One of the key advantages to using an LMS or multifeatured workspace is that students (and the teacher) can log-in to only one space to engage in multiple types of learning activities supported by the multiple features built into these digital resources. When a teacher identifies a digital activity not supported within their LMS or workspace, what is the teacher’s best course of action?

What is provided when accessibility features are available on every website and digital device?

Describe at least two challenges that hinder the integration of technology in special education contexts.

What type of integration strategy is a teacher using when she has her students link up with local writers who critique the students’ stories and e-mail them feedback before their work is finalized and posted online?

What classification of assistive technology would be assigned when a student is given a powered wheelchair as a technology solution to a need?

What UDL principle is reflected when teachers give students a choice in the tool they use to present in class?

Explain two reasons why it is important for general classroom teachers to be knowledgeable about assistive technologies.

Of the following challenges, which one has been identified as a challenge for students engaged in blended learning?

When teachers commit to ensuring digital justice in our nation’s schools, what orientation to digital learning should they adopt to work toward digital justice?

What can both teachers and students create that helps create a visual record their skill and knowledge development over time?