Why Develop A Toolkit? (1/2 hour) • Future building our classrooms - Planning for technology trends and supporting evidence based practice • Assistive Technology is too powerful not to have a plan What is in my Toolkit? (3 hours) 1. Key components: • Quality Indicators in Assistive Technology (QIAT) • S.E.T.T. Framework • Technology rubrics, decision-making frameworks and AT search tools • Action Research and data 2. What does your toolkit look like? • Case studies and examples • Developing your own toolkit – future actions

1. TOOLKIT FOR THE INTEGRATION OF ASSISTIVE
TECHNOLOGY IN CLASSROOM PROGRAMS
Greg O’Connor

2. “….nothing wrong with
talk and chalk, and my
students are best served
by using pen and
paper……”

4. Disruption

5. FULLAN 2013

6. #event horizon
The point of no return for
education and technology

8. https://twitter.com/kayleygilbert

9. institutions will try and preserve the
problem to which they are the solution
Cathy Davidson (2011)

10. if there is an inevitable danger coming towards
you, move towards it. Michael Fullan

12. Workhop Schedule
Why Develop A Toolkit?
• Future building our classrooms - Planning for technology
trends and supporting evidence based practice
• Assistive Technology is too powerful not to have a plan
What is in my Toolkit?
1. Key components:
• Quality Indicators in Assistive Technology (QIAT)
• S.E.T.T. Framework
• Technology rubrics, decision-making frameworks and AT
search tools
• Action Research and data
2. What does your toolkit look like?
• Case studies and examples
Developing your own toolkit – future actions

13. Sandpits: Guided exploration and
discussion

14. workshop resources
bit.ly/NTadvisors

15. Future-proofing - the process of
anticipating the future and
developing methods of minimising
the effects of shocks and stresses
of future events

16. Future-building: we need to focus on
future building not future proofing
James Martin

17. Horizon Report 2014

18. Key Trends
• Rethink the roles of teachers
• Shift to Deeper Learning Approaches
Significant Challenges
• Authentic Learning Opportunities
• Integrating Personalised Learning
Important Developments
• BYOD
• Cloud Computing
Horizon Report K-12 2014

19. Horizon Report Higher Ed 2014
Key Trends
• Growing ubiquity of social media
• Online Learning
Significant Challenges
• Low digital fluency of faculty
• Keeping education relevant
Important Developments
• Flipped classroom
• Cloud Computing

20. Gartner Hype Cycle

22. The Myth of Average
Todd Rose

23. designed for AVERAGE

24. ban the AVERAGE
design for the EDGES

25. Chris Windsor / Getty Images
one size fits all

26. Adjustable Seat for Learning / Personalisation?
Todd Rose at TEDxSonomaCounty

27. design to the EDGES

28. designed for the average?

29. Edyburn (2006) http://www.uwm.edu/~edyburn/L%26L2006.pdf

30. why?
TRY ANOTHER WAY

31. try another way

32. universal design for learning
www.cast.org/udl

33. Norm rather than unusual Digital Exams
Fair and equal test
Sacred Heart College, NZ

34. prepare
not
repair

35. Fairness?
Research on fairness indicates
that most adults’ notions of
fairness are arrested at the
kindergarten level: Everyone gets
the same thing. However, the
functional definition of fairness is
that everyone gets what they need
Dave Edyburn

37. when what is suddenly possible
meets what is desperately
necessary
Thomas Friedman 2012

38. assistive technology is
too powerful not to
have a plan*
*adapted from Michael Fullan, (2013) Startosphere: Integrating Technology, Pedagogy, and
Change Knowledge

39. toolkit:
key components
QIAT
SETT Framework
Rubrics, decision making and AT
search tools
Action research & data

40. Quality Indicators in
Assistive Technology

41. http://indicators.knowbility.org/

42. S.E.T.T. Framework

43. SETT Framework
www.joyzabala.com/

44. Rubrics, informed
decisions and the AT
paradox

45. Nevit Dilmen http://commons.wikimedia.org/wiki/File%3AChild_01546_Nevit.jpg
filter, sieve, assess

46. rubrics

48. APP
Name
Curricul
um
Grade /
Stage
Cost
DOMAIN 4 3 2 1
Curriculum
Connection
Skill(s) reinforced
are strongly
connected to the
targeted skill or
Skill(s) reinforced are
related to the targeted
skill or concept
Skill(s) reinforced are
prerequisite or
foundation skills for
the targeted skill or
Skill(s) reinforced in
the app are not clearly
connected to the
targeted skill or
Authenticity
Targeted skills are
practiced in an
authentic format/
problem-based
Some aspects of the
app are presented in
an authentic learning
environment
Skills are practiced in
a contrived game/
simulation format
Skills are practiced in
a rote or isolated
fashion (e.g.
flashcards)
Feedback
Feedback is specific
and results in
improved student
performance
Feedback is specific
and results in
improved student
performance (may
include tutorial aids)
Feedback is limited to
the correctness of
student responses and
may allow students to
try again
Feedback is limited to
the correctness of
student responses
Differentiati
on
App offers complete
flexibility to alter
settings to meet
student needs
App offers more than
one degree of
flexibility to adjust
settings to meet
student needs
App offers limited
flexibility to adjust
settings to meet
student needs (e.g.,
few levels such as
App offers no
flexibility to adjust
settings to meet
student needs
(settings cannot be
User
Friendlines
s
Students can launch
and navigate within
the app
independently
Students can launch
and navigate within
the app independently
after demonstration by
teacher.
Students can launch
and navigate within
the app independently
after demonstration by
teacher. Students
require intermittent
Students need
constant teacher
support in order to use
the app
Student
Motivation
Students are highly
motivated to use the
app and select it as
their first choice
from a selection of
Students use the app
as directed by the
teacher
Students view the app
as “more schoolwork”
and may be off-task
when directed by the
teacher to use the app
Students avoid the use
of the app or complain
when use of the app is
assigned
Publishing
Students work can
be published in
multiple formats and/
or social media sites
Students work can be
published in multiple
formats and/or social
media sites after being
transferred to a
Students work can be
only be published to a
computer.
Students work cannot
be published.
Reporting
Data is available
electronically to the
student and teacher
as a part of the app.
Data is available
electronically to
student on a summary
page and may be
screenshot to share
Data is available
electronically to the
student, but is not
presented on a single
summary page.
The app does not
contain a summary
page.
Connectivit
y
App connects
seamlessly to Wi-Fi
network
App connects to Wi-Fi
network with manual
configuration
App requires port
change to connect to
Wi-Fi network
App unable to connect
to Wi-Fi network
Originally created by Harry Walker: Edited, with permission, by Kathy Schrock: Updated by Greg Alchin

49. Apps for Students with
Autism Spectrum Disorders
When looking for apps for students on the autism
spectrum (ASD), it is important to look at all educational
apps and not just those that are tagged as autism apps.
They have many of the same learning needs that other
students have. This list was developed to provide apps
based on common learning characteristics and traits
that are typical for students with ASD. It is important to
remember that all students learn differently and
selecting apps should be based on the unique learning
needs of the student. Type to enter text
Common Learning Characteristics
Common Learning Traits
App Categories
Apps
Pictello
AutismXpress
Social Skill Builder
Potty Training Social Story
Time Timer iPad Edition
Video Scheduler
Developed by Mark Coppin
October 2012
Fun with Directions HD
Speak it! Text to Speech Speech with Milo - Verbs
Language
Articulation Scenes
Development Apps
Conversation Apps
Articulation Apps
Text-to-Speech Apps
Difficulty with
Grammar Difficulty with
Communication
Receptive
Language
Social Skills
Echolalia
Limited Use
of Language
Behavior
Sensory
Sensitivity
Need for
Sameness or
Routine
Hyperactive
Difficulty with
traditional
Learning
Methods
Organization
Social Skills Apps
Visual
InFlexible
Easily Frustrated
Generalization
Self Control
Difficulty with
Personal
Management
Splinter Skills
Sleep Issues
Difficulty
Summarizing
Difficulty
Synthesizing
Lacks Common
Sense
Difficulty Problem
Solving
Lack of Safety
Awareness
Difficulty with
Auditory
Processing
Explosive
Developmental
Delays
Concrete
Learners
Visual
Learners
Prefer
Sequential
Info
Difficulty
Problem Solving
Difficulty Identifying
Emotions
Impulsive
Difficulty
Generalizing
Visual Schedules
Apps
Video Modeling
Apps
Video Modeling
Apps
Difficulty Motor
Processing
Difficulty
Expressing Needs
Under Active
Over Active
Poor Eye Contact
Difficulty with
Conversations
Sensitive to
Sound
Tactilely
Food Sensitivity Sensitive
Difficulty
Generalizing
Rigid Routines
Ritualistic
Rigid
Language
Poor
Vocabulary
Picture Schedule
Apps
Video Modeling Apps
Social Script Apps
Auditory Training
Apps
Behavior Tracking
Apps
Behavior
Management Apps
Sequencing Apps
Sequencing Apps
Generalization Apps
Organization Apps
Organization Apps
Video Modeling
Apps
Reward System
Apps
Self Management
Apps
ABA Apps
AAC Apps
Sentence
Construction Apps
Visual Timer Apps
Visual Timer Apps
White Noise Apps
Eye Contact Apps
Fine Motor Apps
Story Telling Apps
Choice Making Apps
Choice Making Apps
ePub Apps
Writing Apps
Literacy Apps
Math Apps
Medical Apps
Sensory Apps
Self Care Apps
Time Apps
Life Skills Apps
Vocabulary Apps
Proloquo2Go
Conversation Builder
ArtikPix
TapSpeak Sequence Plus
Answers:YesNo HD
Sentence Builder for iPad Word Wizard
Behavior Tracker Pro
ChorePad HD
ChorePad HD
Time Timer iPad Edition
Visual Schedules
Apps
iReward
Choiceworks
Choiceworks
iPrompts XL
Video Scheduler
iCreate...Social Skills Stories
Look into my Eyes
Social Express
Everyday Social Skills HD
Emotions from I Can Do Apps
iHomework
iEarnedThat
StoryPals
MeMoves
EASe Pro Listening Therapy
Shelby’s Quest
Relax Melodies Premium HD
Dexteria
Cause and Effect Sensory Light Box
iWriteWords
Injini
DTT/ Autism Words
Abilipad
iDress for Weather
SpellBoard Special Words
ABA Sight Words
Math Bingo
First Words Deluxe
Book Creator for iPad
AppWriter US
ChoiceBoard - Creator
First Then Visual Schedule
Ambiance
Awareness! The Headphone App
Visual Routine
BehaviorLens
Video Scheduler
Win A Spin HD
iChoose
Go Go Games Design based on the Pedagogy Wheel developed by Cherie Pickering

51. Social media

53. bit.ly/PLNSpecEd

54. Facebook Pages
• Spectronics
• ISTE SETSIG
• A4CWSN
• Teaching Learners with
Multiple Needs
• Technology in Education

55. Twitter @ people to follow

56. Twitter # topics to follow

58. Leadership and learning with ICT : Voices from the profession

59. Action Research and
data

62. Dave Edyburn ILT2014

63. Dave Edyburn
The field of special
education technology is
strongly influenced by
innovative development that
creates new possibilities that
have important implications
for augmenting, bypassing,
or compensating for a
disability.

64. “what
works,
for
whom,
and
under
what
conditions?”
Dave Edyburn ILT2014

65. What is Action research
“Investigations conducted by and
for the people taking the action, on
their own action to inform their
future actions”
Richard Sagor (2005)
http://www.phltv.com/96/richard-sagor-the-action-research-guidebook/

66. continuous improvement cycle

67. Action Research Model

68. Action Research Model

69. Action Research Model
• Identify the problem or challenge
• What do you want to know?
• Why do I want to know this and who will be the
audience of the results?
• How will I collect the data?

70. Action Research Model
• Introduce and trial your selected practice
• Collect and compile data

71. Action Research Model
• Analysis the data
• What evidence do mI have that this is working?
• Share your findings with participants and
colleagues

72. Action Research Model
• Evaluate the first cycle of the process
• Modify or adapt practice, or introduce new
practice
• Where to from here?

73. Action Research Model
Sagor, R. (2010) 2nd Ed. The
Action Research Guidebook: A
Four Step Process for
Educators and School Teams.
Thousand Oaks, CA: Corwin
Press.

74. The Hills School, Northmead

75. sandpit

77. sandpits
1. Myth of Average
2. Horizon report
3. UDL/QIAT/SETT/Rubric
4. Suceess smackdown

78. attention span of
around 15 minutes
before significant
levels of mind
wandering occur

79. sandpits
Myth of Average
Go to this website and complete the lesson
http://ed.ted.com/on/6TAR08wC#review

80. sandpits
Horizon Report 2014
Watch the video. What trends, challenges and
key technologies will have an impact on your
school in the next 12 months?
http://bit.ly/horizonreport2014

81. sandpits
UDL/QIAT/SETT/Rubric
Ban the Average. Identify a student and
classroom you are supporting. Ask the SETT
questions. Using the rubric review a literacy
support tool you have considered.

82. sandpits
Success Smackdown
Share a success story. 5 minutes per
smackdown.

83. prepare
not
repair

84. where to? Start. Go. Begin.

87. What next? What are my
next steps?

88. only 3% of adults have clear,
written, specific, measurable,
time-bounded goals, and by
every statistic, they accomplish
ten times as much as people
with no goals at all
Brian Tracy

89. Jason Gibson & Jason Caroll

90. specific clear goal/s
measurable
time-bounded

92. thanks

93. grego@spectronics.com.au
twitter.com/gregoconnor