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This is about the challenges faced by teacher in the scenario of onslaught by digital environment. One needs to tackle it by being sensitive to the needs of the hour and also by properly embracing the technology.
Learning in the 21st Century Practical Tips for AdultsCompass Publishing
This session presented by James Hall at Compass Teacher's Day in Brazil in July of 2018. The session looks at two amazing courses, Blueprint and Interact, which help adult learners to develop their language competencies within the context of the 21st Century. The session looks at the changing needs of language learners away from just traditional forms of input and output into the 4cs of 21c learning and the growing need for practical and useful contexts for a real and dynamic world. (c) 2018 James Hall- please use citations with references.
Developing a Well Balanced Class- The Four Strand Approach and Top Activities...Compass Publishing
This session was given by James Hall at Compass Teacher's Day in Sao Paulo Brazil in 2018. The session looks at effective course design based on the four strand approach to course design. It also looks at the popular course Hang Out! as an example of great course design. In addition, James shares his favorite activities for teacher's to use in the classroom. (c) 2018 James Hall, please use citations when referencing.
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Motivation: Making Apps Work in Middle and High SchoolBridgingApps
BridgingApps Presentation, Down Syndrome Guild of Dallas 2013 Fall Conference
Finding lessons and activities to meet students’ IEP goals can be a challenge. In this session, we review sample IEP goals from 6th through 12th grades and demonstrated apps that can help students meet goals and track data.
All students are capable of learning. Teachers must find the best strategies to reach all learners. This presentation gives you hints about what can be done to help them learn at their level.
Creating an engaging content and making the learner inquisitive is a pathway to higher order thinking skills. How to engage a learner during a live session and what content to select and create for a learner to remember, understand, apply and evaluate the content is challenging but the ultimate goal of teaching.
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Tr...ohedconnectforsuccess
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Main Presenter: Carla Abreu-Ellis, Ashland University
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http://sandymillin.wordpress.com/iateflwebinar2024
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This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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Assistive Technology in Action by Jenn Kalbfell
1. Assistive Technology
Success
Joanna Staino, Speech Therapist
Jennifer Kalbfell, Occupational Therapist
Local Assistive Technology Specialists (LATS)
Lakeland Central School District
2. Student Profile
• 14 year old male
• Participated in an O.T. program for the past
8 years
• Student struggles with fine, visual and
sensory motor skills
• Impact in classroom - poor written
communication
3. Treatment Plan
• Visual motor skills
• Drill and practice
• Typing
• After 8 years of therapy, there was minimal
improvement in writing skills, but significant
improvement in typing skills
7. • Student was introduced to the app during a
30-minute therapy session
• Student purchased app for his own iPod
• Student used the app 7 to 8 times a day
• 2 weeks later.....
9. What made the
difference?
• Student was motivated to use iPod to learn
• iPod provided multi-sensory learning
• App provided consistent letter formation
• Student was able to create motor memory
for letter formations
• Student has become more successful in the
classroom
10. Student Profile
• 18 year old female
• Student has limited sight word reading
• Student participates in BOCES culinary
program
• Classroom impact- student can not read
recipes
11. Initial Assessment
• Student was assessed on the 40 words
most commonly found in her recipes
• Student was able to read 6 out of 40 words
on the first day
• Student was given iPod touch with audio
flash cards that included the 40 words
• Flash cards included word, picture, and
audio
14. 2 Weeks Later...
• Student was given an assessment of the
same 40 words
• Student was now able to read 31 words
consistently!
15. What made the
difference?
• The student was able to see the word, hear
it, and see a picture of the item
• The student was motivated to review the
vocabulary many times a day
• Student’s teacher is able to use the same
pictures to further reinforce the words
16. Class Profile
• Self-contained class (middle school)
• Reading levels range from sight word
readers to 3rd grade level readers
• Classroom impact- students’ struggle to
read books at their interest level
18. Bookshare.org
• Bookshare.org is introduced to teacher
• Students are signed up for books in a digital
format
• Students are able to read books at grade
level and or interest level
19. • Students are excited to read
• Teacher can provide instruction at several
levels and provide reading for all students
• Students can access both books to read for
pleasure and text books
21. Smartboard
• Provides students with interactive learning
experiences
• Multi-sensory approach, provides
opportunities for all learning styles
22.
23. Class Profile
• High School Lifeskills class
• 8-12 students at various skill levels
• Small group instruction has greatest impact
24. Ipod Apps:
Time and Money
• Learning how to Tell Time
• Learning how to count,
add, and subtract money
25. Apps for Time and
Money skills
• Teacher provides group lesson time
• Following lessons, students break into
groups of 1 or 2 using iPods
• Teacher/aides assist students with iPods
and apps
• Students are engaged and feedback is
immediate for the students
26.
27.
28. Collected Data on
iPod Use
• Money/ time skills
• Student 1
9/30/10 score 5-45
12/22/10 score 15-135
• Student 2
9/30/10 score 55-100
1/14/11 score 145-150
29. Assistive Tech Doesn’t Have
to be HiTech:
Low Tech Solutions
• Lined paper
• Grips
• Special pencils
• Portable keyboards
• Spacers
• Highlighting tape
31. Tying Shoes
• 18 year old Lifeskills student
• Requires assistance with many ADL skills,
including tying shoes
• Many years of instruction
• Student struggled for independence
35. • Students are able to use iPods, iPads,
computers, and Smartboards to reinforce
lessons from the classroom
• Students gain confidence through
immediate feedback
36. Podcasting
• Students write and create podcasts as part of their class
• The podcast reinforces the lessons taught during group
instruction
• Each student is able to expand on the teachers topic
• Students are able to explore the internet for information
and show creativity through podcasts
• Podcasts serve as visual and audio study guide
• Students are able to proudly display their work on the web
• Parents are able to reinforce lessons at home
38. Podcasting for
Instruction
• Physical Therapist created home exercise
programs and posted them on a podcast
• Posted programs can be reinforced with
parents at home
• Programs can also be instructional
(ex: “how to”)
40. Student Profile
• Student is a 4th grade who is legally blind
• His sight is limited to peripheral vision
• He has difficulty reading for a sustained amount of time
• Exams and classwork were enlarged on a daily basis
• Student does not like using enlarged material due to the
perceived negative attention it brought to him
• Student wants to do what everyone else in the class is
doing, and in the same way
41. AT Classroom
Solutions
• Student was provided with a laptop for classwork and
homework
• Accessibility features of contrast and zoom were set
• A scanner is used to scan homework and classwork into
his laptop
• The student uses the Smartboard notebook software
where he is able to then manipulate the size and contrast
• Teacher is able to send notes to the student via this
method
42. • Student was also started on Bookshare.org
where he is able to read books that he was
previously unable to due to print size
limitations
• Student was reluctant to use the laptop in
the classroom to read during independent
reading since no one else in the class was
doing so
43. Solution
• Convert books from Bookshare.org into an
audio file and download books onto iPod Touch
• Because of the student’s reluctance in being the
only one using new technology in the
classroom, 2 iPod Touches were given to the
teacher for the entire class to use
• Student is now anxiously awaiting his turn to use
the iPod Touch for reading
44. Using Apps for
Speech and Language
Therapy
* Articulation practice and data collection
* Sentence Formulation
* Answering WH questions
45.
46.
47.
48. Use Apps for Tier 1
Interventions in the
Areas That Can be Targeted:
Reading Fluency
Sight Words
Spelling
Vocabulary
Math Facts: Addition, Subtraction, Multiplication
Money Skills
Time Skills
Letter Formation
And More....