The content in this workshop was compiled by the participants in the T/TAC Assistive Technology Share Fair 2010 held at George Mason University.

1. As presented on October 22nd, 2010 at the T/TAC AT Share Fair
Created using Wordle.net

2. What’s the difference between “PD” and
“Training”?
What content are we doing during PD?What content are we doing during PD?
What are the problems with traditional
“Butt In Chair” PD?Butt‐In‐Chair PD?
What are some solutions to these problems?
d b “ ll ”A word about “Follow‐up Activities”
A word about training by community
building

3. PD:
Ongoing process
Oft b t t l d tOften, but not always, mandatory
Provided to larger audiences
May contain more theoryy y
Training:
May be provided to student and/or teacher
May contain more “hands on” interactionMay contain more hands‐on interaction
Provided to a smaller number of individuals
Content is typically on one specific tool or idea

4. Software‐Boardmaker , Co‐Writer, Write Out:Loud , Read OutLoud,
Integrate AT in Curriculum
Flip Video Camera and using video in alternative assessment
How to adapt the curriculum and scaffold lessons
Visual classrooms‐schedules (for the entire classroom and for individuals
within the classroom)
Differentiation of instruction
Ken O’Connor workshops on assessment
AAC workshops
www.oconnorgrading.com
p
RATE Conference (Real Assistive Technology for Everyone) presented by
Fairfax County Public Schools‐Nov 6,2010
Tech sessions after school
www.fcps.edu/ss/its/rate
Note: The answers to the question are summative
based on audience participation and discussionp p

5. Come to the training, but do not have time to practice or utilize. Then they need more training. No
follow‐through after training. Don’t have time to implement in classroom.
Takes A LOT of time to get to training. Trainer does same training over and over again.
Some teachers are afraid of technology. They may not know the “basics”. How do we train someone in
technology integration when they can’t even turn on the computer? They have been successful with
strategies that do not include hi‐tech technology, therefore, they feel they don’t need new/hi‐tech
technology.
So much “stuff” for teachers to do. AT is at the bottom of the list. AT is just one more thing. Teachers
don’t have time – or is there more that just isn’t being utilized. True or not, there is a perceived lack
f iof time.
Teachers come to trainings with different skills (veteran teachers may be scared of tech while the new
teachers may need to learn how to integrate it)
Money. My district doesn’t have professional development money. (i.e. to go to a conference or to
attend a training within the district)
County doesn’t give time for trainings or they give us time and we have so many trainings to go to.
Location. The longer the commute to a training that isn’t required, the less likely it is that teachers
will attend.
Note: The answers to the question are summative
based on audience participation and discussion

6. • Personal Learning Community / Personal Learning Network‐ Creating an Personal Learning Community / Personal Learning Network Creating an
network among teachers who are interested in learning the same thing.
• After‐school staff development in short bursts (10‐15 min technology hits)
• Video Tutorials ‐ PD 360 – Website with searchable integration strategies and
d h ( ) h l dvideos, can share your strategies (not just AT); Atomic Learning – Technology video
tutorials (Both subscription based). Problem though‐ not everyone has High Speed
Internet Access at home.
• Certification points & salary credit for participationCertification points & salary credit for participation
• Teachers could get reward for allowing us to come do training in their classroom
• Train the Trainer model helps duplicate efforts
• Combine/collaborate with other counties
G th t t ti iti f th t d t (Hi h S h l T h l l b • Groups that create activities for other students (High School Technology club,
TOPS/Teachers)
• Activity for class while Teacher observes and learns (Teachers and Students
learning technology side by side)g gy y )
• Provide praise/positive feedback/kudos about teachers after training, offer special
recognition like providing an AT Certificate, giving special titles/responsibilities
(TOPS Teacher Program), wear jeans the day after a workshop.
Note: The answers to the question are summative based on audience participation
and discussion

7. S A D C l dStrategy‐A‐Day Calendar
Creation & Distribution
AT Tonight DVDs
Creation & Distribution
R lResults
AT Tonight Volume 1: ~300
AT Tonight Volume 2: ~250g
AT Tonight Volume 3: Now!

9. Burn podcasts onto CDs to
play in the car!
T i i h h A T TIPSCASTTry it with the A.T.TIPSCAST.
8 volumes completed.
D l d th ti Download the question
booklets.
Distribute to educators.Distribute to educators.
www.attipcast.wordpress.com
www.tinyurl.com/attipscast

10. Use technology teachers Use technology teachers
know, like CDs & DVDs & ,
Daily Calendars, to teach the
h l h d ltechnology they need to learn.

11. Uses available time
W t h h t id TV
Uses available time
W t h h t id TV
Only Awareness Level Only Awareness Level
ADDRESSED UNADDRESSED
Watch short videos on TV
during commercials with
DVD
Listen to podcasts during
Watch short videos on TV
during commercials with
DVD
Listen to podcasts during
Training
Still need follow‐up
Still “sit n’ get” style
Training
Still need follow‐up
Still “sit n’ get” styleListen to podcasts during
commute
Read one calendar slide a
day
Listen to podcasts during
commute
Read one calendar slide a
day
Still sit n get style
Not “hands‐on”
Still sit n get style
Not “hands‐on”
day
No “extra” technology
required
E k h
day
No “extra” technology
required
E k h Everyone knows how to use
a CD and DVD player
Everyone knows how to use
a CD and DVD player

12. After viewing a DVD and answering the questions in
the booklet, get together to discuss what you
experienced, either web‐based (online forums) or in
personperson.
Create a product from what you heard on a podcast p y p
(or saw on the DVD) and then share that somehow
(wiki, existing online resource depending on the
topic)topic)

13. Personal Learning Network (Environment)‐
Educators making connections with other educators.
Foster and build this within educators
What tools do we use to make up our own PLNs?
Sorry‐ we ran out of time to do this one as a group‐ but
h f th t I ld h d ld h here are a few that I would have guessed would have
been mentioned:
• Twitter • Youtube/Teachertube/Schooltube• Twitter • Youtube/Teachertube/SchooltubeTwitter
• Facebook
• Moodle/Blackboard/Angel
• iPod/Podcasts
Youtube/Teachertube/Schooltube
• Plurk
• Ning/Classroom 2.0
• Others?
Twitter
• Facebook
• Moodle/Blackboard/Angel
• iPod/Podcasts
Youtube/Teachertube/Schooltube
• Plurk
• Ning/Classroom 2.0
• Others?

14. When training on a specific tool that is not available to When training on a specific tool that is not available to
general educators (for example, a specific AAC device)
form communities of teachers who are working with
students who are using these devices students who are using these devices.
Example: 5 teachers (along with related services) in the
county are working with students who are using a
S i B d Li (A i C i i SpringBoard Lite (Augmentative Communication
Device). Quarterly meetings to bring these minds
together to share strategies, data collection techniques,
d d lik lih d f b d and resources may decrease likelihood of abandonment,
decrease time spend recreating same resources, and
increase student achievement/integration.

16. Ch k Check out
Night Light Stories!Night Light Stories!
Free audio stories
f hild f ll for children of all
agesg
i htli ht t i twww.nightlightstories.net

17. The Practical (and The Practical (and
Fun!) Guide to
Assistive Technology
in Public Schools: in Public Schools:
Building or Improving Your
District’s AT Team
www.iste.org/chewatwww.iste.org/chewat