Understanding by Design UnitStaff Development What is Assistive Technology?

Amanda Porter FRIT 7737: Practicum in School Library Media Fall 2012

Title of Unit Curriculum Area

What is Assistive Technology? Staff Development Technology/AT

Grade Level Time Frame

Faculty/Staff 45-60 minutes

Stage 1 Identify Desired Results

Standard(s):

Technology StandardsISTEs NETS-T 1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness c. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

2. Design and Develop Digital Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources

3. Model Digital Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats d. Model and facilitate effective use of current and emerging digital tools to locate, analyze,

evaluate, and use information resources to support research and learningiste.org/nets

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. a. Participate in local and global learning communities to explore creative applications of technology to improve student learning d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

Understandings
Teachers will understand that: Assistive Technology is a variety of technologies that are accessible and available for students with disabilities. Assistive Technology can be used for any student of any disability to help them function effectively in society. Assistive Technology can also be used as a teacher tool rather than specifically a student instructional tool. Related Misconceptions:
Assistive Technologies are only for teachers who are technologically savvy. Assistive Technologies arent effective enough to help a child progress in his or her weaknesses. Assistive Technology is only for special needs students.

Essential Questions
Overarching Questions:
What are Assistive Technologies? How can teachers use Assistive Technologies during instruction and as a teacher tool? What are types of Assistive Technologies that can be used effectively in the classroom for all types of students, disabled or not?

Topical Questions:
What are types of Assistive Technologies? What are the benefits of Assistive Technologies for students and teachers? How can Assistive Technology be used in instruction? How can Assistive Technologies foster student creativity? How can we help students become more independent with Assistive Technologies? What are some ways you can use iPads

and iPods as an Assistive Technology?

Knowledge and Skills

Knowledge
Teachers will know: Assistive Technology is Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. (http://www.washington.edu/accessit/articles?109) Assistive Technology is:
1. Instructional a scaffolding tool to help students reach an achievable goal. 2. Communicative allows students to communicate wants and needs. 3. Commutative can be used outside the classroom to help students be more functional. 4. Data-driven helps teachers take data more effectively and can be altered towards students strengths and weaknesses.

Skills
Teachers will be able to: Explain the meaning of Assistive Technology. Explain the benefits of Assistive Technology. Compare the uses of Assistive Technology for students and teachers. Explain the role of the educator in utilizing Assistive Technology. Interpret reasons Assistive Technology can benefit students in a very long-term way. Apply use of Assistive Technology tools to their instruction in order to enhance or scaffold instruction. Have perspective of why technology helps students and foster student achievement. Empathize with other teachers anxiety regarding utilizing technology resources. Have self-knowledge regarding how they must continually meet the Web 2.0 needs of students as technology rapidly advances. Have self-knowledge of why technology will be important throughout students lives.

Teachers must prepare special ed. students to be more functional in society. We can do this by providing them the tools to use in everyday life to communicate and function in daily activities. These technologies are to help students with disabilities to perform functions that might be difficult or impossible in everyday life. iPods and iPads can be strong tools in promoting functional tasks, communication, and data analysis. Students become functional in living and learning.

Stage 2: Evidence

Performance Task(s)
Goal: The goal of this unit is to give teachers a broad overview of Assistive Technology and how they can utilize it within their instruction and data collection. Role: The role of the teacher is that of communicator, instructor, data analyzer, and technology leader. Audience: The target audience of teachers Assistive Technology presentations and tools will be themselves and the students they teach. In addition, family members can also be additional learners in other sessions so they can learn to use the tools at home with their child. Situation: Teachers will be familiarizing themselves with the Assistive Technology and specific tools in order to incorporate technology and collect data in their classroom. Product Performance and Purpose: Teacher products may vary. Teachers will be given the choice of a variety of Assistive Technology tools to use in their classroom. When familiar with a specific technology, they may wish to add a comment to the Professional Learning Community Web Quest in order for other teachers to benefit from their knowledge. Standards and Criteria for Success: Teachers will successfully join the Web Quest. Administrative evaluations will determine the success of 21st Century classrooms. Teachers may use the Web Quest in order to continue the 21st Century Learning projects they are currently implementing in their classrooms. In addition, they will take knowledge and understandings gained from this staff development in order to improve when self-evaluating on the Technology Integration Matrix (required of all teachers).

Performance Task
Teachers are currently working on students goals and objectives as reflected by their IEP (Individualized Educational Plan) by incorporating Assistive Technology within their classrooms. This Staff Development will have informal performance tasks in order to support teachers in their larger performance taskimplementing different types of Assistive Technology. Informal performance tasks may include (depending on time available):
1. 2. 3. 4. 5. 6. Explore the assistive technology devices with partners. Think-Pair-Share how these devices can be use in instruction, data collection, or at home. Use the iPads/iPods to explore different applications. Watch a video about Proloquo2go or Catalyst. Have teachers in pairs test either program on each other. Share thoughts, questions, or concerns.

Other Evidence
(e.g. tests, quizzes, work samples, observations)

Future evidence may be indicated by classroom implications of Assistive Technology. Student work will be shared on the Web Quest as examples for other teachers to examine and gain implementation ideas.

Teacher Self-Assessment and Reflection

Teachers will take a moment to self-evaluate their current use of technology within the classroom. This evaluation should involve both strengths and weaknesses within their teaching and integration of Assistive Technology. What am I doing now in the classroom? What are my concerns with implementing Technology? What devices could I and my kids benefit from in the classroom? Teachers will share a growing goal on the Todays Meet website about one technology goal to implement in their classroom. For example, My goal is to use timers throughout the day or to learn and implement a new technology device for my students. These goals will change throughout the year. Hopefully by seeing each teachers goal, they can advise and support each other with the knowledge they have or do it collaboratively. Todays Meet address: http://todaysmeet.com/ATgoals (no longer active after one year)

Stage 3: Plan Learning Experiences

Powerpoint:

Slide 1What is Assistive Technology? Slide 2- Defining Assistive Technology Definition paraphrasing (from www.washington.edu/accessit/articles?109): Assistive technology is a variety of technologies that are accessible and available for students with disabilities. These technologies help students with disabilities to perform functions that might be difficult or impossible in everyday life. Assistive Technology truly helps students function in everyday activities and be successful in society with the appropriate device given to them. Slide 3 Benefits of Assistive Technology Assistive Technology can benefit students with disabilities, elders, and teachers as well. Devices help non-verbal students communicate, struggling readers read, the hearing impaired hear better, computations easy to solve, small print look larger, notes become organized, teachers collect data, and the physically challenge function in everyday life.

Frame 4 Benefits of AT continued (YouTube Video) AT devices help people become more functional in everyday life which will promote self-esteem, functionality, productivity, performance, and independency. -Youtube video shows a special needs student communicating with an adult through a Dynovox/Proloquo2go. Frame 5Types of Assistive Technologies Each special needs student is different in his or her strengths, weakness, and goals. There are ample amounts of Assistive Technology devices available to meet different types of needs. They can be categorized by high-functioning students, mid-functioning students, and low-functioning students. High-functioning students may be students in a resource and general ed. class who need minimal services or support and can be somewhat independent. Low-functioning students cannot be independent and may require many adaptations and services to become independently functional one day. Frame 6Goals and Devices Assistive Technology devices are based off the students needs that are reflective of their Individualized Education Program (IEP). Teachers have to try different types of devices to see which device will benefit the student the most for the year and their future. Its always good practice to revisit the use of the device and functionality, whether or not the student can get the most growth and success out of it. Frame 7Read Outloud Read Outloud is a text-reading tool that Hall County purchased for the Sped. Department. It reads curriculum and other texts to students with special text and voice features. Students can also create graphic organizers to help them organize information easier from the text that is being read. Frame 8Proloquo2go Proloquo2go is a communicative device for non-verbal and students with speech disabilities to better communicate with others and complete academic tasks. This is an app that is displayed on an iPod/iPad/or a large tablet (Dynovox). Frame 9Catalyst Catalyst is a data collection tool that can be designed around students IEP goals and objectives, visited everyday or every collection period, and then analyzed by data charts to see students progress. This is available on the iPad as well.

Frame 12Conclusion: Todays Meet

Give teachers time to reflect on what theyve learned and discussed. Maybe some teachers would like to explain a childs needs and we can research what tools they could implement. Teachers are urged to talk with their Coordinator, SLP, AT Leader, OT, and PT for additional advice. Teachers will post their goals on Todays Meet site at their convenience.

Notes to the Instructor If time allows, teachers may begin perusing the Todays Meet goals or research AT devices.

References Catalyst http://www.catalyst.org Proloquo2go http://www.assistiveware.com/product/proloquo2go Todays Meet http://todaysmeet.com/ Definition of AT http://www.washington.edu/accessit/articles?109

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