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Unit 4: Artificial Intelligence in Education

  • Writer: Lorraine Levy
    Lorraine Levy
  • Feb 7
  • 3 min read

Updated: 23 hours ago

Reflection — Accessibility, UDL, and Your Practice
Reflection — Accessibility, UDL, and Your Practice

“True accessibility goes beyond checking boxes for screen reader compatibility or adding captions after the fact. It requires asking, at the design stage, who is excluded by this choice and what would need to change.”In this unit, we practice that habit of mind as a professional skill.” (Rahim, 2026)

I’ve been a POKR Course reviewer and I just got hired by Salylor Univeristy to review and audit their General Psychology course but thinking about accessibility first is new for me. I used the check boxes and section D to confirm accesibilty compliance. Instead Unit 4 reset my steps on making a Canvas page, providing a resource, or quiz. First, I will build for accessibility. 

I would say all the students were excluded from the learning unless they looked up the theory and did their own research or did a search in the online textbook for the theory. I was not providing multiple means of expression or comprehension. By adding text links, students have direct access to the theory, and the video allows scaffolding and magagagle steps for understanding. Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. ISTE Standard Designer. I created a technology resources-rich scaffolding quiz based on a theory that connects to all my students. 

Student Learning Outcomes

  • Identify and explain key psychological concepts, theoretical perspectives, and empirical findings,


    while considering their historical and cultural relevance within the discipline of psychology.

  • Draw logical and objective conclusions about the mind and behavior from evidence to show how


    psychology evaluates, modifies, and supports its claims and counters unsubstantiated statements,


    opinions or beliefs.

Purpose

This quiz is an opportunity for you to demonstrate your knowledge and skills in Marcia's Identity Theory: Adolescents' Search For Identity:

Expanding on Erikson’s theory, Marcia (1966)[1]) described identity formation during adolescence as involving both decision points and commitments with respect to ideologies (e.g., religion, politics) and occupations. Foreclosure occurs when an individual commits to an identity without exploring options. Identity confusion/diffusion occurs when adolescents neither explore nor commit to any identities. Moratorium is a state in which adolescents are actively exploring options but have not yet made commitments. As mentioned earlier, individuals who have explored different options, discovered their purpose, and have made identity commitments are in a state of identity achievement.

Quiz Information

  • After reviewing all of the materials in this unit, take this quiz. 

  • This is a timed quiz for 15 minutes

  • Use the resources provided:

  • This video takes a deeper look at Marcia’s theory of identity development and relates the four identity statuses to college students figuring out their major.

  • Transcript provided below


Grading and Submission Instructions

  • There are 2 questions in this quiz, one matching and one personal application question and you have 2 attempts. Your highest score will go to the grade book.

  • This quiz is worth 6 points.

  • To begin, answer the question and select "Next" to go to the next question.  When you are finished, click "Submit Quiz."

Helpful Resources

Citations


 
 
 

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