The document provides an overview of two technology integration projects in Alberta, Canada: the Alberta Smart Inclusion Project and the 1:1 Mobile Tablet Project. The Alberta Smart Inclusion Project involved four school jurisdictions in a community of practice to research how technology can support diverse learners. The 1:1 Mobile Tablet Project explored using iPads in rural inclusive classrooms to investigate their educational benefits. Both projects evaluated the impact of technology on student and teacher outcomes through surveys and assessments. The results showed benefits to student engagement, skills, and participation, as well as teacher pedagogy, but also challenges around device management and app issues.

1. Designing Technology-Enabled
Classrooms for Diverse Learners:
An Overview of the Alberta Smart Inclusion Project and
One-to-One Mobile Tablet Project
Belina Caissie
November 28th, 2012

2. Background
Sept. 2008 - Sept. 2012:
Innovative Classrooms Technology
Funding ($56 million)
June 2011:
Setting the Direction Government
Response, Strategic Direction 7-
Increase access to technologies to
support the learning of all students.

3. “As more and more schools integrate
technology into their classrooms, how
do we ensure we truly leverage the
transformative 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

4. Alberta Smart
Inclusion
Project
1:1 Mobile
Tablet
Project
http://121mobiletabletproject.wikispaces.com/http://albertasmartinclusion.wikispaces.com/

5. “Everyone realizes that it is carpenters
who use wood, hammers and saws to
produce houses and furniture, and the
quality of the product depends on the
quality of the work.”
Seymour Papert

7. Designing Technology-Enhanced
Learning Activities

8. TPACK
An ability to draw from and integrate
knowledge of technology, pedagogy
and content (and their relationship to
each other) into your curriculum and
instructional practices.
Mishra & Koehler

9. 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)
Developing TPACK is a process.

10. “It seemed ironic to us that legislators and
architects were working very hard to
ensure that educational buildings were
universally accessible, but no such
movement pursued universal accessibility
for the methods and materials used inside
the buildings; the curriculum.”
Rose & Meyer, 2002
Universal Design for Learning
(UDL)

11. Universal
Design
(UD) Universal
Design
for
Learning
(UDL)
Proac&vely
designing
physical
environments
to
reduce
poten&al
barriers
for
a
wide
variety
of
users.
Proac&vely
designing
learning
environments
(goals,
materials,
methods
and
assessments)
to
reduce
or
eliminate
barriers
to
student
learning.
“Consider the needs of the broadest
possible range of users from the beginning.”

12. “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, 2002
One size does not fit all!!!

13. A key goal of UDL is to
design learning environments
in which ‘each and every’
student will have the
opportunity to authentically
participate and become
expert learners.

14. Purpose of UDL Purpose of ATL
To proactively design learning
environments (goals, materials,
methods and assessments) to
reduce potential barriers for a
wide variety of users which
supports access to and
progress in the Programs of
Study for all students.
To retrofit learning
environments to reduce or
remove barriers to student
learning which increases,
improves or maintains the
functional capabilities of
individual students with special
needs in educational settings.
Both UDL and ATL support increased
educational participation and achievement!

15. Dave Edyburn
Text

16. Alberta Smart
Inclusion
Project
1:1 Mobile
Tablet
Project

17. 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
Purpose
The Alberta Smart Inclusion Project
will:

18. Alberta Smart Inclusion Project Lead Team
Belina Caissie (Project Manager)
Cecelia Hund-Ried (Lead Researcher)
Alberta Smart Inclusion Project Lead Team
Belina Caissie (Project Manager)
Cecelia Hund-Ried (Lead Researcher)
Alberta Smart Inclusion Project Lead Team
Belina Caissie (Project Manager)
Cecelia Hund-Ried (Lead Researcher)
Greater St. Albert
Catholic Schools
Implementation
Team
Carla Durocher
(Project Lead)
Inclusive Learning
Implementation
Team
Darlene Kowalchuk
(Project Lead)
Parkland School
Division
Implementation
Team
Nicole Lakusta
(Project Lead)

19. Project Objectives
1) Create a multi-district Community of
Practice on the effective use of core
educational technologies, assistive
technology for learning, and emergent
technologies to support the learning of
students with diverse and complex
learning needs.
2) Research the Alberta SmartInclusion
Project and compile lessons learned.

20. Does the use of interactive whiteboards
integrated with specialized software and
AAC, set within a framework of Universal
design for Learning, Differentiated
Instruction, Aided Language Stimulation,
and the Participation Model increase the
academic, communication, behavior, and
academic & social participation for
students with communication challenges?
Research Question

21. Will & Skill Building
policy barriers,
practice barriers,
attitude barriers,
knowledge barriers,
and
skill barriers
The Beyond Access Model acknowledges and
systematically deals with the
that often inhibit the effective implementation of
inclusive education.

23. 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?

24. 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?

25. 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

26. 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

27. BA Model Outcomes
Two main categories of outcomes:
Clearly articulating ultimate and intermediate
outcomes increases the likelihood educators
collect the right data for the right purposes.
1) Ultimate Outcomes
2) Intermediate Outcomes

28. Ultimate Outcomes
students’ membership,
participation, and learning in
the general education
curriculum content in the
general education classroom

29. Intermediate Outcomes
1) presuming competence
2) collaborative teaming
3) the provision of other students-level supports
4) other student or team outcomes that are not
representative of changes in student membership,
participation, and learning in the general education
curriculum content

30. 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.

31. 4) Identify what supports the target student needs in
order to participate and what supports would help
elicit or teach the behaviours in Step 3.
5) Identify what planning must be done by team
members to ensure that the supports are available
and delivered at the time they are needed.
Promoting full membership and utilizing the 5 step
instructional planning process “sets the stage for a
student’s demonstration of both anticipated and
unanticipated learning” (p. 64-65).

32. 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

33. Participant 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)
Participants

34. DATA
MEASURE
October
2011
December
2011
March
2012
June
2012
Norm-referenced, StandardizedNorm-referenced, StandardizedNorm-referenced, StandardizedNorm-referenced, StandardizedNorm-referenced, Standardized
Kaufman Brief Intelligence Test-2 Matrices Subtest (KBIT-2 Matrices) X X
Peabody Picture Vocabulary Test-4 (PPVT-4) X X
Expressive Vocabulary Test-2 (EVT-2) X X
Clinical Evaluation of Language Fundamentals-4 (CELF-4 ) X X
Non-StandardizedNon-StandardizedNon-StandardizedNon-StandardizedNon-Standardized
SI Tracking and Evaluation Questionnaire X X
Participation Matrix X X
Activity Standards Inventory (revised) X X X
SI Project Needs/Interest Survey X X
Beliefs about Learning & Teaching Questionnaire X X
Student and Team Outcomes Survey X X X X
Merged CAST-SETT Model X X
Communication Intentions X X
Motivation Assessment Scale X X

35. Results
(Surveys)
A B C D

36. A B C D

37. A B C D

38. A B C D

39. A B C D

40. A B C D

41. A B C D

42. A B C D

43. A B C D

44. (Receptive & Expressive Vocabulary)
A B C D

45. A B C D

46. (Pragmatics Profile)
A B C D

47. A B C D

48. A B C D

49. A B C D

50. small sample size
multiple variables (SMARTboard,
Specialized Software, AAC devices, UDL,
DI, UbD, Aided Language Stimulation,
Participation Model, Beyond Access
Model)
congregated classrooms
Limitations

51. Alberta Smart
Inclusion
Project
1:1 Mobile
Tablet
Project

52. 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.
1:1 Mobile Tablet Project
Purpose
The 1:1 Mobile Tablet Project will:

53. Inclusion Criteria
rural, inclusive classroom (grades 4-9) in Northern Alberta
class includes at least one student with a low incidence
disability
school has WiFi
Principal support of the use of emergent technologies
teacher(s) with demonstrated skills and confidence in using
technology to facilitate learning
District level IT support for the use of the iPad as a one-to-one
student device
District and school level support for the collection of project
data

54. Rhythm of Support
monthly Skype semi-
structured conversations (45
min.)
monthly on-site coaching
provided by an ATL
consultant (2-3 hours)
DHH & Vision consultants as
required
regular site visits by the
Project Manager

55. Project
Evaluation

56. Challenges
site network / firewall issues
site protocol for purchasing and
downloading apps
submitting student work
updating apps without syncing special
apps for students with low incidence
disabilities to the entire class set
students seeing them as a gaming device

57. Student Perspectives
Challenges

58. Celebrations
physical space changes (ie. learning outside of
the classroom, tables added to classroom to
provide spaces for small group activities with the
iPads)
evolution of how the iPads are being used both
by teachers and students (consumption,
collaboration, and creation)
students (in particular those with low-incidence
disabilities) quickly became aware of the
affordances of this tool and how to leverage
iPads for their learning

59. Student Perspectives
Celebrations

60. TPACK Survey

61. TPACK Survey Results

62. Student Survey Results
survey was
administered by the
Project Manager on
May, 14, 16 & 30
response rate: 90%
71 students (43 male,
28 female)
A B C

63. Subjects iPads are Used in During a
Typical 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

64. 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

65. Student Perceptions
of How the iPad has
Impacted Their Learning

66. I am more involved in school when I use
my iPad.

67. The types of learning activities I do in school
has changed since getting a class set of iPads.

68. Using an iPad at school has been a positive
experience.

69. Using an iPad at school has developed my
collaboration skills.

70. Using an iPad at school has developed my
literacy skills.

71. Using an iPad at school has developed my
numeracy skills.

72. The iPad is a tool that supports my
learning.

73. Teacher Survey Results
survey was
administered by the
Project Manager on
May, 14, 16 & 30
6 teachers (2 male, 4
female)

74. Teacher Perceptions
of How the iPad has
Impacted Student
Learning

75. Students in my classroom are more actively involved
when learning with iPads.

76. Students in my classroom are better able to meet
learning objectives when learning with iPads.

77. Using an iPad at school has developed my
students’ collaboration skills.

78. Using an iPad at school has developed my
students’ literacy skills.

79. Using an iPad at school has developed my
students’ numeracy skills.

80. Teacher Perceptions
of How the iPad has
Impacted Their Teaching

81. I am better able to access diverse teaching
materials & resources for my students.

82. I am better able to meet the diverse student
learning needs in my classroom.

83. I am able to explore topics in greater depth with
my students.

84. My teaching benefits from having the iPad as a
one-to-one device in my class.

86. 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

87. iPad Constraints
class set management
the iTunes ecology
saving and submitting work
apps- number & stability
Thank-You!