udmi: let's get technical

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UDL and Technology

To merge UDL with Montessori Inclusivity, the discussion of welcoming modern technology into the Montessori environment must be had.

Assistive Technology is necessary for young children with learning differences to help them learn alongside their peers. There are “several types of AT, ranging from low-tech to high-tech, to increase movement in children with motor delays and access to the early learning curriculum” (Lohmann et al., 2019, p. 2). It is important to understand not all AT means digital technology. Assistive Technology includes “technology products as well services and systems in order, [to] enable people to live healthy, productive, independent lives with dignity and to participate in education, the labour market and civic life” (Mayrou, 2022, p. 33). Although AT may include tablets with touchscreen options, they may also include pencil grips for children with fine motor challenges, or picture cards for children with speech delays.

The three principals of UDL, (multiple means of representation, multiple means of engagement, and multiple means of action), welcome technology of all kinds, especially digital. For a child who is visually impaired, having access to software that will read out text may be essential. Providing this child with activities that allow more focus on other senses, such as auditory, will be more engaging than ones that focus solely on visuals. Giving this child the freedom to record himself reciting a poem instead of writing one out on paper will provide him with a way to express the knowledge he has learned in a way that suits him best.

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​One obstacle early learning centres may have is providing enough digital technology for all students to share. When creating an UDL classroom, students with special needs are not to be pointed out, instead, the classroom is to be equipped in a way that is equitable to everyone, regardless of their strengths or adversities.
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In the past, inclusionary practices meant special accommodations were granted to a specific child to help with education, but this created a negative stigma and lessened self-esteem. “UDL, on the other hand, starts with acknowledging the variability we all have in learning preferences and motivation” (Snelling, 2021, para. 7).  By making these materials available to everyone, children with special needs become less stigmatized. “One major benefit of the use of technology in early childhood education is that it takes away the stigma around assistive technology for students with disabilities” (Herzing College, 2023, para. 16). This cost is one reason why many early learning centres have difficulty implementing UDL environments. More government funding is needed to help early learning centres stay up to date with necessary technology to provide equitable early learning to all.

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Technology in Montessori Classrooms
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The current use of technology in a primary Montessori classroom is hotly debated. Traditional Montessorians urge caution at introducing technology in the classroom while progressive Montessorians urge for more exploration of this as an educational enhancement. The argument seems to be that screen time is believed to be detrimental to children, especially those under the age of five years.  It is suggested that children from two to five years have less than one hour a day of screen time a day, and children under the age of two have none (Public Health Agency of Canada, 2019).

Many educators, including Montessori guides, are aware of the great amount of screen time children may be receiving when not at school. This is where the main concern stems from as educators do not want to add additional screen time to the child’s day for this age-group. However, there is more studying that needs to be done, especially in regards to the quality of screen time. Passive screen time may have a different effect on children than educational or assistive technology. Technology can be helpful, and even essential, “if it is an effective way to extend learning beyond what traditional methods can offer” (Laman, 2020, para. 3).

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​However, when creating a UDMI classroom, technology is unavoidable. This means the conversation about whether to welcome technology into Montessori classrooms needs to switch from, “why” to “how”.

Montessori classrooms encourage, support, and protect the independence of every child. For some children, technology is an aide to their independence. Some children may not be able to hold a pencil properly but can type on a keyboard. Using a laptop for word building and journaling activities will prevent them from falling behind with their language development.

Some children may find headphones with calming music helpful for their concentration, especially if they are over-excited or anxious. Others may find headphones help with reading activities. Allowing children the option to use technology in their classroom can help encourage their independence and continue to strengthen their learning and development.
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When bringing in technology we must be mindful not to replace Montessori methods, but only enhance the learning opportunities for all children. Regardless of the benefits of technology, “early learning should still primarily occur through interactions with a child’s peers, adults, hands-on materials, and actual experiences” (Laman, 2020, para 6). And this is where Montessori naturally shines!

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Technology: A Whole New World

Whether a Montessori school has a goal to be inclusive or not, the introduction of technology is still relevant. Technology continues to be a quickly evolving part of our lives and is not going away. Children have access to tablets, computers, smartphones, and many other technologies that past generations did not. “The pace of change is so rapid that society is experiencing a disruption almost as significant as when there was a shift from oral language to print literacy, and again when the printing press expanded access to books and the printed word” (NAEYC and the Fred Rogers Center, 2012, p. 1). We have to acknowledge technology has a huge impact in children’s lives, and as educators we need to stay on top of the pros, the cons, and the implementations.
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Additionally, many schools and early education centres are using technology, and if avoided, Montessori schools could be stunting the learning of our children. This means, “educators should be mindful that lack of exposure to technology may negatively impact children's school readiness when compared to programs that do incorporate technology. Developing digital literacy skills has increasingly become a part of the early childhood curriculum” (Laman, 2020, para 4).

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Moving Forward with UDMI and Technology in Montessori

Traditional Montessorians believe digital technologies do not belong in the primary Montessori classroom and have successfully held a firm stance on this over the years. There have been studies to suggest screen time is detrimental to a child’s development and that hands-on experiences and direct interactions with people are best for learning.

Progressive Montessorians have challenged this view and they are beginning to find value in adding digital technology into their classrooms. There is evidence that learning to use technology responsibly will help prevent children from the dangers associated with it.
 
UDL requires access to digital technologies, so to we must look at how to balance technology in a UDMI classroom.
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Technology can enhance the learning of all children, but it can be a true aide to life for those with special needs. Montessori schools offer sensory materials and experiences for children of all abilities, but when this isn’t enough, technology can be implemented in a meaningful way to ensure equity throughout the classroom. It is important that the implementation of technology be well planned and not replace Montessori experiences, but to enhance them.

Digital technology continues to advance rapidly and it is embedding itself deeper into our daily lives and culture every day. Focusing on the benefits of technology, while remaining aware of the detriments, educators can balance welcoming technology into Montessori classrooms, especially with the intent to create an equitable classroom for all students.

References
 
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Herzing College (2023, January 27). Using Technology in Early Childhood Education | Herzing College.                  Blog.herzing.ca. https://blog.herzing.ca/technology-in-early-childhood-education

Laman, C. (2020, July 7). Technology in the Early Childhood Environment -- Is It Appropriate? Purdue                      Global. https://www.purdueglobal.edu/blog/education/technology-early-childhood-environment/

Lohmann, M.J., & Hovey, K.A., & Gauvreau, A.N., & Higgins, J.P. (2019). Using Assistive Technology to                Support Science Instruction in the Inclusive Preschool Classroom. Journal of Special Education                      Technology, 8(2), 016264342094782. https://files.eric.ed.gov/fulltext/EJ1231819.pdf

Mavrou, K. (2022). The use of Assistive Technology in Education: A Guide for Teachers and Schools.                        UNICEF. Strengthening the national ecosystem for the provision and use of assistive technology /                    augmentative and alternative communication for children with disabilities children with disabilities in              Armenia (unicef.org)

‌NAEYC, & the Fred Rogers Center. (2012, January). Technology and Interactive Media as Tools in Early                 Childhood Programs Serving Children from Birth through Age 8. NAEYC; National Association for the           Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media.                  ps_technology.pdf (naeyc.or,g)
     
Public Health Agency of Canada, & Dad Central Canada. (2019, March 27). Mind: Screen time. Public                      Health Agency of Canada. https://www.canada.ca/en/public-health/services/publications/healthy-                      living/screen-time-nobodys-perfect.html

‌Snelling, J. (2021, October 23).  Focus on UDL When Using Classroom Technology. ISTE | Focus on UDL               When Using Classroom Technology | ISTE
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