The skills map suggests many technology tools that can be used to support each activity
The map also cites specific student outcomes and provides project models that will result in enhanced student achievement in grades four, eight, and 12.
Here are the core skills covered by the map:
guidance on how to align teaching and learning to the demands of the 21st century by providing lesson examples
highlights the critical connections between social studies and 21st-century skills.
gives educators concrete examples
The 21st Century Skills and Social Studies Map, developed by the Partnership for 21st Century Skills (P21) and the National Council for the Social Studies (NCSS), demonstrates how integrating these 21st-century skills will help support teaching, while also preparing students to become effective and productive citizens in the 21st century.

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Chapter 6: Teaching Every Student TOC: Information & Ideas

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Chapter 6: Teaching Every Student TOC: Information & Ideas

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CAST: Universal Design for Learning (UDL) Guidelines - Version 1.0

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Chapter 4: Teaching Every Student TOC: Information & Ideas

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Good point. Must do more than provide new media.
post by msstern on 2008-07-19

As the concept of UDL gains acceptance, people will understand that assistive technologies are tools like eyeglasses and personal digital assistants that enhance personal effectiveness; they do not relegate their users to a separate category such as "disabled." Already, some of these devices, once solely linked to disability, are working their way into the mainstream community. For example, speech recognition technology is applied in voice-activated telephone directories, airline reservation systems, and banking systems.
To solve the same problems, UDL looks not to the student but to the curriculum itself. The underlying assumption is that by using flexible media, we can embed options within the curriculum so that it can be adjusted to meet the needs and preferences of each learner. This built-in flexibility reduces, but does not eliminate, the need for assistive technologies.
The assistive technology model assumes that a printed curriculum is a given and provides tools to support individual access to it.
And even if we did manage to use a variety of approaches and media to present concepts, our students would still need to practice those concepts and apply them on their own. The impracticality of using fixed materials such as printed textbooks to create a flexible learning environment is obvious. New digital media offer a much more feasible foundation for the UDL framework.
he Role of Digital Media
sensory or physical modality but provides enhancement to highlight certain information. Through these additions, we can scaffold students who have weaknesses that interfere with learning a task or who are novices in a particular domain. Returning to the chart example, Mr. Costa might provide an alternative version with the critical information circled or illustrated in a different color. This is an ideal scaffold for students who might have difficulty identifying key information in the larger context.
Flexible materials do not replace teachers, but they do extend our reach and make it easier for us to provide individualized learning supports and challenges for our students.