Using a Multimodal Digital Platform to Communicate About Students’ Learning Progress

Abstract

This article addresses practice guidelines for applying High Leverage Practices (HLPs), Universal Design for Learning (UDL) guidelines, and effective communication strategies when using multimodal digital communication platforms to document learning and support reciprocal teacher-family interactions about student academic performance in special education and inclusive contexts. Additionally, the article includes important considerations such as support needs and potential pitfalls associated with using digital communication tools. In providing multimodal evidence of learning using digital communication platforms, teachers can document learning in multiple ways, share learning artifacts with families, and track progress toward learning goals. When using digital tools to communicate about learning progress, teachers can ask students to reflect on artifacts, provide action-oriented feedback, and model learning interactions and strategies. Adhering to these practice guidelines helps teachers maximize the ways in which such tools enhance the implementation of HLPs and UDL strategies to improve teacher-family relationships and enhance student learning.