Sharing multiliteracies goals of equitable access to educational success, the Universal Design for Learning (UDL) framework includes the use of contemporary technology tools, or new literacies, to customize ways to access information and processes and to construct and communicate knowledge. UDL also positions technology as a scaffold. In this commentary, we join other scholars in suggesting that identifying technology tools as scaffolds to traditional literacies is problematic because of two missing characteristics of scaffolding: (1) ongoing diagnosis and calibrated support and (2) fading. After presenting a review of scaffolding literature and examining key characteristics, we describe how technology use changes the nature of scaffolding. Next, we highlight the UDL guidelines and recommendations for the use of digital tools as well as uncover contradictions in technology's use as scaffolds. Additionally, we explore the intersection of UDL with multiliteracies and New Literacies highlighting the stances of equity, inclusion, and school success. We describe transitions from traditional scaffolding, to scaffolding in the UDL framework, to new literacy options that lead to multiliterate agency. We argue that everyday digital tools with inclusive features are new literacies options, that are readily available given equitable access to the Internet, devices, and software. They provide opportunities for learners to demonstrate their multiliterate agency and experience school success. Finally, we propose the concept of Universal Access to Learning in which UDL realigns with its architectural inspiration and foundation, Universal Design, to ensure consistent and continuing, or permanent, access to digital tools.

中文翻译：

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UDL 框架中的技术支持：可移动的脚手架还是永久性的新文学？

通用学习设计 (UDL) 框架分享了平等获得教育成功的多元文化目标，包括使用现代技术工具或新文学来定制获取信息和流程以及构建和交流知识的方式。UDL 还将技术定位为脚手架。在这篇评论中，我们与其他学者一起提出，将技术工具识别为传统文学的支架是有问题的，因为支架缺少两个特征：(1) 持续诊断和校准支持，以及 (2) 衰落。在回顾了脚手架文献并检查了关键特征之后，我们描述了技术使用如何改变脚手架的性质。下一个，我们强调了 UDL 指南和关于使用数字工具的建议，并揭示了技术作为支架的使用中的矛盾。此外，我们探索 UDL 与多元文化和新文化的交集，强调公平、包容和学校成功的立场。我们描述了从传统脚手架到 UDL 框架中的脚手架，再到导致多元文化机构的新识字选项的转变。我们认为，具有包容性功能的日常数字工具是新的扫盲选择，只要公平访问互联网、设备和软件，这些工具就很容易获得。它们为学习者提供了展示其多文化能动性和体验学校成功的机会。最后，