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Intersection and Impact of Universal Design for Learning (UDL) and Technological, Pedagogical, and Content Knowledge (TPACK) on Twenty-First Century Teacher Preparation: UDL-Infused TPACK Practitioner’s Model

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Technological Pedagogical Content Knowledge

Abstract

This chapter considers the intersection of two innovative and transformative conceptual frameworks, universal design for learning (UDL), and technological pedagogical and content knowledge (TPACK), and the impact of this new merged model—UDL infused TPACK—on teacher preparation. General and special education teachers should be prepared to graduate with the knowledge, skills, and dispositions to teach all students in the digital age. The TPACK model provides a theoretically sound and coherent conceptual framework to prepare general education teachers to effectively integrate technology, but this model alone cannot enable general education teachers to teach the full spectrum of learners, without an understanding of UDL.

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Authors and Affiliations

  1. Ohio Dominican University, Columbus, OH, USA

    Beatrice Hope Benton-Borghi

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  1. Beatrice Hope Benton-Borghi
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Correspondence to Beatrice Hope Benton-Borghi .

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  1. University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus

    Charoula Angeli

  2. University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus

    Nicos Valanides

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Benton-Borghi, B.H. (2015). Intersection and Impact of Universal Design for Learning (UDL) and Technological, Pedagogical, and Content Knowledge (TPACK) on Twenty-First Century Teacher Preparation: UDL-Infused TPACK Practitioner’s Model. In: Angeli, C., Valanides, N. (eds) Technological Pedagogical Content Knowledge. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-8080-9_15

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