EDUC 421C: Using Educational and A ssistiv e Technology Department of Educational Leadership and Special Education Sonoma State

University

Instructor: Dr. Sandra M. Ayala Office Phone: (707) 664 - 2972 Class Day and Time: Th. 9:00-9:50 pm Class Location/Units: Online/ 1 Unit

Office Location: Stevenson 2013C Email: ayalas@sonoma.edu Office Hours: Tue. 4-6; Wed. 2-3; Class Catalog Number: 4115

Course Description: EDUC 421C surveys the use of technology to enhance teaching and learning in special education classrooms. A variety of topics are considered including Universal Design for learning (UDL), the roles of technology in teaching and learning, designing lessons that incorporate the effective use of technology and using technology to support special populations. Both theory and practice in the use of educational and assistive technology will be examined through readings, discussions and activities in an online environment. Prerequisite: Admission to the Education Specialist credential program or permission of the instructor. Required Reading: There is no required printed text for this class. All required reading materials come from electronic resources (i.e. webpages, PDFs, Microsoft Office documents) available from the course Moodle site. Course Objectives: Using Educational and Assistive Technology (Program Standard 6 & Induction Standard 16): The program provides opportunities for candidates to acquire the ability to use computer based technology to facilitate the teaching and learning process. Candidates demonstrate knowledge of assistive technology including low and high equipment and materials to facilitate communication, curriculum access, and skill development of students with disabilities including those who are English learners Candidates learn to use technology in lessons to increase students' ability to plan, locate, evaluate, select, and use information to solve problems and draw conclusions. Candidates use computer applications to manipulate and analyze data as a tool to shape instruction and provide feedback to students and their parents. Candidates monitor and reflect upon the results of using technology in instruction and adapt lessons accordingly. **This class will have one skill based class that meets in person. This date will be arranged for a Thursday in February.

Modules: Module 1: Universal Design For Learning Ideas on multiple intelligences have popularized the notion that people learn in different ways. Good teachers have always worked to provide alternatives for students. It's now relatively common to see lesson plans that acknowledge different learning paths. Accommodations and modifications are frequently discussed which make curriculum accessible to different ability levels and language proficiencies. UDL is one way to start thinking about the role of technology in the classroom. Module 2: Roles of Technology It's been 40 years since the arrival of the first computer in our nation's classrooms. Schools have spent billions of dollars on technology since then. What's the role of technology and does it make a difference? This module examines various perspectives on technology. It presents a wide range of thinking on the subject from early adopters to new users. Module 3: Designing Effective Activities with Technology Understanding how to design lessons and activities with technology is an essential skill for educators in the 21st century. Design skills in this area require an understanding of curriculum standards, subject matter content and technology. Researchers who have looked into the area of teachers integrating technology in learning have found that these skills develop over a time period of three to five years- it's a long term process. This module examines purposeful use of technology. It surveys a range of methods and techniques for the development of learning activities with technology. Module 4: Data Driven Decision Making Teaching incorporates many different skills including: communicating with others, classroom management, understanding content, instructional strategies and assessment. Some teaching skills develop easily while others take many years of work and study. Those who study teaching practice note that there is an art and science to what teachers do. Part of the science of teaching involves action in the on-going cycle of lesson planning, delivery of instruction, and assessment of learning. A teachers decisions and actions within this cycle are very important to student success in a given class. This online module looks at assessment and ways that teachers can monitor and support student learning using technology through data driven decision making. Module 5: Assistive Technology Assistive technology (AT) affords opportunities for all learners to access curriculum and develop independence in and out of the classroom environment. This module will look at the ways AT has evolved and supported students in the classroom from assessment to the implementation of AT strategies and tools.

Course Requirements: 1. Punctuality, consistent attendance, and timely completion of all assignments 2. Engaged participation in online activities 3. Assistive Technology Report 4. Final Exam Grading Criteria Education 421C is based upon a grade-only format. A total of 400 points are possible in this course and your grade is based upon the percent of these points achieved following the criteria listed below. The following elements will be utilized in evaluating student performance:

Online Activities Discussion Forums Assistive Technology Report Final Exam Total Points:

100 points 200 points 50 points 50 points 400 points

Grading Policy This is an online class and most activities are asynchronous during the term. Students are expected to take part in all class activities monitoring class requirements and deadlines in the Moodle environment. Timely completion of all assignments based on the class calendar. Thoughtful involvement in online class discussion forums. Letter grades will be assigned. Plus/Minus grades and incomplete grades will be assigned. Plus / Minus grades and Incomplete grades will be assigned in accordance with SSU catalogues guidelines. http://sonoma.edu/catalog/0810/17regulations.pdf Letter Grade Percentages 94-100 A 90-93 A87-89 B+ 88-84 B 83-80 B77-79 C+ 74-78 C 73-70 C- Etc.

Outstanding Commendable Satisfactory Unsatisfactory/no credit for course

5. A grade of C or better is required to get credit for credential courses.

Course Assignment Descriptions: Online A ctivities 100 pts Students need to thoughtfully read the four content modules (Roles of Technology, Designing Effective Activities with Technology, Data Driven Decision Making, Success for All Students) and carry out activities in them (i.e. surveys, databases, etc). Discussion Forums- 200 pts Each module has one discussion forum where students are asked to consider key questions. Students are responsible for composing thoughtful question responses based on course materials and their own experiences. Students must also read forum postings and reply to others in the class (minimum reading for each forum = 15 postings; minimum replies for each forum = 2). Students will be evaluated on their discussion forum participation using the following criteria: Mechanics of Posting: The posting contains complete sentences, well organized ideas, language which is grammatically correct, and content free of spelling errors. Participation in Discussion: The posting provides comments and new information in a regular and equitable manner. Student interacts with a variety of participants. Content of Posting: The posting reveals a solid understanding of the topic as evidenced by thoughtful responses and questions. Critical Thinking Evidenced by Posting: The posting offers a critical analysis of an existing posted idea or introduced a different interpretation to an existing idea. A ssistive Technology Report- 50 pts Choose a student with special needs who is currently using an assistive technology system or who may be a candidate for such a system. Complete a report containing the information listed below. If possible, speak to IEP team members and observe the student to collect your information. Your 2-3 page summary should include the following information areas: Student Information: Age, Ethnic Background, Gender, Diagnosis, Onset, Strengths, Needs, Skills in the area considered or using assistive technology, current system. Educational Background: Educational placement, brief history, and summary of current IEP goals and services. Assistive Technology Summary & Observation Notes Accommodations and/or strategies attempted. Why is assistive technology a good match for this student? How could it be improved? Provide the context in which the observation took place, focus on your perceived efficacy of the assistive technology system, how familiar or comfortable the student appears

using the assistive technology system. Assistive Technology Information Name of company of assistive technology (if applicable), photos or drawings as appropriate, summary of strategy, how student is/will be trained in this strategy, implementation results or predications Rubric:
To Me et Pro ficienc y Co mments
AT issue clearly identified. AT information is clearly presented including r e l a t i o n s h i p t o student, family, school and community. Information about how AT affects learning. Thoughtful discussion of impact of AT issue on student, family , friends, and /or community. Purposeful issues are explored in the context of the relevance of the AT issue. Presentation shows student is knowledgeable about the AT issue and demonstrates this via text, slides, graphics, audio or video.

Cl arity of Info rmati o n (1 0

pts .)

Exceeded Met Not met

Centrality of A T Is s ue identified
(1 0 pts .)

Exceeded Met Not met

Kno wl edg e a ble Pres entatio n

(1 0 pts .)

Exceeded Met Not met

Org ani z atio n and Co nv e ntio ns o f Writing

(1 0 pts .)

The organization and presentation enhances the central idea behind the project. The order is strong and moves the reader through the presentation. Few errors noted.

Exceeded Met Not met

Final Exam- 50 pts

The class final will be a cumulative review of important topics from the semester. All questions will be drawn from the Moodle modules. Professional Dispositions Students are citizens, as well as members of the academic community. As citizens, students enjoy the same freedom of speech, peaceful assembly, and right of petition that other citizens enjoy; as members of the academic community, they incur both the rights and responsibilities deriving from the standards of that community. The primary right and responsibility of students is to exercise and to cherish the freedom to learn. The freedom to learn depends upon appropriate opportunities and conditions in the classroom, on campus, and in the larger community. (http://www.sonoma.edu/saem/rights) University Policies There are important University policies that you should be aware of and that will be followed in this course. These include: add/drop policy; cheating and plagiarism policy, grade appeal procedures; accommodations for students with disabilities and the diversity vision statement. Go to this URL to find them. http://www.sonoma.edu/uaffairs/policies/studentinfo.shtml Tentativ e Course Schedule Module 1 Universal Design for Learning Module 2 Roles of Technology in Special Education Module 3 Designing Effective Activities with Technology Module 4 Data Driven Decision Making Module 5 Assistive Technology Final Exam Final Report Due *Potential in person meeting dates Jan 16 Jan 22 Jan 23 Jan 29 Jan 30 Feb 5 Feb 6 Feb 12 Feb 13 Feb 19 Feb. 27 March 5th TBD*