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TVIs' AT Proficiency and Communities of Practice: Bridging tech innovations and classroom implementation

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TVIs' AT Proficiency and Communities of Practice: Bridging tech innovations and classroom implementation

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This slide deck is abridged from a presentation given at #CSUN14 titled "TVIs AT Proficiency and Communities of Practice". The work is in press (2014) and will be published in the Journal of Visual Impairment and Blindness.

Image descriptions:
Slide 3: Bar chart of general education classroom teachers' use of technology for instructional activities. 2000=53%, 2010=69%
Slide 4: Bar chart of assistive technology (AT) use. TVIs (1998-2002)=41%; Students with visual impairments (2000-2005)=40% (school), 31% (home)
Slide 5: Photo of 2 cliffs separated by a large boulder. A person stands on the boulder, looking out into the crevice. Symbolizes divide between tech development/innovations, and student use and classroom implementation. The TVI is the gatekeeper to AT use.
Slide 7: Diagram of 2 circles with arrows pointing from one to the other. Circle 1: Identification with a community of practice; Circle 2: Assistive Technology Proficiency
Slide 11: Screenshot 1 is of the Bookshare Mentors program; Screenshot 2 is of the Paths to Literacy homepage, from Perkins.

This slide deck is abridged from a presentation given at #CSUN14 titled "TVIs AT Proficiency and Communities of Practice". The work is in press (2014) and will be published in the Journal of Visual Impairment and Blindness.

Image descriptions:
Slide 3: Bar chart of general education classroom teachers' use of technology for instructional activities. 2000=53%, 2010=69%
Slide 4: Bar chart of assistive technology (AT) use. TVIs (1998-2002)=41%; Students with visual impairments (2000-2005)=40% (school), 31% (home)
Slide 5: Photo of 2 cliffs separated by a large boulder. A person stands on the boulder, looking out into the crevice. Symbolizes divide between tech development/innovations, and student use and classroom implementation. The TVI is the gatekeeper to AT use.
Slide 7: Diagram of 2 circles with arrows pointing from one to the other. Circle 1: Identification with a community of practice; Circle 2: Assistive Technology Proficiency
Slide 11: Screenshot 1 is of the Bookshare Mentors program; Screenshot 2 is of the Paths to Literacy homepage, from Perkins.

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TVIs' AT Proficiency and Communities of Practice: Bridging tech innovations and classroom implementation

  1. 1. TVIS’ TECHNOLOGY PROFICIENCY & IDENTIFICATION WITH A COMMUNITY OF PRACTICE YUE-TING SIU VALERIE MORASH UC BERKELEY @TVI_ting #CSUN14
  2. 2. Background TVI = Teacher of Students with Visual Impairments AT = Assistive technology ¨  Ting: 12 years’ experience as a TVI and background in training TVIs how to use technology with students ¨  More tech use in general education Students with VI must be prepared to work in digital environment. ¨  AT use Improved postsecondary outcomes, employment ¨  Concern: Bridge gaps between tech innovations and teacher adoption for classroom implementation
  3. 3. Tech Use in General Ed: A Snapshot Classroom teachers 69% 53% 0% 25% 50% 75% 100% 2010 2000 94% 92% 0% 25% 50% 75% 100% School Home Students 8-17 y.o. (2008) Gray, L. & colleagues (2010); Interactive (2008); Smerdon & colleagues (2000).
  4. 4. Assistive Technology (AT) Use Abner & Lahm (2002); Edwards & Lewis (1998); Kapperman et al. (2002); Kelly (2008, 2009, 2011) 31% 41% 40% 0% 25% 50% 75% 100% Students with VI TVIs (1998-2002) (2000-2005) (school) (home)
  5. 5. A New Digital Divide Technology development and innovations Student use and classroom implementation TVI = Gatekeeper of AT
  6. 6. Differentiated needs of TVIs ¨  Itinerant TVIs = travel between several school sites depending on where students are located ¨  Challenges of itinerant teaching: ¤  Teaching in isolation ¤  Lack of professional learning community ¤  Lack of access to relevant professional development (PD) ¨  Challenges of teaching with AT: ¤  Modification of mainstream tech to suit student needs ¤  Speed of innovation requires ongoing PD ¤  AT as a tool to learning, not an objective unto itself.
  7. 7. Each construct informs the other. Investigation of this relationship: ¨  Requires development of measurement tools ¨  Supports recommendations for practice
  8. 8. Community of Practice (CoP) Consists of 3 dimensions: ¨  Domain of interest: Members of a CoP invest in a shared collection of knowledge, goals, and purpose to their actions. These mutual interests inform their actions. ¨  Community: Members interact with one another by sharing ideas, posing questions, and responding to others’ issues. Members mutually respect the exchange of information. ¨  Practice: Members share the same “toolkit” comprised of tools, information, anecdotes, and resources. The community develops and maintains this body of knowledge, and leverages it to inform the domain of interest. (Wenger, 1999)
  9. 9. AT Proficiency Siu & Morash (in press) re-conceptualized Smith et al.’s (2009) competencies into 4 dimensions: ¨  Choosing: Ability to choose AT for a student ¨  Funding: Ability to secure funding for AT ¨  Personal capabilities: Ability to use/troubleshoot AT ¨  Teaching integration: Ability to use AT for a variety of purposes
  10. 10. Abating the digital divide ¨  Build communities of practice to support teacher adoption and classroom implementation. ¨  Integrated responsibility of professional development AND technology developers Students’ use of AT is the ultimate outcome measure!
  11. 11. Examples from the field:
  12. 12. For further contact Ting Siu, TVI ¨  ysiu@berkeley.edu ¨  facebook.com/yuetingsiu ¨  twitter: TVI_ting Val Morash ¨  valmo@berkeley.edu

Editor's Notes

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