1 / 57

Technology Implementation: Getting to Where You Want to Be

Technology Implementation: Getting to Where You Want to Be. January 13, 2009. The 3 principles of Universal Design for Learning (UDL) Introduction to Collaborative Planning Tool-EdTech Locator Introduction to online professional development course, “Differentiating Instruction”.

cecile
Download Presentation

Technology Implementation: Getting to Where You Want to Be

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Technology Implementation: Getting to Where You Want to Be January 13, 2009

  2. The 3 principles of Universal Design for Learning (UDL) Introduction to Collaborative Planning Tool-EdTech Locator Introduction to online professional development course, “Differentiating Instruction” Webinar Overview

  3. Wonder Why You Feel Like This?

  4. Time of transition Challenging times Individualized instruction Transformation Differentiated instruction Regulations Power of technology Digital materials/curriculum Online learning Disruptive innovation Trusted content Student centered delivery model 21 Century skills Broadband Professional development/learning communities Key Words From Today

  5. “Most educational technology experts agree that technology should be integrated, not as a separate subject or as a once-in-a-while project, but as a tool to promote and extend student learning on a daily basis.” - EducationWorld.com

  6. Technology… Improves student achievement Improves school efficiency and productivity Helps teachers meet professional requirements Improves learning skills Helps schools meet ALL students’ needs Promotes equity and access in education Improves workforce skills EdTechActionNetwork

  7. Challenges of Implementation • Lack of comfort using technology for teaching and learning • Use of technology is teacher-centered not student-centered • Not enough professional development on integrating technology

  8. What does all this mean for you?

  9. Meeting the Challenge: Neverlost

  10. Finding your location

  11. Setting your Objective

  12. Choosing a Route

  13. The First Challenge: Getting you to your destination (objective) on time. The Second Challenge: Getting everyone to their destination on time.

  14. Hertz’ solution: Challenge One: Using the power of on-line technology to reach objectives Challenge Two: Using the flexibility of on-line technology to differentiate the ways to reach objectives so that everyone can reach them

  15. Universal Design for Learning

  16. Meeting the challenge of Diversity Differentiation and UDL Differentiation in how information is presented Differentiation in how knowledge is expressed Differentiation in how user is engaged.

  17. Provide options for Perception Multiple Means of Representation

  18. Provide options for Perception Provide options for language and symbols Alternatives for Text Alternatives for English Alternatives for Language Multiple Means of Representation

  19. Provide options for perception Provide options for language and symbols Provide options for cognition Multiple Means of Representation

  20. Motor Options Multiple Means of Action and Expression

  21. Motor Options Multiple Means of Action and Expression

  22. Motor Options Multiple Means of Action and Expression

  23. Motor Options Multiple Means of Action and Expression

  24. Options in Scaffolds Models and Demos Multiple Means of Action and Expression

  25. Options in Scaffolds Models and Demos Breaking into smaller steps Multiple Means of Action and Expression

  26. Options in Scaffolds Models and Demos Breaking into smaller steps Immediate Feedback Multiple Means of Action and Expression

  27. Multiple Means of Engagement You’ve Arrived!!!

  28. The difference between a curriculum and Neverlost

  29. EdTech Locator: Setting a Team Vision

  30. p. 2-11 Service Area #3 Evaluation and Scaling-up support Develop evaluation models Synthesize data across sites Synthesize data Create scaling-up support networks Create scaling - CITEd EdTech Locator SUMMARY CHART Teachers and Related Service Providers Administrators Technology Coordinators Professional Development Coordinators Technology training limited to use and access, with little focus on instruction. Training for general educators and special educators separate, with universal design principles limited to special educators. Early Tech Implementation Technology use by teachers and students is limited with little linkage to instructional strategies or student needs; mainly used as a productivity tool. Purpose of technology use substantially different for general and special educators. Minimal technology plan; no timely technical support; core curricula selected with minimal consideration of students with special needs. Assistive technologies purchased and administered separately. School district does not require that Web sites and software adhere to accessibility guidelines. Universal design and access issues considered only for students with IEPs. Connectivity and e-learning environments are limited; provide student-computer ration of 10-1; limited access to AT tools. Technology training limited to use and access, with little focus on instruction. Training for general educators and special educators separate, with universal design principles limited to special educators. Technology plan aligned with state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations considered. General cost of ownership principles followed; same day tech support provided. School district requires that Web sites and software adhere to basic accessibility guidelines. Developing / Advanced Tech Implementation Technology used to supplement instruction, specifically for remediation, review and practice for special education students. Uses technology some to manage admin tasks or special ed paperwork; uses e-mail, list-serves to convey info to parents. Technology plan aligned with state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations considered. General cost of ownership principles followed; same day tech support provided. School district requires that Web sites and software adhere to basic accessibility guidelines. Universal design and access issues considered for a limited number of computers, or areas with high computer use. Internet connectivity available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity. Training relates technology use to content area instruction. Awareness of universal design principles among special educators and some general educators. Technology is integrated into instruction, as well as curricular and assessment materials, follows principles of universal design for learning, accommodating diverse needs of all learners. Technology is consistently and appropriately used to manage IEP and admin tasks. Technology enables teachers and parents to communicate. Target Tech Implementation Technology is integrated into instruction, as well as curricular and assessment materials, follows principles of universal design, accommodating diverse needs of all learners. Multiple forms of technology are used to manage IEP and admin tasks. Technology enables teachers and parents to communicate. Technology plan focuses on integrating technology to improve outcomes for all students, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. School district requires and ensures that Web sites and software adhere to best-practice accessibility guidelines. Universal design and access issues are considered and implemented throughout the district. Direct Internet connectivity available in all rooms in all schools, with easy access to wireless connectivity. Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design strategies to ensure access to the general education curriculum for all students. Adapted from Massachusetts and Texas STaR Chart Initiatives

  31. Case Story Yankees Elementary School • 935 students • 9 language arts teachers • Newly renovated and technology-rich school • Multiple computers and internet access in each classroom • Small technology staff

  32. Case Story cont. Teachers • meet monthly to discuss ELA-related topics for regular and special education students. • know that technology is available, but never have time to learn how to use it. Administrators • adamantly support technology usage to accommodate all students. • are afraid that teachers don’t use technology to its fullest potential.

  33. Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. The use of technology is substantially different for general and special educators. The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered.

  34. Case Story cont. Tech Coordinator • leads a small tech staff that focuses on solving basic network connection issues. • Rarely procures technology with consideration for universal design principles. PD Coordinator • holds information sessions in which the technology resources in the school are listed. • does not link technology to instructional goals or student needs.

  35. Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate. Universal design and access issues are considered for a limited number of computers. Internet connectivity is available in most or all classrooms.

  36. CITEd’s Online Course:Differentiating Instruction through Technologyhttp://airlearning.org

  37. See the CITEd Toolkit Online at http://airlearning.org

  38. 1. Go tohttp://airlearning.org 2. Click on “CITEd Online Courses”

  39. Login as a guest Create new account

  40. Key Practices • Embrace student differences • Use assessment data to guide instruction • Use choice to engage and motivate • Offer flexible groupings • Expect a variety of products to demonstrate learning

  41. Embrace Student Differences • Provide assistive and accessible tools • Encourage students to create customized tools

  42. Technology Resources

  43. UDL Editions

  44. TextHelp Toolbar Levels of support

  45. Summary Activate background knowledge List of characters

  46. Prompts

  47. Coaches “Show button”

  48. Vocab support

More Related