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JTC Event 2012 - Designing Technology-Enhanced Inclusive Learning Environments - Belina Caissie, Toby Scott, and Karen Perdersen-Bayus






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    JTC Event 2012 - Designing Technology-Enhanced Inclusive Learning Environments - Belina Caissie, Toby Scott, and Karen Perdersen-Bayus JTC Event 2012 - Designing Technology-Enhanced Inclusive Learning Environments - Belina Caissie, Toby Scott, and Karen Perdersen-Bayus Presentation Transcript

    • Designing Technology-EnabledClassrooms for Diverse Learners:An Overview of the Alberta Smart Inclusion Project and One-to-One Mobile Tablet Project Belina Caissie November 28th, 2012
    • BackgroundSept. 2008 - Sept. 2012:Innovative Classrooms TechnologyFunding ($56 million)June 2011:Setting the Direction GovernmentResponse, Strategic Direction 7-Increase access to technologies tosupport the learning of all students.
    • “As more and more schools integrate technology into their classrooms, how do we ensure we truly leverage thetransformative nature of these modern tools to re-imagine what our schools can be and allow more children to create authentic powerful artifacts of their learning?” Chris Lehmann
    • Alberta Smart 1:1 Mobile Inclusion Tablet Project Project http://albertasmartinclusion.wikispaces.com/ http://121mobiletabletproject.wikispaces.com/
    • “Everyone realizes that it is carpenterswho use wood, hammers and saws toproduce houses and furniture, and the quality of the product depends on the quality of the work.” Seymour Papert
    • Designing Technology-Enhanced Learning Activities
    • TPACK An ability to draw from and integrateknowledge of technology, pedagogy and content (and their relationship to each other) into your curriculum and instructional practices. Mishra & Koehler
    • Developing TPACK is a process. This process is impacted by every new change that is introduced into teachers’ overlapping circles of knowledge. (i.e. teaching a new subject and/or grade for the first time, new technology in their classroom)
    • Universal Design for Learning (UDL)“It seemed ironic to us that legislators and architects were working very hard to ensure that educational buildings were universally accessible, but no suchmovement pursued universal accessibilityfor the methods and materials used inside the buildings; the curriculum.” Rose & Meyer, 2002
    • “Consider the needs of the broadestpossible range of users from the beginning.”Universal  Design  (UD) Universal  Design  for  Learning  (UDL)Proac&vely  designing  physical   Proac&vely  designing  learning  environments  to  reduce   environments  (goals,  poten&al  barriers  for  a  wide   materials,  methods  and  variety  of  users. assessments)  to  reduce  or   eliminate  barriers  to  student   learning.
    • “Barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners’ interactions with inflexible educational materials and methods.” Rose & Meyer, 2002One size does not fit all!!!
    • A key goal of UDL is todesign learning environments in which ‘each and every’ student will have the opportunity to authentically participate and become expert learners.
    • Purpose of UDL Purpose of ATL To proactively design learning To retrofit learningenvironments (goals, materials, environments to reduce ormethods and assessments) to remove barriers to student reduce potential barriers for a learning which increases, wide variety of users which improves or maintains the supports access to and functional capabilities of progress in the Programs of individual students with special Study for all students. needs in educational settings. Both UDL and ATL support increased educational participation and achievement!
    • Text Dave Edyburn
    • Alberta Smart 1:1 Mobile Inclusion Tablet Project Project
    • Alberta Smart Inclusion ProjectPurposeThe Alberta Smart Inclusion Projectwill: build will upon the original Smart Inclusion Research Project in Ontario by engaging four* jurisdictions in a community of practice for the purpose of informing promising practices in the use of technology to support the learning of all students.
    • Alberta Smart Inclusion Project Lead Team Belina Caissie (Project Manager) Cecelia Hund-Ried (Lead Researcher)Greater St. Albert Inclusive Learning Parkland SchoolCatholic Schools Implementation Division Implementation Team Implementation Team Darlene Kowalchuk Team Carla Durocher (Project Lead) Nicole Lakusta (Project Lead) (Project Lead)
    • Project Objectives1) Create a multi-district Community ofPractice on the effective use of coreeducational technologies, assistivetechnology for learning, and emergenttechnologies to support the learning ofstudents with diverse and complexlearning needs.2) Research the Alberta SmartInclusionProject and compile lessons learned.
    • Research QuestionDoes the use of interactive whiteboardsintegrated with specialized software andAAC, set within a framework of Universaldesign for Learning, DifferentiatedInstruction, Aided Language Stimulation,and the Participation Model increase theacademic, communication, behavior, andacademic & social participation forstudents with communication challenges?
    • Will & Skill BuildingThe Beyond Access Model acknowledges andsystematically deals with the policy barriers, practice barriers, attitude barriers, knowledge barriers, and skill barriersthat often inhibit the effective implementation ofinclusive education.
    • Phase 1: Assessment Two essential questions frame the CASTS: 1) What supports are currently in place that promote the students’ full membership, participation, communication, and learning of general education core academics? 2) How does the learning team currently work together to support these outcomes?
    • Phase 2: Explore & Describe Two questions focus the team’s work during this phase: 1) What supports are needed for the student’s full engagement in and learning of general education curriculum content? 2) How does the learning team need to work together to support the student’s full engagement and learning?
    • Phase 3: Implement & Document systematically implement and gather performance data engage in professional development related to the desired student outcomes (ie Smart Inclusion Community of Practice days) provide coaching to improve the consistency and quality of the communication and instructional supports provided
    • Phase 4: Review & Sustain systematically review and reflect on both student and team performance data identify areas that require further exploration re: possible additions to the student and/or team supports
    • BA Model Outcomes Two main categories of outcomes: 1) Ultimate Outcomes 2) Intermediate Outcomes Clearly articulating ultimate and intermediate outcomes increases the likelihood educators collect the right data for the right purposes.
    • Ultimate Outcomes students’ membership, participation, and learning in the general education curriculum content in the general education classroom
    • Intermediate Outcomes1) presuming competence2) collaborative teaming3) the provision of other students-level supports4) other student or team outcomes that are notrepresentative of changes in student membership,participation, and learning in the general educationcurriculum content
    • 5 Step Framework for Instructional Planning for Full Participation 1) Identify the subject and skill being taught. 2) Identify what classmates will do to show that they are engaged in the instruction / learning event. 3) Identify how the target student can demonstrate those same or similar behaviours through the same or alternate means of communicating and/or demonstrating engagement.
    • 4) Identify what supports the target student needs inorder to participate and what supports would helpelicit or teach the behaviours in Step 3.5) Identify what planning must be done by teammembers to ensure that the supports are availableand delivered at the time they are needed.Promoting full membership and utilizing the 5 stepinstructional planning process “sets the stage for a student’s demonstration of both anticipated and unanticipated learning” (p. 64-65).
    • Action Research: Setting large urban school district 2 congregated classrooms for students with ASD FM sound field system and SMARTboard school-based Inclusive Learning Team: SLP, OT & Ed Behaviour Consultants
    • ParticipantsParticipant characteristics were as follows: a)a) 4 males b)b) Age 7:0-8:6 years; 3 in Grade 2, 1 in Grade 3 c)c) Medical diagnosis of ASD d)d) Severe receptive and expressive language delay e)e) Used Augmentative and Alternative Communication (AAC) supports (e.g. Pointing to pictures, Picture Exchange Communication System) and trialed Speech Generating Communication Devices and mainstream technology, including iPads, during the project f) f) Context Dependent Communicator Level 1 or 2 based on Alberta Aids to Daily Living Guidelines for Selecting Speech Generating Communication Devices Within Mid-Tech Category g)g) English spoken in the home (as reported by parents and programming staff)
    • DATA October December March JuneMEASURE 2011 2011 2012 2012Norm-referenced, StandardizedKaufman Brief Intelligence Test-2 Matrices Subtest (KBIT-2 Matrices) X XPeabody Picture Vocabulary Test-4 (PPVT-4) X XExpressive Vocabulary Test-2 (EVT-2) X XClinical Evaluation of Language Fundamentals-4 (CELF-4 ) X XNon-StandardizedSI Tracking and Evaluation Questionnaire X XParticipation Matrix X XActivity Standards Inventory (revised) X X XSI Project Needs/Interest Survey X XBeliefs about Learning & Teaching Questionnaire X XStudent and Team Outcomes Survey X X X XMerged CAST-SETT Model X XCommunication Intentions X XMotivation Assessment Scale X X
    • Results(Surveys) A B C D
    • A B C D
    • A B C D
    • A B C D
    • A B C D
    • A B C D
    • A B C D
    • A B C D
    • A B C D
    • (Receptive & Expressive Vocabulary) A B C D
    • A B C D
    • (Pragmatics Profile) A B C D
    • A B C D
    • A B C D
    • A B C D
    • Limitationssmall sample sizemultiple variables (SMARTboard,Specialized Software, AAC devices, UDL,DI, UbD, Aided Language Stimulation,Participation Model, Beyond AccessModel)congregated classrooms
    • Alberta Smart 1:1 Mobile Inclusion Tablet Project Project
    • 1:1 Mobile Tablet ProjectPurposeThe 1:1 Mobile Tablet Project will: explore iPads in inclusive rural classrooms to investigate the efficacy of mobile tablets for teaching and learning, investigate the potential educational benefits of one-to-one mobile tablet learning.
    • Inclusion Criteriarural, inclusive classroom (grades 4-9) in Northern Albertaclass includes at least one student with a low incidencedisabilityschool has WiFiPrincipal support of the use of emergent technologiesteacher(s) with demonstrated skills and confidence in usingtechnology to facilitate learningDistrict level IT support for the use of the iPad as a one-to-onestudent deviceDistrict and school level support for the collection of projectdata
    • Rhythm of Supportmonthly Skype semi-structured conversations (45min.)monthly on-site coachingprovided by an ATLconsultant (2-3 hours)DHH & Vision consultants asrequiredregular site visits by theProject Manager
    • ProjectEvaluation
    • Challengessite network / firewall issuessite protocol for purchasing anddownloading appssubmitting student workupdating apps without syncing specialapps for students with low incidencedisabilities to the entire class setstudents seeing them as a gaming device
    • ChallengesStudent Perspectives
    • Celebrationsphysical space changes (ie. learning outside ofthe classroom, tables added to classroom toprovide spaces for small group activities with theiPads)evolution of how the iPads are being used bothby teachers and students (consumption,collaboration, and creation)students (in particular those with low-incidencedisabilities) quickly became aware of theaffordances of this tool and how to leverageiPads for their learning
    • CelebrationsStudent Perspectives
    • TPACK Survey
    • TPACK Survey Results
    • Student Survey Resultssurvey was A B Cadministered by theProject Manager onMay, 14, 16 & 30response rate: 90%71 students (43 male,28 female)
    • Subjects iPads are Used in During aTypical Day •Language Arts- identified by 82% of the students •Math- identified by 66% of the students •Social Studies- identified by 83% of the students •Science- identified by 93% of the students •Health- identified by 38% of the students •French- identified by 31% of the students
    • Misuse Why was your iPad taken away? - using wrong website/playing games - playing games in class - I was bored of the assignment so I gamed out - games - cuz I was playing games - off task - I was playing it when I wasn’t supposed to - I was not on what I was supposed to be on - I used it in the wrong time - I don’t know why - playing games - playing games - looking up Halloween pictures when I was not supposed to be
    • Student Perceptionsof How the iPad hasImpacted Their Learning
    • I am more involved in school when I usemy iPad.
    • The types of learning activities I do in schoolhas changed since getting a class set of iPads.
    • Using an iPad at school has been a positiveexperience.
    • Using an iPad at school has developed mycollaboration skills.
    • Using an iPad at school has developed myliteracy skills.
    • Using an iPad at school has developed mynumeracy skills.
    • The iPad is a tool that supports mylearning.
    • Teacher Survey Resultssurvey wasadministered by theProject Manager onMay, 14, 16 & 306 teachers (2 male, 4female)
    • Teacher Perceptionsof How the iPad hasImpacted StudentLearning
    • Students in my classroom are more actively involvedwhen learning with iPads.
    • Students in my classroom are better able to meetlearning objectives when learning with iPads.
    • Using an iPad at school has developed mystudents’ collaboration skills.
    • Using an iPad at school has developed mystudents’ literacy skills.
    • Using an iPad at school has developed mystudents’ numeracy skills.
    • Teacher Perceptionsof How the iPad hasImpacted Their Teaching
    • I am better able to access diverse teachingmaterials & resources for my students.
    • I am better able to meet the diverse studentlearning needs in my classroom.
    • I am able to explore topics in greater depth withmy students.
    • My teaching benefits from having the iPad as aone-to-one device in my class.
    • Key iPad Affordances light-weight & portable with long battery life fast ‘on’ and no ‘hum’ ease of use / intuitive interface embedded accessibility features number & range of apps
    • iPad Constraints class set management the iTunes ecology saving and submitting work apps- number & stability Thank-You!