This powerpoint is about Ch. 6 and Ch. 11 in our EIM 504 class. It discusses supporting students needs with technology.

1. SUPPORTING
STUDENT NEEDS
WITH
TECHNOLOGY
Lisa Morgan
EIM 504

2. DIFFERENTIATION
 This concept is defined as providing flexibility during teaching in
terms of content, process, and product, based on the needs of
your students.
 Differentiating instruction is designing instruction to accommodate
known needs of students and provide them with alternate
activities to reach their learning goal.
 Universal design for learning is an approach to instruction in
which teachers remove barriers to learning by providing flexibility
in materials, methods, and assessments.

3. LEARNING STYLES
 Often times, teachers can plan instruction based on different learning
styles in the classrooms.
 Gardner’s Multiple Intelligences include the following learning styles:
 Bodily-Kinesthetic
 Interpersonal
 Intrapersonal
 Linguistic
 Logical-Mathematical
 Musical
 Naturalist
 Spatial
 http://www.edutopia.org/multiple-intelligences-assessment
 Follow the link to take an intelligence test to determine your learning
style!

4. USE TECHNOLOGY FOR
DIFFERENTIATION
 Differentiate content:
 Create WebQuests
 Use video clips
 Use text readers for digital books
 Differentiate Process
 Use a comic book creator to explain content
 Use a simulation model
 Connect with other classrooms through FaceTime or Skype
 Differentiate Product
 Create a concept map
 Publish to a blog
 Create an infographic

5. RTI
Response to Intervention is a framework that uses data to determine
how to group students and provide them with the necessary instruction
at the correct level.

6. ASSISTIVE TECHNOLOGIES THAT CAN
BE USED IN THE CLASSROOM
 Word processors
 Communication tools
 Voice Overs
 Narratives
 Augmentative and Alternative Communication Devices
 Keyboard and Mouse Adaptations

7. LEARNER-CENTERED
STRATEGIES
 Invitational Environment
 What does it look like?
 Teacher modeling
 Questioning
 Quality Responding
 Peer interaction and discussion
 Reflective journals

8. SUPPORTING NEEDS
 Promote content learning
 Build explanations
 Reason with evidence
 Make connections
 Promote questioning
 Promote reflection
 Provide ongoing activities and opportunities for students to show what they’ve
learned.
 Ask probing questions.
 Provide frequent check points.

9. EQUITABLE ACCESS
Make sure that as a classroom teacher, you provide access to
teaching resources that is going to be important to the cultural and
individual needs of your students.
Some students may not have access to digital tools and resources.
This is where we experience the digital divide.

10. TECH TEACHERS
 Teachers have to make it their responsibility to grow with the
times and be technology up to date in their teachings.
 If teachers lack knowledge about technology, they are not
adequately prepared.
 Technology is here to stay and it can be a very useful tool in the
classroom.

11. GROWING WITH THE TIMES
 Naraian & Surabian (2014) stated : “Even as research continues
to suggest the potential of assistive technology for improving
student outcomes, it remains under-utilized in schools. Among
numerous challenges to the effective utilization of assistive
technology, research has suggested that educators are
inadequately prepared to consider and implement the use of such
technologies” (p. 330)
 This calls for teachers to be more prepared and better trained
when it comes to the areas of technology.
 As a professional we HAVE to be prepared to learn and grow as
technology advances!

12. REFERENCES
 Naraiain, S., & Surabian, M. (2014). New literacy studies: an
alternative frame for preparing teachers to use assistive
technology. Teacher Education and Special Education, 37(4),
330-346.