Classroom Applications for Newly Learned Technology
We have taken time in this class to explore various kinds of assistive technology. Some have a singular purpose, but most have many. Think of one kind of technology and discuss how you could use it to address learning in a 'universal' manner. Remember keep your teaching goal in mind and stay as close as you can to a grade and subject area within the program of studies in Alberta when you post your idea....v
One brainstorm from one chapter
Comment on one of the chapters that you read last night. Describe an idea or piece of information that resonated with you. Name the chapter and text in your posting.
Reading Online
Please comment on what it was like to read online. The two 'texts' that you read last night have some different features. Which text did you prefer? Which features did you feel would be useful for your students? Or particular students?
Technology that You Now Use that You Didn't 10 Years Ago
All of you responded to the Survey Monkey Quiz regarding the technology that you are familiar with or use frequently in your classroom or as part of your daily living. Take a few moments to consider the technology that you use now that you didn't use 10 years ago (only 5 years for you youngsters!).
Check out this great Wiki, which explains what a Blog is and how to use one. While you're at it, check out what a Wiki is! When finished just press the "back" button at the top left of the web browser to return to this page.
What is a Blog?
Check out this great Wiki, which explains what a Blog is and how to use one. While you're at it, check out what a Wiki is! When finished just press the "back" button at the top left of the web browser to return to this page.
What is a Blog?
Syllabus: Assistive Technology: Communicating With A New Generation
EDPY 497/ 597 Summer 2008
Assistive Technology: Communicating with a New Generation
Instructor: Veronica Smith, Ph.D.
Office: Education North 6-123f
Phone: 492 – 7425
e-mail: veronica.smith@ualberta.ca
Location: University of Alberta
Time: 9-3 July 16, 17, 18, 21, 22, 23, 24, 25, 2008
Purpose
The purpose of this course is to provide educators with an introduction to assistive technology and to help them gain a better understanding of how to use technology in a variety of ways to support diverse learners in the classroom. The course will be roughly structured around two models: Universal Design for Learning and Differentiated Instruction. We will use these models to explore how AT can be used to assist students acquire information, to provide alternatives for demonstrating what they know, and to provide multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn. In the course there will also be the opportunity for practice and learning about practical, hands-on low and high technology solutions for reaching and teaching all learners. At all times we will seek to use examples and link AT application to the learning objectives within the K-12 Program of Studies in Alberta. We will examine how to design curriculum to take advantage of the new technologies and explore multimedia and individualized technology adaptations as learning tools.
Learning Objectives for Students
a. Gain a basic understanding of terminology, principles and applications of Assistive Technology (AT) in educational settings.
b. Gain an understanding of the basic principles of Universal Designs for Learning (UDL) and Differentiated Instruction (DI) and begin to develop the skills and knowledge to incorporate these principles in school settings to support the diversity of learners in Canadian schools.
c. Develop an understanding of specific technology and products and apply this knowledge to support learners access the program of studies.
Approach
I plan to combine lectures, discussion, readings and hands on experiences with technology to teach this course. Just like public education classrooms across Alberta, I am aware that you, the students this course, represent a diverse group. Many of you come with extensive experience with technology, most of you are familiar with the use of technology to support student learning, and many of you use many methods to differentiate instruction to support access to the program of studies. However, some of you will have less experience and may feel challenged by either the technology itself or the integration of technology to support learning. I hope that we can create a social climate in this class that supports your own and each others learning regardless of the skills and knowledge that we bring to the class. I recognize that “active learning” is most valuable and when course material is translated to real situations via discussion and application of concepts and principles. I plan to build on background knowledge and experiences of the students as well as my own to enrich the course. I will encourage and expect students to expand/supplement/illustrate points and issues made in class from their own substantive areas of interest. I will use principles of formative feedback to modify/improve the course as we progress.
Course Requirements
1. The MAJOR assignment 50% of course mark
The major learning activity in this course is the design and implementation plan of at least one type of assistive technology that meets a specific need for a student or group of students within a classroom/school setting. Course participants will work with partners (pre-service and service teacher pairs, where possible) to develop these projects. The groups will be required to present their project at the end of the course at the final class meeting (July 25). They will report the results of their research regarding the problem, the development and implementation plan for their technology project, and student assessment (quantitative or qualitative). Students registered in EDPY 597 will also include an annotated bibliography of useful resources.
2. Blog Discussions: Assistive Technology 30% of course mark
In this course there are several pieces of software that we will spend some time learning (e.g., Read Write Gold, Boardmaker, Classroom Suite, and Clicker 5). I would like you take some time to learn two of them and develop one classroom application for each and add your application to the course blog.
3. Differentiated Instruction 20% of course mark
Choose student from your classroom (or from a selection of case studies prepared by the course instructor) who presents with some learning challenges. Write one page on how these learning challenges manifest and present in the classroom. Next, reflect in up to two pages how you could utilize UDL principles to accommodate this learner’s needs and access to the curriculum. Document where you found your information (i.e. on-line, books, teacher colleagues, articles).
.
Recommended Reading
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How People Learn: Brain, Mind, Experience, and School. National Academy of Science. Available at: http://www.nap.edu/html/howpeople1/
McQuarrie, L., McRae, P., & Stacker-Cutler, H. (2008). Differentiated Instruction: A Research Review: Choice, Complexity & Creativity. Alberta Initiative for School Improvement (AISI). Available at: http://www.education.alberta.ca/aisi
Meyer, A., & Rose, D. H. (1998). Learning to Read in the Computer Age. Brookline Books: Cambridge, MA.
Rose, D. H., & Meyer, A. (Eds.) (2006). A Practical Reader in Universal Design for Learning. Harvard Education Press: Cambridge, MA.
Rose, D. H., Meyer, A., Strangman, N., & Rappolt, G. (2002). Teaching Every Student in the Digital Age. Association for Supervision and Curriculum Development, Alexandria, VI.
Schedule for Class Meetings
July 16: Introduction to Technology in the Classroom
Morning:
• Introductions
1 What you bring to the class
2 Experience with people with learning challenges: ‘low’ and ‘high’ incidence
3 Familiarity with Assistive Technology
4 Why are you taking the class
• Review Class structure and syllabus
• Orientation to laptop computers and the class blog: http://edpy597.blogspot.com
• Universal Design for Learning Principles
Afternoon:
• What is Assistive Technology? http://www.atstar.org/atinfo/atcat.htm
• Wrap-up
Reading for tonight:
Teaching Every Student in a Digital Age (Chapters 1 and 2). Available at: http://www.cast.org/teachingeverystudent/ideas/tes/
How People Learn: Brain, Mind, Experience, and School. (Chapters 1 and 4). Available at: http://www.nap.edu/html/howpeople1/
July 17: Using Technology to Support Learning in the Program of Studies
Morning:
• Technology Issues
• Differentiated Instruction
• Exploring the Technology you Already Have http://communicatingwithnewgeneration.pbwiki.com
Afternoon
• Case studies in AT Use for Complex Students – Field trip to the I Can Centre (Glenrose Hospital) – Bruce Helmbold
• Wrap up
Reading for tonight:
Teaching Every Student in a Digital Age (Chapters 3 and 4). Available at: http://www.cast.org/teachingeverystudent/ideas/tes/
Differentiated Instruction: A Research Review: Choice, Complexity & Creativity. Alberta Initiative for School Improvement (AISI).
Available at: http://www.education.alberta.ca/aisi
July 18: Using Technology to Support Learning in the Program of Studies
Morning
• Brainstorms from the past week
• Discussion about Speech Generating Devices
• Images and Interactive Media
Afternoon
• Introduction to Boardmaker - Hands-On Lab
• Clarifying the Connection Between AT and UDL
• Wrap up/ Plans for next week
Reading for the weekend:
• Teaching Every Student in a Digital Age (Chapters 5, 6, and 7). Available at: http://www.cast.org/teachingeverystudent/ideas/tes/
• How People Learn: Brain, Mind, Experience, and School. (Chapters 6, 7, and 9). Available at: http://www.nap.edu/html/howpeople1/
July 21: Development of Individual Technology Projects
Morning:
• Brainstorms from the last week
• Technology Issues
• Universal Design Across the Curriculum
Afternoon:
• Introduction to Read Write Gold & MS Word– Lisa Boone (Aroga)
• Planning Individual Technology Projects
• Wrap up / Plans for Coaching Meetings
Reading for the weekend:
• Teaching Every Student in a Digital Age (Chapter 8). Available at: http://www.cast.org/teachingeverystudent/ideas/tes/
July 22: Assessment and Problem Solving
Morning:
• Brainstorms from yesterday
• Technology Issues
• Introduction to Clicker5 and Classroom Suite –
• Universal Design Across the Curriculum: Assessment and Progress Monitoring
Afternoon:
• Implementation of UDL in Alberta: Kathy Howery (Alberta Education)
• Coaching on Individual Technology Projects
July 23: UDL and Differentiated Instruction
Morning:
• Brainstorms from yesterday
• Technology Issues
• UDL, Differentiated Instruction, and Assistive Technology: Where’s the Research?
Afternoon:
• Web 2.0: Speaker Kim Peacock
• Coaching on Individual Technology Projects
July 24: Planning to Present Projects (workshop class)
Morning:
• Brainstorms from yesterday
• Technology Issues
Afternoon:
• Coaching on Individual Technology Projects
July 25: Project Sharing and Celebration
Assistive Technology: Communicating with a New Generation
Instructor: Veronica Smith, Ph.D.
Office: Education North 6-123f
Phone: 492 – 7425
e-mail: veronica.smith@ualberta.ca
Location: University of Alberta
Time: 9-3 July 16, 17, 18, 21, 22, 23, 24, 25, 2008
Purpose
The purpose of this course is to provide educators with an introduction to assistive technology and to help them gain a better understanding of how to use technology in a variety of ways to support diverse learners in the classroom. The course will be roughly structured around two models: Universal Design for Learning and Differentiated Instruction. We will use these models to explore how AT can be used to assist students acquire information, to provide alternatives for demonstrating what they know, and to provide multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn. In the course there will also be the opportunity for practice and learning about practical, hands-on low and high technology solutions for reaching and teaching all learners. At all times we will seek to use examples and link AT application to the learning objectives within the K-12 Program of Studies in Alberta. We will examine how to design curriculum to take advantage of the new technologies and explore multimedia and individualized technology adaptations as learning tools.
Learning Objectives for Students
a. Gain a basic understanding of terminology, principles and applications of Assistive Technology (AT) in educational settings.
b. Gain an understanding of the basic principles of Universal Designs for Learning (UDL) and Differentiated Instruction (DI) and begin to develop the skills and knowledge to incorporate these principles in school settings to support the diversity of learners in Canadian schools.
c. Develop an understanding of specific technology and products and apply this knowledge to support learners access the program of studies.
Approach
I plan to combine lectures, discussion, readings and hands on experiences with technology to teach this course. Just like public education classrooms across Alberta, I am aware that you, the students this course, represent a diverse group. Many of you come with extensive experience with technology, most of you are familiar with the use of technology to support student learning, and many of you use many methods to differentiate instruction to support access to the program of studies. However, some of you will have less experience and may feel challenged by either the technology itself or the integration of technology to support learning. I hope that we can create a social climate in this class that supports your own and each others learning regardless of the skills and knowledge that we bring to the class. I recognize that “active learning” is most valuable and when course material is translated to real situations via discussion and application of concepts and principles. I plan to build on background knowledge and experiences of the students as well as my own to enrich the course. I will encourage and expect students to expand/supplement/illustrate points and issues made in class from their own substantive areas of interest. I will use principles of formative feedback to modify/improve the course as we progress.
Course Requirements
1. The MAJOR assignment 50% of course mark
The major learning activity in this course is the design and implementation plan of at least one type of assistive technology that meets a specific need for a student or group of students within a classroom/school setting. Course participants will work with partners (pre-service and service teacher pairs, where possible) to develop these projects. The groups will be required to present their project at the end of the course at the final class meeting (July 25). They will report the results of their research regarding the problem, the development and implementation plan for their technology project, and student assessment (quantitative or qualitative). Students registered in EDPY 597 will also include an annotated bibliography of useful resources.
2. Blog Discussions: Assistive Technology 30% of course mark
In this course there are several pieces of software that we will spend some time learning (e.g., Read Write Gold, Boardmaker, Classroom Suite, and Clicker 5). I would like you take some time to learn two of them and develop one classroom application for each and add your application to the course blog.
3. Differentiated Instruction 20% of course mark
Choose student from your classroom (or from a selection of case studies prepared by the course instructor) who presents with some learning challenges. Write one page on how these learning challenges manifest and present in the classroom. Next, reflect in up to two pages how you could utilize UDL principles to accommodate this learner’s needs and access to the curriculum. Document where you found your information (i.e. on-line, books, teacher colleagues, articles).
.
Recommended Reading
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How People Learn: Brain, Mind, Experience, and School. National Academy of Science. Available at: http://www.nap.edu/html/howpeople1/
McQuarrie, L., McRae, P., & Stacker-Cutler, H. (2008). Differentiated Instruction: A Research Review: Choice, Complexity & Creativity. Alberta Initiative for School Improvement (AISI). Available at: http://www.education.alberta.ca/aisi
Meyer, A., & Rose, D. H. (1998). Learning to Read in the Computer Age. Brookline Books: Cambridge, MA.
Rose, D. H., & Meyer, A. (Eds.) (2006). A Practical Reader in Universal Design for Learning. Harvard Education Press: Cambridge, MA.
Rose, D. H., Meyer, A., Strangman, N., & Rappolt, G. (2002). Teaching Every Student in the Digital Age. Association for Supervision and Curriculum Development, Alexandria, VI.
Schedule for Class Meetings
July 16: Introduction to Technology in the Classroom
Morning:
• Introductions
1 What you bring to the class
2 Experience with people with learning challenges: ‘low’ and ‘high’ incidence
3 Familiarity with Assistive Technology
4 Why are you taking the class
• Review Class structure and syllabus
• Orientation to laptop computers and the class blog: http://edpy597.blogspot.com
• Universal Design for Learning Principles
Afternoon:
• What is Assistive Technology? http://www.atstar.org/atinfo/atcat.htm
• Wrap-up
Reading for tonight:
Teaching Every Student in a Digital Age (Chapters 1 and 2). Available at: http://www.cast.org/teachingeverystudent/ideas/tes/
How People Learn: Brain, Mind, Experience, and School. (Chapters 1 and 4). Available at: http://www.nap.edu/html/howpeople1/
July 17: Using Technology to Support Learning in the Program of Studies
Morning:
• Technology Issues
• Differentiated Instruction
• Exploring the Technology you Already Have http://communicatingwithnewgeneration.pbwiki.com
Afternoon
• Case studies in AT Use for Complex Students – Field trip to the I Can Centre (Glenrose Hospital) – Bruce Helmbold
• Wrap up
Reading for tonight:
Teaching Every Student in a Digital Age (Chapters 3 and 4). Available at: http://www.cast.org/teachingeverystudent/ideas/tes/
Differentiated Instruction: A Research Review: Choice, Complexity & Creativity. Alberta Initiative for School Improvement (AISI).
Available at: http://www.education.alberta.ca/aisi
July 18: Using Technology to Support Learning in the Program of Studies
Morning
• Brainstorms from the past week
• Discussion about Speech Generating Devices
• Images and Interactive Media
Afternoon
• Introduction to Boardmaker - Hands-On Lab
• Clarifying the Connection Between AT and UDL
• Wrap up/ Plans for next week
Reading for the weekend:
• Teaching Every Student in a Digital Age (Chapters 5, 6, and 7). Available at: http://www.cast.org/teachingeverystudent/ideas/tes/
• How People Learn: Brain, Mind, Experience, and School. (Chapters 6, 7, and 9). Available at: http://www.nap.edu/html/howpeople1/
July 21: Development of Individual Technology Projects
Morning:
• Brainstorms from the last week
• Technology Issues
• Universal Design Across the Curriculum
Afternoon:
• Introduction to Read Write Gold & MS Word– Lisa Boone (Aroga)
• Planning Individual Technology Projects
• Wrap up / Plans for Coaching Meetings
Reading for the weekend:
• Teaching Every Student in a Digital Age (Chapter 8). Available at: http://www.cast.org/teachingeverystudent/ideas/tes/
July 22: Assessment and Problem Solving
Morning:
• Brainstorms from yesterday
• Technology Issues
• Introduction to Clicker5 and Classroom Suite –
• Universal Design Across the Curriculum: Assessment and Progress Monitoring
Afternoon:
• Implementation of UDL in Alberta: Kathy Howery (Alberta Education)
• Coaching on Individual Technology Projects
July 23: UDL and Differentiated Instruction
Morning:
• Brainstorms from yesterday
• Technology Issues
• UDL, Differentiated Instruction, and Assistive Technology: Where’s the Research?
Afternoon:
• Web 2.0: Speaker Kim Peacock
• Coaching on Individual Technology Projects
July 24: Planning to Present Projects (workshop class)
Morning:
• Brainstorms from yesterday
• Technology Issues
Afternoon:
• Coaching on Individual Technology Projects
July 25: Project Sharing and Celebration
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