This document discusses software, accessibility, and portfolios. It covers topics like compatibility, affordability, licensing, types of software including operating systems, applications, internet software and instructional software. It also discusses evaluating software, open source software, operating system adaptations, components of portfolios, and alternatives for assessment. The document provides guidance on selecting and using software and developing digital portfolios.
12. Evaluating
Software
Always try it with your students!!!!!!!
When in doubt, look for Open Source Software (OSS).
Talk to other educators about what theyve used.
Teach the same thing with technology, then make a
slight change.
Learn one new thing a year.
13. Open Source
Software
List is on our Wiki
Upside
Yes, free, no licenses
Help is available for free
Platform neutral
Downside
Learning curve
Not exactly the same
14. Operating System
Adaptations
Ease of Access Folder in Windows
Accessibility in System Preferences in Apple
Access Software
Text-to-Speech
Word Prediction
Scan and Read
Speech Recognition
Magnification
Screen Reading
15. Portfolios
What do we mean?
A goal-driven, organized collection of artifacts that
demonstrate a persons expansion of knowledge and skills
over time.
Working Portfolio
Collections of work over time
Assessment Portfolio
Specific artifacts that must be included
Showcase Portfolio
Present the best work, artifacts are chosen carefully.
16. Digital Portfolios
Advantages
Portability, reproduction, differentiated products
Disadvantages
Time-consuming, often not portable from one platform to
another, little tech support, expensive software
Components
Documentation
Artifacts
Educational philosophy
Reflection
17. Nine
Commandments
When in doubt, dont throw it out.
Do it digitally.
Be organized, not frustrated.
Log it or lose it.
If it is nice, save it thrice.
Be careful, not sorry!
Give credit where credit is due.
Protect the privacy of your students and colleagues.
Create and stick to a timeline.
18. Alternative
Assessment
Students with significant disabilities
Three-ring binder
Question and answers are read to them
They choose answer given at bottom of page
If incorrect, question is reread to them
They choose from bottom of page
If incorrect, question and correct answer are read to
them.
Screen Readers
JAWS
19. Some material was taken from OBannon,
Blanche and Puckett, Kathleen, Preparing to
Use Technology, 2E, 2010 Pearson Education,
Inc., publishing as Allyn and Bacon, Boston,
MA 02116.