ABSTRACT
This snapshot vignette discusses a study in which teacher candidates enrolled in a technology-integration course with a field-based component learned how to use the Universal Design for Learning (UDL) framework to inform instructional decisions. After finishing this course, teacher candidates enrolled in a full-time internship. Near the culmination of the internship, teacher candidates were interviewed in order to discern how they integrated technology into their teaching practices. Their statements regarding technology use in the classroom were coded and categorized by the three UDL principles. Examples ranging from elementary to high school classrooms are provided in the content areas of English Language Arts, social studies, mathematics, art, and science.
