL also positions technology as a scaffold. In this commentary, we join other scholars in suggesting that identifying technology tools as scaffolds to traditional literacies is problematic because of two missing characteristics of scaffolding: (1) ongoing diagnosis and calibrated support and (2) fading. After presenting a review of scaffolding literature and examining key characteristics, we describe how technology use changes the nature of scaffolding. Next, we highlight the UDL guidelines and recommendations for the use of digital tools as well as uncover contradictions in technology's use as scaffolds. Additionally, we explore the intersection of UDL with multiliteracies and New Literacies highlighting the stances of equity, inclusion, and school success. We describe transitions from traditional scaffolding, to scaffolding in the UDL framework, to new literacy options that lead to multiliterate agency. We argue that everyday digital tools with inclusive features are new literacies options, that are readily available given equitable access to the Internet, devices, and software. They provide opportunities for learners to demonstrate their multiliterate agency and experience school success. Finally, we propose the concept of Universal Access to Learning in which UDL realigns with its architectural inspiration and foundation, Universal Design, to ensure consistent and continuing, or permanent, access to digital tools.