Abstract

The digital age offers transformative opportunities for individualization of learning. First, modern imaging technologies have changed our understanding of learning and the sources and ranges of its diversity. Second, digital technologies make it possible to design learning environments that are responsive to individual differences. We draw on CAST's research and development on universal design for learning to suggest the potential of digital reading environments that are designed to support learning and engagement by addressing the diversity in learners' representation, strategic and affective networks. Optimal customization depends on continued advances in the digital tools of the neurosciences and the design and enactment of digital learning environments.

Citation

Rose, D. & Dalton, B. (2009). Learning to Read in the Digital Age. Mind, Brain, and Education, 3(2), 74-83. Retrieved August 11, 2024 from https://www.learntechlib.org/p/74037/.

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Keywords

• Access to Education
• Cognitive Science
• Computer Uses in Education
• EDUCATIONAL ENVIRONMENT
• educational technology
• individual differences
• Individual Instruction
• learning theories
• Neurology
• Reading Instruction
• Research and Development