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Effective Assistive Technology.Bkrd
- 1. Effective Assistive Technology: Details and Demonstration Donna Mawhorter Jennifer Courduff Etiwanda School District
- 2. In the beginning IDEIA 2004 Assistive technology must be discussed at every IEP meeting The discovery of a critical need for training in basic technology skills for special teachers in the Etiwanda School District Three minds, together, developing a training and support plan
- 3. The challenge Running up against a common mindset To be honest, special education is such a small group of teachers that their needs are less important in the grand scheme of things when you look at the needs of an entire district (ouch) Reality of certain critical elements Training = empowerment = technology integration Ongoing support = follow through Celebration of every single success, no matter how small = willingness and courage try new things
- 4. The challenge 2 Reality 2 training in large groups is the least effective method for real learning to occur What is needed is a mix of small group, one on one, face-to-face, online, in a lab, on site, planned, spontaneous, training sessions This is a research-based model Hall & Hord: Concerns Based Adoption Model (CBAM) (2002) Wenger & Lave: Communities of Practice (1991) Gardner: Multiple Intelligences (2006)
- 5. Details: Tier One We can do it! Effortless assistive technology in the classroom Structured as face-to-face monthly meetings Needs assessment surveys given at the beginning of the year Fusion Writers and headset microphones provided as incentives Training rule of thumb: 10 minute direct instruction 15 minutes hands-on activity
- 6. Demonstration: Tier One Fusion training one new skill introduced in each session Speech to text in SEIS, E-Mail, MS Word 3 sessions MS Word is cumbersome, better options are WordQ and SpeakQ by Quillsoft Accessibility tools in MS Word 2 sessions Using UnitedStreaming with Special Needs students 3 sessions Adding voice narration to PowerPoint /PhotoStory3
- 7. Details: Tier Two A Community of Learners: E-Portfolio Basics Digital Cameras provided as incentives Hybrid model Face-to-face every other month Ongoing, online collaboration using Airset.com
- 8. Demonstration: Tier Two Online Introduction to Airset.com : Airset is a free online resource that follows a cloud computing model. Self page Group page(s) Discussion page Calendar Files resource page Web resource page
- 9. Demonstration: Tier Two Face-to-Face E-Portfolio training Purpose of an E-Portfolio An electronic growth journal a way for learners to take ownership of specific goals, document and reflect on personal progress toward the goal Created in PowerPoint or other presentation software Can include pictures, videos, scanned documents, voice narration, graphs/charts
- 10. Artifacts Artifact cycle: Selection academic, social, physical. Collection work, videos, pictures Reflection identify artifacts that show growth and needs Projection update goals based on growth and needs Presentation create presentation that includes artifacts in ways that show progress toward goals
- 11. Training Creating the initial PowerPoint Student/teacher created digital presentations using PhotoStory3 MS Word for writing samples/daily entries/reflective pieces Scanned documents Student/teacher narrations as reflective pieces/progress toward goal Student-led conferences
- 12. Details: Tier Three Developing a Community of Practitioners Continue the hybrid model introduced in Tier Two Continue developing skills in E-Portfolio development and technology programs Training specifics will be based on survey results from Spring 2009
- 13. Supplemental Documents Cover sheet Training schedules One page of references For a complete copy of the plan, e-mail Jennifer Courduff at [email_address]
- 14. Questions? Contact information: Donna Mawhorter [email_address] Jennifer Courduff [email_address]