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Designed Classrooms  \nL’Utilisation de Google Classroom comme technologie d'assistance dans des salles declasse avec conception universelles  \nStephen Sharpe, Memorial University of Newfoundland Gabrielle Young, Memorial University of Newfoundland  \nAbstract  \nThis study focuses on the use of Google Classroom as assistive technology in inclusive classrooms. Findings were based on data collected through single-case study methodology in semistructured formal and informal interviews with eight teachers and a focus group with six students at one junior high school in the province of Newfoundland and Labrador in Canada. This study is designed to better understand the benefits and challenges associated with the use of Google Classroom within the framework of universal design for learning. The findings showed that Google Classroom was perceived by both teachers and students as effective classroom technology in meeting the needs of each learner in the classroom.  \nKeywords: Google Classroom ; assistive technology ; universal design for learning ; inclusive education  \nRésumé  \nCette étude se penche sur l'utilisation de Google Classroom comme technologie d'assistance dans les salles de classes inclusives. Les résultats sont basés sur des données recueillies par le biais d'une méthodologie d'étude de cas unique lors d'entrevues formelles et informelles semi-structurées avec huit enseignants et un groupe de discussion avec des élèves de premier cycle d'une école secondaire à Terre-Neuve-et-Labrador au Canada. Cette étude a été conçue pour mieux comprendre les avantages et les défis associés à l'utilisation de Google Classroom dans le cadre de la conception universelle de l'apprentissage. Google Classroom était perçu par les enseignants et les élèves comme une technologie de classe efficace pour répondre aux besoins de chaque élève dans la classe.  \nMots-clés : Google Classroom ; technologie d'assistance ; conception universelle de l'apprentissage ;éducation inclusive  \nCJLT/RCAT Vol. 49 (1)  \nIntroduction  \nInclusive education allows each student to participate in learning activities and allows teachers to exercise new approaches to ensure that students have the means to communicate their knowledge. Google Classroom applications as a form of assistive technology (AT) can improve students’ abilities and provide each student the opportunity to learn as outlined in the universal design for learning (UDL) . It becomes obvious that students have learning needs, also referred to as exceptionalities, when they are the only students using AT in the classroom which may “carry stigma and/or unwanted attention”(Faucett et al., 2017, p. 14) . To reduce this unwanted attention or stigma for these students, UDL provides a set of guidelines that outlines how instructional materials, methods, goals, and assessments can be used to allow all students to experience achievement with learning curriculum outcomes (Rose & Meyer, 2002). The goal of UDL is to recognize that every student can learn and demonstrate their acquisition using several different means addressed in the three principles that are the foundation of UDL: multiple means of representation, multiple means of expression, and multiple means of engagement (Rose & Meyer, 2002). Universal design for learning recognizes that individuals have different learning strengths and needs and invites educational institutions to offer outcomes that provide the following:  \n• multiple means of representation to give learners various ways of acquiring information and knowledge ;  \n• multiple means of expression to provide learners alternatives for demonstrating what they know ; and  \n• multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn. (CAST, 2011, p. 5)  \nThis study is designed to better understand the benefits and challenges associated with the u","cbCain9Fq4VUnP2g","https://ap.wps.com/l/cbCain9Fq4VUnP2g","pdf",131805,17,"English","# Introduction\n## Universal Design for Learning\n## Study Focus and Data Collection","[{\"question\":\"What is the study focused on?\",\"answer\":\"The study focuses on using Google Classroom as assistive technology in inclusive classrooms within the universal design for learning framework.\"},{\"question\":\"How was the study data collected?\",\"answer\":\"Data were collected using a single-case study methodology, including semistructured interviews with eight teachers and a focus group with six students.\"},{\"question\":\"What benefits did participants report about Google Classroom?\",\"answer\":\"Google Classroom was perceived by both teachers and students as an effective classroom technology for meeting the needs of each learner.\"}]","Using Google Classroom as Assistive Technology in Universally Designed Classrooms - Volume 49 - Winter / Hiver 2023 | PDF",1792084220,43]