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Effective Assistive Technology: Details and Demonstration

Effective Assistive Technology: Details and Demonstration. Donna Mawhorter Jennifer Courduff Etiwanda School District. In the beginning…. IDEIA 2004 – Assistive technology must be discussed at every IEP meeting

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Effective Assistive Technology: Details and Demonstration

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  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 challenge2 • Reality2 – 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 TwoOnline • 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 TwoFace-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 jennifer_courduff@etiwanda.org

  14. Questions? • Contact information: • Donna Mawhorter • Donna_mawhorter@etiwanda.org • Jennifer Courduff • Jennifer_courduff@etiwanda.org

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