Transcript How do we teach to everyone? - Mack
Slide 1
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 2
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 3
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 4
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 5
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 6
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 7
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 8
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 9
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 10
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 11
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 2
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 3
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 4
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 5
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 6
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 7
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 8
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 9
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 10
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK
Slide 11
How do we teach to
everyone?
Designed by
Ms. Veronica Hall & Mr. K. L. Mackey
[email protected]
[email protected]
You are going to become a detective
and investigate in order to find…
Introduction
Tasks
Process
Resources
Evaluation
Conclusion
Credits and References
Introduction
You are going to be a detective for Cambridge Bureau of
Investigation (C.B.I.) and discover how universal design
effects your school and what types of adaptive technologies
are useful for learner differences within your school.
BACK
Tasks
Students will RESEARCH the internet in order to
find more information about universal design.
In a cooperative group setting student will
define and develop ideas about universal design.
The students will compare/contrast two
adaptive technologies using a graphic organizer.
The students will be given a chance to choose
some of the best adaptive technological tools
that will be useful for learner differences.
Finally, the student will create a brochure to
illustrates their understanding of universal
design and the most useful adaptive tools for
their learners.
BACK
Process
You will be assigned to a group of 3 - 4 students.
Use 2 out of the 4 websites in order to create your own
definition of Universal Design.
Answer questions in order to formulate your own ideas about
universal design and how it effects your school.
Individually compare and contrast two adaptive technology
software using the Venn Diagram template on Inspiration 7.5.
View all Websites pre-selected in order to construct views for
your group discussion.
Finally, use your group ideas & Venn Diagrams and create a
brochure(2 fold) using Microsoft Publisher that encompasses
the answers from the questions about universal design.
BACK
Process
(Questions)
1. Are the principles of Universal Design often practiced at your school?
If so, what assistive technologies are used within your school
in order to aid for learner differences?
If not, how can you make this adjustment for your classroom?
2. What types of assistive technologies would be good for your learners
(i.e. Speech Recognition Systems, Voice Controlled Systems, Input
devices, etc…)? Find Four Products!
3. Do you believe that Microsoft PowerPoint and Microsoft Word can be
considered as adaptive technologies? If so, how? If not, why?
4. Do you believe that NCLB aids or hinder the principles of Universal
Design?
BACK
Resources
Definitions – Dictionaries & Thesaurus
http://en.wikipedia.org/wiki/Universal_design
http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm
http://www.washington.edu/doit/Brochures/Academics/instruction.html
http://en.wikipedia.org/wiki/Main_Page
http://www.universaldesign.org/pages.asp?pageid=50674
Venn Diagram Information – Dolphin Tutor vs. Kurzweil
http://www.kurzweiledu.com/default.aspx
http://www.adaptivetech.net/products/dolphin_tutor.htm
Other Assistive technologies
http://www.magictouch.com/
http://www.aisquared.com/index.cfm
http://www.lctinc.com/
http://enablingdevices.com/catalog
http://www.techsmith.com/camtasia.asp
http://www.makoa.org/computers.htm
BACK
Assistive Technology Video –
Teaching Through Technology #47:
Assistive Technology at Elementary School,
Middle School, & High School.
“Click on the Link”
Resources
BACK
Evaluation
Teacher Name: Mr. Mackey
CATEGORY
25
20
15
10
Venn Diagram
There are main ideas
supported by detailed
information.
Main idea is clear but the
supporting
information is
general.
Main idea is somewhat
clear but there is a
need for more
supporting
information.
The main idea is not clear.
There is a seemingly
random collection of
information.
Brochure
Relevant, telling, quality
details give the
reader important
information that goes
beyond the obvious
or predictable.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Supporting details and
information are
relevant, but several
key issues or portions
of the storyline are
unsupported.
Supporting details and
information are
typically unclear or
not related to the
topic.
Participation
The questions are
answered thoroughly
and completely.
The questions are
answered to some
extent.
The reader is left with one
or two questions.
More information is
needed to "fill in the
blanks".
The reader is left with
several questions.
Conclusion Paragraph
(Organization)
The conclusion is strong
and leaves the reader
with a feeling that
they understand what
the writer is "getting
at."
The conclusion is
recognizable and ties
up almost all the
loose ends.
The conclusion is
recognizable, but
does not tie up
several loose ends.
There is no clear
conclusion, the paper
just ends.
BACK
Conclusion
(Write a brief narrative answering the following question!)
What have you gained from this
experience?
After completing the Web-quest,
are you going to incorporate the
Universal Design Principles within
your classroom?
Are there assistive/adaptive technologies
in use at your school? If so, what tools?
BACK
Credits and References
Discovery Communications, Inc. (2002)
Retrieved June 29, 2007, From Discovery
Education: United Streaming.
Schrock, K. (1995, June 1). Kathy Schrock's
Guide for Educators. Retrieved July 12,
2007, from
http://discoveryschool.com/schrockguide/.
Teaching Through Technology #47:
Assistive Technology at Elementary
School, Middle School, & High School.
BACK