Transcript Assistive Technology - Angelo State University

History of Computers
By: Kande Bahlman
Technology Through the
Ages
Communicating With Each Other
Computare
History of Computers
Four Eras
Pre Historic
Antiquity
Pre Industrial
Industrial
Pre Historic Era
Era of Antiquity
Pre Industrial Era
Industrial Era
Five Generations
First Generation
Second Generation
FORMula TRANslator
Third Generation
Fourth Generation
History of the Internet
ARPANET
Fifth Generation
Technology in the Classroom
 Programmed Instruction
 Computer Aided
Instruction
 Computer Aided
Learning
 Computer Based
Training
 Interacting on the Net
with the Web
Integrating Technology
into the Classroom
Helpful Hints and Ideas
By: Wendy Storm
Integrating Technology
Into Your Classroom
The most effective learning environments meld
traditional approaches and new approaches to
facilitate learning of relevant content while
addressing individual styles.
Technology can stimulate and support activities
that engage learners in thinking, which may result
in learning, but learners do not learn directly from
the technology, they learn from thinking about
what they are doing. Through technology
learners are connected to the global world.
Four Stages of Utilizing Technology
In the Classroom
1. Entry Level Concerns
2. Adoption Level Concerns
3. Adaptation Level Characteristics
4. Appropriation Level Characteristics
Entry Level Concerns
 Classroom Management
 How will I control the computers?
 How will I control the children?
 Physical Environment
 Where will I put all of this stuff?
 Mastery of Technology
 How will I ever learn to use all of this stuff?
Adoption Level Concerns
 New procedures and restrictions
 Physical Environment
 Grouping of desks
 Technical Problems
 Backup plans and learn basic troubleshooting
 Training and collaboration with colleagues
helps!
Adaptation Level Characteristics
Productivity
Enthusiasm
Assertive Learners
Appropriation Level
Characteristics
 Utilizes technology in all areas of instruction
 Facilitator of learning
 Computers become essential
 Students and Teacher depend on technology
 Teacher becomes technology cheerleader
How do I schedule computer use?
 Use checklists
 Discuss proper computer use and care.
 Discuss the care of software.
 Set behavior standards and expectations
 Have computer rules.
 Have a mixture of ability in one group
How do I evaluate student’s
computer work?
 Rubrics
 Checklists
 Self-Assessment
Integration Ideas
For Grades 4-8
Language Arts
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Writing Your Way
Be A Friend
Illustration Exchange
The Never Ending Story
Opposites Attract
My Teacher Is Missing!
Story Starters
Acrostic Poems
Math
 Design A Maze
 More Fraction
Projects
 Measuring Lines
 Creating Tangrams
 Write Word
Problems
 Long Division Show
Science
 Project Groundhog
http://www.stemnet.nf.ca/Groundhog/gui
de/whatghog.htm
 Track Your State’s Weather
 The Solar System
 Science Scavenger Hunt
http://208.183.128.3/techupdate/scavenge
r/science.html
Social Studies
 Look At Me
 My Family
 Classroom Quilt
 The White House
Scavenger
http://208.183.128.3/techupdate/scavenger/whitehouse.html
 Black History Month
Web Sites
 http://www.quia.com/dir/math/
 http://www.funschool.com/index.html
 http://www.funbrain.com/kidscenter.html
Assistive Technology
Integrating Technology for
Special Need Students
By: Teresa Sturdivant
How does AT differ from Instructional
or “helpful” technology?
Instructional or “helpful” technology becomes
assistive technology when it is used to improve
the functional capabilities (i.e., listening,
speaking, reading, writing, mathematics,
reasoning) of a person whose learning problem
is in the area of intervention.
What is the definition of an assistive
technology device?
According to federal law, an assistive technology
device is “any item, piece of equipment, or
product system, whether acquired commercially
off-the-shelf, modified, or customized that is
used to increase, maintain, or improve the
functional capabilities of individuals with
disabilities”.
Rationale for Using AT Devices
 There are requisite behaviors that are needed in
order to do specific tasks.
 In some cases, these requisite abilities may not be
present because of related disabilities.
 Simply put, AT is providing access to opportunities
that have heretofore been inaccessible to individuals
with disabilities.
 Once thought of technology that is used solely by
persons with sensory or motor impairments, AT
devices are increasingly being used by individuals
with a variety of disabilities in a variety of settings.
BENEFITS OF ASSISTIVE
TECHNOLOGY
 Independence
 Productivity
 Self-Worth
 Integration into the Community
 Access to the General Education Curriculum
TYPES OF ASSISTIVE
TECHNOLGOY
 Seating and Positioning
 Mobility
 Augmentative Communication
 Computer Access
 Instructional Software
 Adaptive Play/Recreation
 Adaptive Environments
Who are Members of an AT
Assessment Team?
 Student/Client
 Physical Therapist
 Family Members
 Physician
 Diagnostician
 Psychologist
 General Education
 Special Education
Teacher
 Occupational Therapist
 Paraprofessional
Teacher
 Speech-Language
Pathologist
 Others as Needed
Interest in the Use of
Assistive Technology
 Persistence of learning problems
 Positive reports on the effects of assistive
technology
 Compensation vs. remediation
 Emphasis on strengths/ special abilities
 Independence
 Contexts of interaction
Remember
Make whatever adaptations are needed in order
to get the job done.
Teacher and Administration
Technology Training
Helpful Hints and Tips
By: Jennifer Feck
Roles
It is ultimately the teacher’s responsibility to
identify when and how technology can be used
to improve the student program, but the
administrator plays a vital role in setting the
stage.
Administrator Training
1.
2.
Must have a flexible schedule and format.
On-site training is not the best.
Focus on teaching them:
Computer Skills
Support skills
Communication Skills
How to plan and implement technology into schools
to improve instructional practices
http://www.tea.state.tx.us/technology/etac/campus_tx
star/
Administrators need to:
Model technology by showing their own personal
use through e-mail, electronic memos and
announcements.
2. Provide ongoing technical support.
3. Set aside time for teachers to share their successful
“teaching with technology” strategies with each
other.
4. Allow opportunities for regularly scheduled, open
communication with staff regarding their technology
successes, frustrations, and difficulties.
1.
Administrators can successfully
integrate technology by:
1. You don’t have to have all the answers..
2. Be a bold user of technology.
3. If you need help – ASK
4. It takes time for technology to work as we
think it should.
5. Have a school level technology coordinator,
and have teachers attend workshops and
conferences.
Administrators can show support by:
Take over a class for a period of two to allow a
teacher to observe, co-teach, or be supervised in
teaching a powerful technology-supported lesson or
unit.
2. Reassure teachers that it’s OK if students know
more than they do; help them to say yes, not no, to
a student who wants to use technology the teacher
doesn’t know.
3. Encourage experimentation, supporting teachers
who want to try something new.
4. Say no to salesperson, unless 20% of the teachers
agree to take responsibility for the new product.
1.
Tips for Encouraging Teacher
Technology Use
Get Support from the top.
Show by example your use of technology
Expect bumps in the road.
Provide some sort of incentives.
Show them how in the long run it will save
time.
Provide them with time to learn the
technology before expecting them to use it.
Training Teachers
Provide training for both beginners and
regular computer users
Provide on-campus training
http://profiler.hprtec.org/
Provide incentives
Training Teachers
Review content standards so teachers can make
sure the topic meets what they are supposed to be
teaching.
Model several lessons with student examples.
Show teachers how to find rich, relevant and
appropriate resources.
Provide templates, support materials.
Give teachers hands-on time to practice, plan, and
reflect on what they have learned.
Allow time for teachers to share what they have
learned.
Effective Integration Includes:
Curriculum units that can benefit from technology
Appropriate resources, skills, hardware and software
needed for the project
Sufficient time to plan with other teachers and
experts
Good classroom management skills
Technical Support
Plans A and B if technology does not work
An environment that encourages risk-taking
Curriculum aligned to standards
Students as expert (helpful)