Lewis University Technology Class

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Technology for Learning:

Technology for Learning Rob Culp Lewis University

Slide 2:

A vision of K-12 Students Today

How can technology help learners? :

How can technology help learners? What is educational technology? How can teachers/learners use technology wisely? How can teachers make environmental adaptations to help all learners? How do teams decide what technology students need?


Agenda Assistive Technology (AT) Definition Continuum Laws SETT Approach Classroom Technology Definition classroom 2.0/classroom 3.0 Examples/Discovery

Assistive Technology Definition:

Assistive Technology Definition Assistive or Adaptive Technology commonly refers to "...products, devices or equipment, whether acquired commercially, modified or customized, that are used to maintain, increase or improve the functional capabilities of individuals with disabilities..." Assistive Technology Act of 1998

AT Continuum:

AT Continuum No-tech: Solutions make use of procedures, services, and existing conditions in the environment without the use of devices or equipment . Example: Using mouth to hold utensils Low-tech : Support strategies which do not involve any type of electronic or battery operated device - typically low cost, and easy to use equipment. Example: big grip pens, Mid-tech : Battery operated devices or "simple" electronic devices requiring limited advancements in technology. Example: tape recorder, overhead projector, watches with alarm clocks, calculators , and simple voice output devices. High-tech : Complex technological support strategies – typically "high " cost equipment. Example: digital cameras; sign language interpreters, and adaptive software such as reader/scanners (reads text that is scanned), computer monitor magnifiers , electric wheelchairs, complex voice output devices .


A CONTINUUM OF CONSIDERATIONS FOR ASSISTIVE TECHNOLOGY For the Mechanics of Writing Regular pencil or pen Pencil or pen with adaptive grip Adapted paper (e.g. raised line, highlighted lines) Slantboard to create slanted writing surface Use of prewritten words/phrases Portable word processor to keyboard instead of write Computer with word processing software Portable scanner with word processing software Voice recognition software to word process (See Computer Access Continuum) No Tech High Tech Penny Reed (editor), Wisconsin Assistive Technology Initiative (WATI); Assessing Student’s Needs for Assistive Technology ©2000.

Assistive Technology Law IDEA Amendments 2004:

Assistive Technology Law IDEA Amendments 2004 Maintains the requirement that AT devices and services must be considered at the IEP meeting. The term assistive technology is clarified to not include a medical device that is surgically implanted or the replacement of such device. (example – cochlear implant) Includes the statement: “Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by…supporting the development and use of technology, including AT devices and services, to maximize accessibility for children with disabilities. (20 W.S.C. § 1400 ©(5)(H) (emphasis added) Part C – early intervention services clearly mention AT services and device as in Part B. States clearly that a hearing aide or glasses could be an AT device needed by a child in order to receive a FAPE. If so, the school must provide these devices. ( also applied to a pulmonary nebulizer)

SETT Framework- Joy Zabala:

SETT Framework- Joy Zabala S tudent: E nvironment: T asks: T ools: What does the Student need to do? (main areas of concern) What are the Student's special needs? What are the Student's current abilities? What are the instructional and physical arrangements? Are there special concerns? What materials and equipment are currently available in the environments? What supports are available to the student and the people working with the student on a daily basis? How are the attitudes and expectations of the people in the environment likely to affect the student's performance? What activities occur in the student's natural environments which enable progress toward mastery of identified goals? What is everyone else doing? What are the critical elements of the activities? Is a system of AT tools and strategies required for a student with these needs and abilities to do these tasks in these environments? What no tech, low tech, and high tech options should be considered? How might the student's special needs be accommodated without changing the critical elements of the activities? Will modifications be necessary? What strategies might be used?

Slide 10:


Classroom Technology:

Classroom Technology Classroom 1.0: Teacher is creator, students audience: Lecture, teacher dictated content Classroom 2.0: Teacher and students as consumers and creators Classroom 3.0: Adults who are eager to imagine, create and innovate with kids Kids and adults who want to learn more about each other Kids and adults who partner to collaborate in teaching to and learning from each other Kids who work at creative tasks that mirror the innovation workforce An understanding that kids need to contribute to all economic levels, and with better distribution of effort than in the past Maravec , J. (2009). The role of teachers in education 3.0. http://www.educationfutures.com/2009/05/10/the-role-of-teachers-in-education-30/

Exploration Time:

Exploration Time

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