A presentation directed at teachers, discussing the importance of collaboration with technology integration, troubleshooting, and assistive technology.

1. Teachers as Collaborators
How can we learn from each other and our students?
Sara Martin

2. Planning Together
● Most schools encourage teachers to plan in groups
● This allows educators to learn from each other and
support each other
● Professional Learning Communities (PLCs)- dedicated
collaborative learning groups
● Most administrators set aside time throughout the week so
that PLCs can meet

3. Troubleshooting and collaborating with peers and students
● Students sometimes are more aware of technologies than
most adults are
● Allowing students to aid in technology troubleshooting
creates an open and respectful classroom environment
● Troubleshooting:
○ Isolate the problem - What is occuring? What software is affected?
○ Identify the best solution - Look for support from your district, but
also be open to help from other teachers and even students
○ Apply a solution and check your results
○ Repeat, if necessary!

4. Technology as a Collaborative Learning Tool
● Technology can be used as a collaboration tool.
● In today’s world, students must learn how to
appropriately use technology in this manner.
● Web conferencing and online discussions allow students to
give each other feedback, even when they are away from
the classroom.

5. Web Conferencing
● There are several different tools provided on most web conferencing
applications:
○ Presentation slides
○ Desktop sharing
○ Document sharing (Google Docs)
○ Web tour
○ Shared whiteboard
○ Lecture mode
○ Chat
○ Webcam Support
○ Polling, Quizzes, and Surveys
○ Recording and Replay
● Using these tools allows teachers and students to access
information from the web, while at home. It opens up multiple
resources and provides for greater collaboration.

6. Culturally Responsive Communications
● Because technology allows students to collaborate on a
global level, it’s important that we teach them how to be
culturally aware in doing so.
● Culturally Responsive Teacher-
○ Is aware of other cultures
○ Sees diversity as an asset
○ Takes personal responsibility for creating a respectful classroom
○ Knows their students
○ Creates lessons that can be accessed by students of many different
backgrounds

7. Culturally Diverse Communication Patterns
● Conventions for storytelling - depending on the culture,
storytelling may be loosely structured or not structured at all
● Directness in communicating - some cultures practice a more
indirect approach to classroom communication, as opposed to the
traditional hand raising as seen in the American classroom
● When to listen and when to speak - some countries do not value
“speaking one’s mind” as much as Americans do
● When and how children should speak - a child’s communication
role differs from culture to culture
● Speaking to an adult or elder - some cultures encourage youth to
speak to an adult as an equal, while others do not

8. Teaching Cultural Understanding
● It is important to be aware of the types of diversity in
your classroom.
● Giving students the opportunity to discuss their
backgrounds and family life aids in understanding
● Creating lessons that are centered around different
cultures also aids in understanding.
● It’s also essential to understand how different cultures
react to technology and the technological resources your
students have at home.
● By creating a culturally aware classroom, collaboration
is made possible.

9. Assistive Technologies
● Assistive technology has opened up doors for all
different types of students.
● Assistive technology is any software or hardware that
aids students with disabilities in learning
● IDEA requires that students with disabilities have access
to whatever kind of assistive technologies they may need,
as outlined in their Individualized Education Plan.
● Word prediction software, word processing applications
and alternative communication devices are the most
common.

10. Assistive Technologies
● These technologies can also be used for students without
disabilities.
● It’s particularly helpful for struggling readers:
○ According to Kyle Redford in an article published by Educational
Leadership , “By simply removing obstacles for poor decoders, digital
tools and platforms liberate many to become passionate readers
(Redford, 2019).”
● They can aid in writing instruction:
○ “Dictation apps that allow students to have their speech converted
into written text enable my struggling writers to increase their
production of paragraphs, stories, and the like while freeing me to
engage more students during writing time (Redford, 2019).”

11. Works Cited
Cennamo, K. S., Ross, J. D., & Ertmer, P. A. (2019).
Technology Integration for Meaningful Classroom Use (3rd
ed.). Boston, MA: Cengage Learning.
Redford, K. (2019). Assistive Technologies: Promised
Fulfilled. Educational Leadership, 76(5), 70-74. Retrieved
February 18, 2019.