Assistive technology
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This document discusses assistive technology and how it can help students with ADHD or auditory processing issues. It defines assistive technology as any technology that promotes independence by enabling tasks that were formerly difficult. For students with ADHD, assistive technology can provide organization, limited choices, checklists and short directions. Examples given include sending agendas via email, modifying assignments on Google Drive, and using QR codes linking to audio instructions or reminder videos. For auditory processing issues, assistive options include PowerPoints read at the student's pace, photos of processes, familiar apps on tablets/phones, and FM systems with a microphone for the teacher and earpiece for the student. The document concludes with steps to implement an assistive technology
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Assistive technology webquest
Individualized education plans (IEPs) describe goals and support for students with disabilities or developmental delays. Assistive technology (AT) can help students with learning disabilities, ADHD, autism, and other conditions meet their IEP goals and participate in inclusion classrooms. A six-step process identifies appropriate AT for each student: collecting information about their needs and strengths, activities they have trouble with, indicators of success, brainstorming options, testing solutions, and reflecting on results to modify the plan. For students with ADHD, computer-based learning and exercise can help focus, while online to-do lists and communication with teachers and parents provide organization support.
Classroom technology
The document discusses using technology in the classroom and outlines a pattern the author has discovered after years of experimentation. It identifies goals of effective technology use, the current technology situation, past developments, potential alternatives, hurdles, and recommendations. The goals are to use technology effectively based on student and staff needs, increase flexibility, and share knowledge freely. The current situation involves varying access to laptops and iPads, reliable internet, and some students having their own devices.
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This document provides examples of how teachers can effectively integrate technology into their instruction to enhance student learning. It lists specific technologies teachers can use, such as LCD projectors, document cameras, clickers, Promethean boards, and websites. Examples of using technology in physical education are also given, like heart rate monitors, pedometers, iPods, and PowerPoint presentations. The document encourages teachers to apply these technologies and discuss their experiences on an online discussion board.
HJH Professional Development Survey Results
The survey assessed teachers' current technology use and professional development interests at Houma Junior High. It found that over 60% feel the school has adequate technology and nearly all use basic tools like Word and PowerPoint, but fewer use more advanced tools. Most rate themselves as proficient with technology. They are most interested in professional development on classroom management, curriculum ideas and technology integration. Based on the results, the presenters decided to offer both self-directed online learning and in-person planning period sessions focused on creative technology integration strategies.
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This document discusses how technology can aid students with special needs in their education. It identifies students with learning disabilities, ADHD, autism, and other conditions as benefiting from assistive technologies. Hearing assistive devices like infrared and induction loop systems can help students with hearing impairments listen in class. Interactive touchscreens and tablets can engage and help students with ADHD focus. Technologies also support students through organization, note-taking, writing, and accessing reference materials. Video recordings of classes can aid students who miss instruction.
Benefits of technology in the classroom
The document discusses the benefits of using technology in the classroom. It provides research from Dr. C. Terry Morrow that found technology enhances the curriculum, increases flexibility of presentations, and improves lectures by providing visualization. Teacher and student comments showed support for technology, with teachers saying it engages students and students enjoying using technology and wanting more of it. Survey results also showed teachers and students increasing their use of technology over time. In conclusion, the document argues that technology can be a useful tool for teachers to reach students and promote lifelong learning, without needing to abandon all current teaching practices.
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Assistive technology webquest
Individualized education plans (IEPs) describe goals and support for students with disabilities or developmental delays. Assistive technology (AT) can help students with learning disabilities, ADHD, autism, and other conditions meet their IEP goals and participate in inclusion classrooms. A six-step process identifies appropriate AT for each student: collecting information about their needs and strengths, activities they have trouble with, indicators of success, brainstorming options, testing solutions, and reflecting on results to modify the plan. For students with ADHD, computer-based learning and exercise can help focus, while online to-do lists and communication with teachers and parents provide organization support.
Classroom technology
The document discusses using technology in the classroom and outlines a pattern the author has discovered after years of experimentation. It identifies goals of effective technology use, the current technology situation, past developments, potential alternatives, hurdles, and recommendations. The goals are to use technology effectively based on student and staff needs, increase flexibility, and share knowledge freely. The current situation involves varying access to laptops and iPads, reliable internet, and some students having their own devices.
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This document provides examples of how teachers can effectively integrate technology into their instruction to enhance student learning. It lists specific technologies teachers can use, such as LCD projectors, document cameras, clickers, Promethean boards, and websites. Examples of using technology in physical education are also given, like heart rate monitors, pedometers, iPods, and PowerPoint presentations. The document encourages teachers to apply these technologies and discuss their experiences on an online discussion board.
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The survey assessed teachers' current technology use and professional development interests at Houma Junior High. It found that over 60% feel the school has adequate technology and nearly all use basic tools like Word and PowerPoint, but fewer use more advanced tools. Most rate themselves as proficient with technology. They are most interested in professional development on classroom management, curriculum ideas and technology integration. Based on the results, the presenters decided to offer both self-directed online learning and in-person planning period sessions focused on creative technology integration strategies.
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Assistive technology
This document discusses how technology can aid students with special needs in their education. It identifies students with learning disabilities, ADHD, autism, and other conditions as benefiting from assistive technologies. Hearing assistive devices like infrared and induction loop systems can help students with hearing impairments listen in class. Interactive touchscreens and tablets can engage and help students with ADHD focus. Technologies also support students through organization, note-taking, writing, and accessing reference materials. Video recordings of classes can aid students who miss instruction.
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The document discusses the benefits of using technology in the classroom. It provides research from Dr. C. Terry Morrow that found technology enhances the curriculum, increases flexibility of presentations, and improves lectures by providing visualization. Teacher and student comments showed support for technology, with teachers saying it engages students and students enjoying using technology and wanting more of it. Survey results also showed teachers and students increasing their use of technology over time. In conclusion, the document argues that technology can be a useful tool for teachers to reach students and promote lifelong learning, without needing to abandon all current teaching practices.
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This document provides biographical information about Janette Petrides and her experiences with technology. It discusses her education background and goal of becoming a secondary science teacher. It also outlines some concerns with using technology in teaching like the time needed for preparation and technology not always being reliable. Janette expresses that she is most confident using programs she is already familiar with and relies on others for unfamiliar technology. However, her aim is to incorporate technology to improve learning and become more comfortable with new programs to enhance her computer skills.
Importance of Technology in Education
Technology provides several important benefits to education. It can help equalize educational resources between wealthy and low-income districts. It also prepares students for a world that increasingly relies on technology in professional careers. Technology allows learning to extend beyond the classroom through mobile devices and collaboration between students. It also provides motivation through tracking student progress and social elements that make learning competitive and engaging. Schools can save costs by replacing physical materials with technology and providing remote access to resources. Technology also enables quicker updates to course content and real-time student assessments to improve learning. It connects students globally and offers convenience through portable devices that reduce physical strain.
Curriculum and instruction explored
The document discusses curriculum evaluation and the use of technology in education. It explores how students are given technology but often don't know how to use it effectively due to a lack of practice and training from educators. While technology is meant to enhance learning, it is sometimes used simply to satisfy requirements rather than to develop students' skills. The document also examines formative assessment programs and how educators are working to incorporate lessons learned from such programs into online libraries to help shape instruction and assessment across different classrooms and schools.
Integrating technology in the classroom power point
The document discusses various ways to integrate technology into the classroom, including using blogs for students to post ideas, creating podcasts to promote reading and peer tutoring, and having students make PowerPoint presentations for assessment. It describes how laptops, software like Microsoft Office, handheld devices, audio/visual aids, and web environments can be utilized. Additional online resources for integrating technology are also provided.
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Case study.
This case study discusses how to apply technology in educational systems. It notes that technology is now used in every aspect of life but may not always be used to its full advantages. The document then recommends three steps to integrate technology in education: 1) develop a plan and prepare teachers, 2) research the appropriate hardware for classrooms, such as laptops, and 3) evaluate suitable software that supports curriculum goals rather than being driven by software purchases. It poses three questions on why technology is important for schools, how to implement it, and the reasons schools are applying technology.
Preparing teacher to use technology
The document discusses the importance of training teachers to use technology effectively in the classroom. While access to computers and the internet in schools is widespread, surveys find that only one-third of teachers feel prepared to use technology in their instruction. The document emphasizes that technology will have little impact on learning unless teachers receive adequate training. It states that teachers prefer to learn about technology through independent learning, professional development activities, and collaborating with colleagues rather than formal institutions. Administrators and support systems play a key role in helping teachers successfully adopt and implement classroom technology.
Chapter 1 notes
This document discusses integrating technology into classroom instruction. It notes that technology should enhance, not replace, the content being taught. When used for educational purposes, technology allows students to develop important skills for future assignments. However, the increasing number of computers in classrooms can also prove distracting if used for non-educational activities. The document outlines six key elements for a successful 21st century partnership with technology, including emphasizing core subjects and learning skills that can incorporate digital tools. It also discusses standards for what technology skills students should develop and how teachers need training to effectively integrate technology.
The use of technology in school
Educational technology refers to using technological tools like media, machines, and networking hardware to support learning. A study found that 74% of primary instructors reported increased student academic performance with technology use in the classroom, and 73% saw improved student engagement. Similarly, college students reported that 80% had increased academic performance and 77% greater engagement from educational technology. The document advocates for empowering teachers with technology that supports lesson planning and collaboration to enhance student success.
RIDE 2010 presentation - Using interactive computer-based assessment to suppo...
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Handout for workshop in "Achieving Credentials for Success" Conference in Appleton, Wisconsin, October 16, 2013.
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This document provides guidance for physical education teachers on integrating instructional technology in their classrooms. It discusses managing technology resources, conducting action research to study the impact of technology, and assessing student learning with tools like fitness reporting software. Tips are provided for moving toward a 1:1 student to device ratio, including starting small with one platform, developing community norms for appropriate use, and ensuring learning remains the priority. The stages of action research are outlined. Teachers are guided to identify independent variables for their action research project and determine what achievement targets and contextual factors need to be considered. Sample classroom rules for electronic device use are also included.
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A survey asked teachers at JFK school questions about their technology use in the classroom this year, including what equipment and programs they used, how often they used technology, what other technologies they'd like to use if given more time, their willingness to attend workshops, when workshops would be best, their comfort with new technologies, and how they think technology affects student performance.
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Technology in the Classroom discusses the benefits and risks of integrating technology into the K-12 classroom. It argues that technology allows the focus to shift from teacher-centered learning to student-centered learning, as it enables more complex assignments that require higher-order thinking. However, risks include students accessing inappropriate content and wasting time online. The document provides examples of how teachers can implement technology, such as using online news sources, and recommends resources for learning how to effectively incorporate technology-based lessons.
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This document discusses assistive technology and how it can help students with ADHD and auditory processing issues. It defines assistive technology as any technology that promotes independence by enabling tasks that were previously difficult. For students with ADHD, assistive technology can provide organization, limit choices, and provide reminders through tools like email, Google Drive, and QR codes. Auditory students can benefit from PowerPoints, photos, apps, FM systems, sound field systems, loop systems, and CART machines. The document provides steps for developing an assistive technology plan, including gathering student information, planning activities, setting goals, testing the plan, and evaluating.
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This document provides biographical information about Janette Petrides and her experiences with technology. It discusses her education background and goal of becoming a secondary science teacher. It also outlines some concerns with using technology in teaching like the time needed for preparation and technology not always being reliable. Janette expresses that she is most confident using programs she is already familiar with and relies on others for unfamiliar technology. However, her aim is to incorporate technology to improve learning and become more comfortable with new programs to enhance her computer skills.
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Technology provides several important benefits to education. It can help equalize educational resources between wealthy and low-income districts. It also prepares students for a world that increasingly relies on technology in professional careers. Technology allows learning to extend beyond the classroom through mobile devices and collaboration between students. It also provides motivation through tracking student progress and social elements that make learning competitive and engaging. Schools can save costs by replacing physical materials with technology and providing remote access to resources. Technology also enables quicker updates to course content and real-time student assessments to improve learning. It connects students globally and offers convenience through portable devices that reduce physical strain.
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PEP is a personalized education plan program that provides students secure access to their own educational information like demographics, learning trends, test scores, interests and preferences through an online portal. The program allows students to view their information through different tabs and helps them stay organized, focus on their strengths, set goals and have more meaningful discussions with teachers about their learning without lengthy meetings.
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This case study discusses how to apply technology in educational systems. It notes that technology is now used in every aspect of life but may not always be used to its full advantages. The document then recommends three steps to integrate technology in education: 1) develop a plan and prepare teachers, 2) research the appropriate hardware for classrooms, such as laptops, and 3) evaluate suitable software that supports curriculum goals rather than being driven by software purchases. It poses three questions on why technology is important for schools, how to implement it, and the reasons schools are applying technology.
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This document discusses integrating technology into classroom instruction. It notes that technology should enhance, not replace, the content being taught. When used for educational purposes, technology allows students to develop important skills for future assignments. However, the increasing number of computers in classrooms can also prove distracting if used for non-educational activities. The document outlines six key elements for a successful 21st century partnership with technology, including emphasizing core subjects and learning skills that can incorporate digital tools. It also discusses standards for what technology skills students should develop and how teachers need training to effectively integrate technology.
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RIDE 2010 presentation - Using interactive computer-based assessment to suppo...
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Handout for workshop in "Achieving Credentials for Success" Conference in Appleton, Wisconsin, October 16, 2013.
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Importance of Technology in Education
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Assistive technology presentation
This document discusses assistive technology for students with special needs. It defines assistive technology as tools that help students with disabilities participate in activities independently. The document outlines different types of assistive technology for learning disabilities, auditory impairments, ADHD, and to aid with organization, note-taking, and academics. It provides examples such as noise-cancelling headphones, alarms, graphic organizers, speech-to-text software, and adaptive devices. The presentation recommends assessing students' strengths, needs, and environments to identify appropriate assistive technology solutions on an individual basis through trial and feedback.
Assistive Technology -Module 4 - gwen kenny
This document discusses assistive technology that can help students with special needs and learning disabilities. It provides an overview of common indicators of learning disabilities and tips for teaching students with disabilities. It also discusses individualized education programs (IEPs) which are used to set goals and provide support for special needs students. The document then outlines different types of assistive technology for hearing, reading/writing, and learning disabilities that can help these students perform tasks and improve their learning.
Assistive Technologies Webquest
This document discusses assistive technologies that can help students with special needs. It defines assistive technology as any device or service that helps individuals with disabilities increase or improve their functional abilities. The document outlines six steps for identifying an appropriate assistive technology solution for a student and provides examples of technologies that can assist students with hearing disabilities, ADHD, and mild learning disabilities. Examples mentioned include FM systems, infrared systems, induction loop systems, highlighted textbooks, books on tape, electronic organizers, handheld scanners, and academic productivity tools.
Assistive Technologies Webquest
This document discusses assistive technologies that can help students with special needs. It defines assistive technology as any device or service that helps individuals with disabilities increase or improve their functional abilities. The document provides examples of assistive technologies for different disabilities, such as hearing aids, FM systems, and infrared systems for hearing disabilities. It also discusses tools and software that can help with organization, note-taking, writing, and academic productivity for students with mild learning disabilities or ADHD. The document provides steps for identifying the right assistive technology solution for a student and defines several important special education terms.
Individual students, Individual needs
This document discusses strategies for meeting the needs of students with disabilities in the general classroom. It defines common terms like ADHD, IEPs, inclusion and assistive technology. It then provides examples of assistive technologies and non-technology supports that can help students with ADHD, auditory disabilities and mild learning disabilities participate and succeed in classroom activities. Sample assistive technologies include audio books, talking calculators and hearing assistive systems. Non-tech supports include seating arrangements, visual aids, graphic organizers and reading aloud.
Individual students, individual needs
This document discusses strategies for meeting the needs of students with disabilities in the general classroom. It defines common terms like ADHD, IEPs, inclusion and assistive technology. It then provides examples of assistive technologies and non-technology supports that can help students with ADHD, auditory disabilities and mild learning disabilities participate and succeed in classroom activities. Sample assistive technologies include audio books, talking calculators and hearing assistive systems. Non-tech supports include preferential seating, graphic organizers and breaking work into chunks.
Assistive Technology Presentation
This document provides an overview of assistive technology and the individualized education plan (IEP) process. It discusses what an IEP is, who qualifies for an IEP, how services are delivered, and the referral and evaluation process. It also explains what assistive technology is, how to choose assistive technologies, examples of low-tech and high-tech assistive technologies, and resources like the Georgia Project for Assistive Technology.
Assistive technology presentation
The document discusses working with students who have special needs. It outlines the Individuals with Disabilities Education Act (IDEA) which ensures services for children with disabilities. It describes the process for identifying a student's needs, creating an Individualized Education Program (IEP), and providing support services. The document also discusses differentiated instruction, assistive technology options from low to high tech, and choosing assistive technologies to enhance students' participation and independence.
Assistive Technology
The document discusses working with students who have special needs. It explains that the Individuals with Disabilities Education Act (IDEA) ensures services for children with disabilities. Under IDEA, students receive an Individualized Education Program (IEP) to provide goals and support services. Support services can include special education, therapies, technology assistance, and accommodations to keep students in the least restrictive environment. The document also discusses differentiating instruction, assistive technologies, and resources to help teachers meet the needs of students with disabilities or learning differences.
Assistive technology webquest powerpoint
The document discusses assistive technology and its use in classrooms for students with disabilities. It defines assistive technology as any equipment that helps increase functional capabilities for those with disabilities. Assistive technology is an integral part of a student's Individualized Education Plan (IEP) and can range from low-tech options like paper clips to high-tech devices like computers, depending on a student's needs. Teachers need training to determine the appropriate assistive technologies for each student and incorporate the technologies effectively into lessons.
Helping students
This document discusses assistive learning tools and strategies to help students with special needs. It identifies several important factors for instructors to consider, such as being aware that different students learn in different ways. The document also recommends asking questions of others for effective strategies and trusting one's own instincts regarding a student's needs. Several assistive technologies are described that can help with tasks such as notetaking, hearing, reading, and math problems. The document emphasizes finding a balance of remediation and compensation techniques to assist each student.
Assistive technology presentation
Teachers have options like specialized seating, written schedules, and gum chewing to help students with ADHD focus, as well as technology that uses brain waves to control computer scenarios; they also have transcription services, accessible materials, and audio
Assistive technology presentation
The document discusses resources a teacher can use to differentiate instruction for students with various needs in their classroom. The teacher has students diagnosed with ADHD, one with an auditory disability requiring special devices, and some with mild learning disabilities impacting reading and writing. For the students with ADHD, the document recommends both high-tech options like brain-wave monitoring technology, as well as low-tech strategies like designated seating and written schedules. For the student with an auditory disability, high-tech options include personal FM systems and soundfield systems, while low-tech includes translation services. For students with mild learning disabilities, high-tech options include word processing software and audio books, while low-tech includes graphic organizers and highl
Assistive technology resources
This document discusses assistive technology and resources that can help students with special needs. It explains that assistive technology includes devices and services that help maintain or improve students' functions. Teachers, psychologists, and parents should work as a team to identify the right assistive technology solutions for each student. The document provides a 6-step process for finding solutions and lists several resources on topics like hearing impairment, visual aids, ADHD strategies, and assistive technology tools and examples.
Phillips griffin Assistive Technology
Assistive technology can help people with disabilities in various ways. It can range from simple devices like pillows to more advanced computer software and technologies that aid communication and learning. A team process is recommended to identify assistive technology solutions for a child by examining their interests, abilities, needs and how they participate in activities. A six step framework involves collecting information, identifying activities, brainstorming solutions, testing solutions, observing the child, and making modifications. Assistive technology should be evaluated and chosen on an individual basis to help children with conditions like ADHD, auditory disabilities, or learning disabilities.
Assitive Technology Presentation M. Rhodes
Mason G. Rhodes gave a presentation on assistive technology. Assistive technology includes devices that assist people with disabilities and can help improve, maintain, or increase abilities. Assistive technology benefits students with disabilities like ADHD, mild learning disabilities, and auditory disabilities. Examples of assistive technologies for different disabilities are provided. The presentation also outlines steps for finding assistive technology solutions for a child which include collecting information about the child, identifying activities of participation, and brainstorming technology solutions.
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Assistive technology
- 1. Assistive Technology By: Kira White Tucker
- 2. What is Assistive Technology? Any type of Technology that promotes greater independence by enabling people to perform tasks that they formerly were unable to accomplish or had great difficulty accomplishing.
- 3. Students with ADHD Students with ADHD need the following things to help them remain in control: 1. A Routine 2. Organization 3. Limited Choices 4. Short Directions 5. Check Lists
- 4. Some Ways Assistive Technology Can Help With ADHD Students ● Use email to send the agenda to the student and parents for review before they arrive in class. ● Using Google Drive assign the student modified work with less problems or choices of assignments without making a ● Use QR Codes on worksheets ○ Linking audio of directions ○ Link short instructional videos ○ Link reminder of the nights work
- 5. Ways Assistive Technology can Help With Auditory Assistant Students Using PowerPoints or presentation software allowing the student to read the information at his or her own pace Take pictures of the processes you are introducing so the student can see what is happening rather than listen to the teacher explain. Use the Plethora of Tablet or Smart Phones apps the student may already be familiar with to help in the classroom. The use of an FM System will help students here during classroom instruction. The teacher wears a microphone and the student wears an earpiece that allows them to hear better.
- 6. Steps to Implementing an Assistive Technology Plan 1. Collect information from the student about strengths, abilities, and things they already use. 2. Plan out what activities you would like to use assistive technology with 3. Find observable and attainable goals 4. Brainstorm an assistive technology plan 5. Test out your plan in the classroom. Remember to give the plan time for the student to learn the system. 6. Evaluate how successful the plan was.
- 7. Sources American Speech-Language-Hearing Association http://www.asha.org/public/hearing/hearing- assistive-technology-for-children/ http://www.asha.org/public/hearing/treatment/assist_tech.htm Kids Health: What is ADHD? http://kidshealth.org/parent/medical/learning/adhd.html Kids Health: Hearing Evaluation in Children http://kidshealth.org/parent/general/eyes/hear.html Eric Digest: Assistive Technology for Students with Mild Disabilities: Update 2002 http://www.ericdigests.org/2003-1/assistive.htm