Post on 20-Mar-2017
transcript
HELPING ALL STUDENTS LEARN
With Technology
Presentation by Brigitte SmithJacksonville State University
EIM 504 Fall 2015
Teacher Accountibility means you are responsible
for your students meeting certain standards.Keeping up with the demands of teaching is hard.
The use of digital media and other technology is an increasingly
recognized way to do so.Although the many calls for teacher accountability demand student mastery of content standards and differentiated instruction to ensure that mastery, it is up to you to decide how to accomplish that.
your students
ALL
TRADITIONAL LESSON PLANNING
Traditional instruction tends to rely on certain
formats
Didactic communicationWritten Essays
processesand products
Printed Text
But research shows that all students do not :
WHY A NEW APPROACH IS NEEDED
absorb information in the same way
Effective teaching takes those differences into consideration.
communicate in the same wayrelate to topics in the same way
When we think about differientiated instruction we often think about only those students with identified or suspected disabilities.
The push for differentiated instruction comes from research and subsequent legislation concerning the instruction of students with identified disabilities.
IDEA 2004
The Individuals with Disabilities Education Act is a federal law ensuring services to children with disabilities.
Universal Design for Learning
Assistive Technology equitable access
It calls for:
EQUITABLE ACCESS
Some children may need different types of equipment or instruction in order to master the
same curriculur requirements. Some children may need more time on some activities.
“Equitable access” is a term intended to mean that children with disabilities are given opportunities to learn the
same curriculum as non-disabled children.
This can mean having access to highly qualified teachers,
instruction in the same content and skill areas, and opportunities
to participate in learning experiences.
“Modifications” in IEPs are designed to give students equitable access.
ASSISTIVE TECHNOLOGY
AT can be as low tech as a pom-pom glued to the left click button of the mouse or as high tech as a computerized text to speech program .
Any item, piece of equipment, or product system used to increase, maintain, or improve functional capabilities of individuals with disabilities.
If AT is identified in a student IEP, it must be used.
AT can include accessibility features on software already being used.
ASSISTIVE TECHNOLOGY
•allowing a student to be more independent by providing additional scaffolding and feedback.
•enabling a student to do something previously very difficult or even impossible.
•helping multiple students in addition to the student for whom the AT was chosen.
The benefits of using AT may include:
ASSISTIVE TECHNOLOGY
A study conducted on the classroom use of AT designed to help autistic students be more independent by providing them with pictoral cues found not only “that use of these kinds of
technologies can reduce the number of prompts given by
teachers and aides and improve transition time”, but that “New community practices also emerged around the use of the
system, such as collective cheering and general social
awareness.” (Cramer, 2011, p.9)
You may even discover unexpected benefits…..
UNIVERSAL DESIGN FOR LEARNING
Neural NetworkRecognition Network —helps to identify sensory data, such as objects, facts and patterns
DifferencesSome students may prefer text, but others may require graphics, animation, sound, etc.
Principle of Instruction
Provide multiple means of representation
UDL Principles are based on brain research . Three primary principles corresponding to three neural networks in the brain…
Affective Network ---relates to feelings and emotions, and which influence motivation for and engagement with a particular goal, method, medium or assessment
Strategic Networks---controls processors for planning, executing and monitoring actions
Students are motivated in different ways. Some rise to a challenge. Others learn best when they can connect new information to familiar ideas.
Some students may be able to work independently, but others may need more support.
Provide multiple means for engagement
Provide multiple means for action & expression
• The more flexibility in materials, methods and assessments, the greater the chance content will be accessible to the diverse needs and preferences of all students.
•Digital media and applications provide the greatest flexibility.
•Using common software and hardware, teachers and students can :
• find information in a variety of formats, • transform it so that it is easy to see or hear or
understand.• Remove barriers to learning
BOTTOM LINE
USING TECHNOLOGY CONSCIOUSLY
We must use technology
in order to increase learning by all students.
consciously
KNOW YOUR STUDENTS
•Learning styles•Gender
•Cultural background• Interests•Abilities
•Preferences
Anything that makes a student unique – learning syles, attitudes, prior experiences (or lack of), preferences, even gender and cultural background, can potentially create a barrier to learning.
KNOW YOURSELF
•Learning style•Cultural background
•Philosophy•Beliefs and attitudes
Otherwise, you may unintentionally create barriers to learning in your classroom.
Spend some time thinking about who you are.Only by knowing your “default” teaching style
can you intentionally stretch beyond it.
All of these factors determine your “default” teaching style.
1. relevance to content or skill area
2. compatibility with school policies and connectivity
3. developmental appropriateness
4. language abilities of your students
5. gender and ethnicity stereotypes
6. cultural, political or religious bias
7. the learning profiles of your students
8. any specific barriers to learning
Choose and Evaluate potential equipment, programs and tools based on:
KNOW THE TECHNOLOGY
help your students master the content standards. appeal to the interests and preferences of your students remove learning barriers provide equal opportunities to perform all types of roles provide opportunities for students to exercise choice help build a climate of collaboration and trust help promote cultural understanding and global awareness
KNOW YOUR PURPOSE
Design lessons and learning experiences that:
Access to technology means more than having it available to
use…it is how you use the technology that’s important.
Use it consciously !
BIBLIOGRAPHY
Cennamo, K. S., Ross, J. D., & Ertmer, P. A. (2013). Technology integration
for meaningful classroom use: A standards-based approach. (2nd ed.). Cengage: Belmont, CA. ISBN: 978-1-133-94319-8.
Cramer, M., Hirano, S. H., Tentori, M., Yeganyan, M. T., & Hayes, G. R. (2011, May). Classroom-based assistive technology: collective use of
interactive visual schedules by students with autism. In CHI (pp. 1-10).
United States Department of Education. (2006). IDEA - Building The Legacy
of IDEA 2004. Retrieved from <http://idea.ed.gov/explore/home>.