Download as PDF, PPTX
Uploaded byGreg O'Connor
Advisors Toolkit - NT
The document presents a toolkit aimed at integrating assistive technology into classroom programs, highlighting the importance of planning for future educational trends while emphasizing evidence-based practices. It includes key components like quality indicators in assistive technology, frameworks, and action research strategies, along with resources for developing personalized toolkits. The text also discusses challenges and significant developments in education, such as the need for deeper learning approaches and the use of technology like cloud computing and social media.
More Related Content
Advisors Toolkit - NT
- 1. TOOLKIT FOR THEINTEGRATION 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.
- 5.
- 6. #event horizon Thepoint of no return for education and technology
- 8.
- 9. institutions will tryand preserve the problem to which they are the solution Cathy Davidson (2011)
- 10. if there isan inevitable danger coming towards you, move towards it. Michael Fullan
- 12. Workhop Schedule WhyDevelop 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 explorationand discussion
- 14.
- 15. Future-proofing - theprocess of anticipating the future and developing methods of minimising the effects of shocks and stresses of future events
- 16. Future-building: we needto focus on future building not future proofing James Martin
- 17.
- 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 HigherEd 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.
- 22. The Myth ofAverage Todd Rose
- 23.
- 24. ban the AVERAGE design for the EDGES
- 25. Chris Windsor /Getty Images one size fits all
- 26. Adjustable Seat forLearning / Personalisation? Todd Rose at TEDxSonomaCounty
- 27. design to theEDGES
- 28. designed for theaverage?
- 29.
- 30.
- 31.
- 32. universal design forlearning www.cast.org/udl
- 33. Norm rather thanunusual Digital Exams Fair and equal test Sacred Heart College, NZ
- 34.
- 35. Fairness? Research onfairness 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 issuddenly 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.
- 42.
- 43.
- 44. Rubrics, informed decisionsand the AT paradox
- 45. Nevit Dilmen http://commons.wikimedia.org/wiki/File%3AChild_01546_Nevit.jpg filter, sieve, assess
- 46.
- 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 Studentswith 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.
- 53.
- 54. Facebook Pages •Spectronics • ISTE SETSIG • A4CWSN • Teaching Learners with Multiple Needs • Technology in Education
- 55. Twitter @ peopleto follow
- 56. Twitter # topicsto follow
- 58. Leadership and learningwith ICT : Voices from the profession
- 59. Action Research and data
- 62.
- 63. Dave Edyburn Thefield 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 Actionresearch “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.
- 67.
- 68.
- 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.
- 77. sandpits 1. Mythof 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 ofAverage Go to this website and complete the lesson http://ed.ted.com/on/6TAR08wC#review
- 80. sandpits Horizon Report2014 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 Banthe 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.
- 84. where to? Start.Go. Begin.
- 87. What next? Whatare my next steps?
- 88. only 3% ofadults 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.
- 93.