ABSTRACT
Just as modern architects design buildings for people of varying needs and abilities, teachers design lessons to provide access to learning for children of varying needs, abilities, and interests. This chapter will encourage readers to apply thinking frameworks and models, described in the previous chapters, to lesson design to integrate technology effectively in literacy instruction. The lesson planning process is an enduring framework despite changing contexts and technology. In this chapter, a lesson plan template includes planning for the type of access technology offers students based on their interests and special needs. Teachers’ consideration of Universal Design for Learning principles of representation, action and expression, and engagement assists in planning for learner variabilities and technology. Technology is not the goal of a lesson, so either analogue or digital tools can provide access to support and accommodate learners’ needs. Teachers consider the learning objectives required by standards through the contexts of multiliteracies, the learning environment, learner variabilities, and available tools as the goal of lesson design. Digital tools offer new options for learner interests and variability, so a large portion of the chapter is devoted to listing digital tools, resources, organizations, and websites that support literacy instruction.
