EIM 504- JSU Collaboration and Assistive Technology

1. Collaboration &
Assistive Technology
Morgan Brooks
EIM 504- JSU

2. ISTE- Standard 4: Collaborator
Educators dedicate time to collaborate with both colleagues and students and students to
improve practice, discover and share resources and ideas, and solve problems. Educators:
4a. Dedicate planning time to collaborate with colleagues to create authentic learning
experiences that leverage technology.
4b. Collaborate and co-learn with students to discover and use new digital resources and
diagnose and troubleshoot technology issues.
4c. Use collaborative tools to expand students’ authentic, real-world learning experiences
by engaging virtually with experts, teams and students, locally and globally.
4d. Demonstrate cultural competency when communicating with students, parents, and
colleagues, and interact with them as co-collaborators in student learning.
(Cennamo, K., Ross, J. D., & Ertmer, P. A., 2019)

3. Collaboration with Colleagues
Professional Learning Communities (PLC)- A group of educators who collaborate to
improve their own practice so that the students they work with can succeed.
PLC- Teacher collaboration strictly focusing on helping students in a specific school or
program.
Schools PLCs emphasize helping all students be successful.
(Cennamo, K., Ross, J. D., & Ertmer, P. A., 2019)

4. Culture of Collaboration/Invitational Environment
What does it look like?
● Teacher modeling
● Questioning
● Quality responding
● Peer interactions and discussions
● Reflective journals
**A collaborative learning environment addresses not only
cognitive needs, but emotional and social needs as well.
(Cennamo, K., Ross, J. D., & Ertmer, P. A., 2019)

5. Culturally Responsive Teacher
A culturally responsive teacher is one who understands and capitalizes on the unique cultural
attributes, prior experiences, and performance styles of students to legitimize what students already
know and promote student achievement.
Culturally Responsive Teachers exhibit six key behaviors:
1. Are socially conscious
2. View students’ diverse backgrounds as assets rather than liabilities.
3. Feel personally responsible for helping schools be more responsible to all students.
4. Understand how learners construct knowledge
5. Know about the loves of their students
6. Design instruction that builds upon students’ prior knowledge and experiences and stretches
them beyond the familiar
(Cennamo, K., Ross, J. D., & Ertmer, P. A., 2019)

6. Strategies for Implementing Culturally
Responsive Teaching
● Communicate high expectations
● Actively engage your students in learning
● Facilitate learning
● Visit students’ families and communities
● Anchor your curriculum in the everyday lives of your students
● Share control of your classroom with your students.
● Select participation structures for learning that reflect
students’ ways of knowing and doing
(Cennamo, K., Ross, J. D., & Ertmer, P. A., 2019)

7. Bring Your Own Device Initiatives
What teachers should know to help with BYOD in their classrooms..
1. High-quality instruction that engages kids is the best classroom management strategy.
2. Start the year with structured activities and provide more flexibility over time.
3. Respect the knowledge and skills your students bring to the classroom.
4. Develop lessons that require technology. Technology does not have to be used
everyday.
5. You’re in charge of the classroom
6. Model and promote transparency
7. Develop a system for students who are having problems
8. Capitalize on teaching time
9. Monitor, Monitor, Monitor!!!!
(Cennamo, K., Ross, J. D., & Ertmer, P. A., 2019)

8. Web Conferencing
Web Conferencing is a great way to connect students to other students around the world.
Features include:
● Presentation slides for students at a distance
● Desktop sharing/Shared Control
● Document Sharing- real time collaboration
● Web Tour
● Shared Whiteboard
● Lecture Mode
● Chat- ask questions and interact without disrupting audio
● Webcam Support
● Polling, Quizzes, and Surveys
● Recording and Replays
(Cennamo, K., Ross, J. D., & Ertmer, P. A., 2019)

9. Assistive Technology
Assistive Technology:
any item, piece of equipment,
or product system, whether
acquired commercially or off
the shelf, modified, or
customized, that is used to
increase, maintain, or improve
functional capabilities of
individuals with disabilities.
Low-tech
● Spell checkers
● Timers
● Calculators
● Switch toys
● Enlarging Print
● Visuals On
screen
Mid-tech
● Hyperlinked
multimedia
● Text messaging
● Audio/Video
Recorders
● Scanning reading
pens
● American Sign
Language
Software
High-Tech
● Speech
synthesizers
● Mouse stick/
Switches
● Touch-sensitive
pads
● Eye-tracking
technology
● Word-prediction
software
Assistive Technology are classified on a continuum of low, mid and high tech.
“It is imperative for teachers to identify age-appropriate assistive technologies for
secondary students with disabilities that promote greater autonomy, are aligned to
their preferences, and are tools that they are comfortable using in front of their peers
when supporting learning objectives.” (Satsangi, R., Miller, B., & Savage, M. N., 2019)
(Cennamo, K., Ross, J. D., & Ertmer, P. A., 2019)

10. Adapting Hardware and Software
Software
● Word processing
applications
● Word-prediction
software
● Augmentative and
Alternative
Communication
Devices
Hardware Adaptations
Keyboard
● Stickers
● Rubber pads
● Key guards
● On Screen
Options
● Small Form
Factors
Mouse
● Buttons
● Pom poms
● Stickers
● Upside down
● Deactivation
Touchscreen
● Stylus
● Special pens
● Multi touch
features
Many computers already have built in accessibility features
(Cennamo, K., Ross, J. D., & Ertmer, P. A., 2019)

11. Troubleshoot Technologies Process
1. Isolate the Problem.
● What are the symptoms?
● When do they occur?
● Under what circumstances?
1. Identify One or More Possible
Solutions
● Examine software/hardware manuals,
and online support sites.
● Talk to your colleagues or students
about the problem.
3. Apply a solution and Check
Results
● Select best solution.
● If solution one does not fix it keep
trying other solutions.
4. Repeat Process if Necessary.
● If a solution is not found after trying
all relevant possibilities, seek outside
assistance.
**Don’t be afraid to ask your students for help**
(Cennamo, K., Ross, J. D., & Ertmer, P. A., 2019)

12. Work Cited
Cennamo, K., Ross, J. D., & Ertmer, P. A. (2019). Technology integration for meaningful classroom use: A standards-based approach.
Boston, MA: Cengage.
Satsangi, R., Miller, B., & Savage, M. N. (2019). Helping teachers make informed decisions when selecting assistive
technology for secondary students with disabilities. Preventing School Failure, 63(2), 97–104.
https://doi-org.lib-proxy.jsu.edu/10.1080/1045988X.2018.1483314