The document discusses the use of iPads as assistive technology tools for special education. It defines assistive technology as any device that helps bypass or compensate for learning deficits. The presentation argues that iPads are well-suited as assistive technology tools due to their portability and wide range of accessible apps that can address different disabilities. It also discusses factors influencing the adoption of new technologies in schools, such as targeting respected professionals and providing training and support.
The document discusses the introduction and adoption of the Apple iPad in educational settings. It begins by outlining the need for more portable, lightweight technology to replace outdated devices in schools. It then covers the timeline of the iPad's introduction from 2010 onward using Rogers' model of the innovation-decision process. This includes the stages of knowledge, persuasion, decision, implementation, and confirmation. It also examines the types of early adopters and challenges of widespread adoption. In conclusion, the document advocates for iPads to modernize technology in schools by reducing costs while providing accessible, student-friendly tools.
The document discusses the introduction and adoption of the Apple iPad for educational purposes. It begins by outlining the need for more mobile and digitized learning tools to replace outdated classroom technology. It then details Apple's development and commercialization of the iPad from 2010 onward. Finally, it examines the process of iPad adoption in schools according to Rogers' model of diffusion of innovations, identifying innovators, early adopters, and challenges to widespread implementation.
The document discusses the use of iPad tablets to address low student performance in mathematics at BHHS. It describes how only 11% of students currently score 65% or higher in math and the assistant principal wants to increase this to 65%. The document then provides background on the development and adoption of tablet technologies like the iPad in education. It discusses how iPads could create an interactive learning environment and increase student performance if used as an instructional tool in the BHHS math classroom.
The document discusses the potential use of iPads in classrooms. It describes how iPads could replace textbooks and give all students individual access to digital educational resources and the Internet. The iPad is lightweight, has many educational apps, and allows for continuous updates to content. Teachers would be key agents in adopting iPads, especially if they are convinced of the technology's benefits for student learning. A decentralized approach could allow schools and districts to pilot iPad programs before wider adoption.
There is No escaping Mobile Learning; not in today’s day and age.
With the massive proliferation of smartphones and tablets, and ever increasing bandwidths and speed of mobile networks – the entire planet has gone mobile quite literally.
In this situation, leveraging mobile devices for learning in workplaces is a great opportunity to enhance learning and performance.
The document discusses the introduction and adoption of the iPad in educational settings. It describes the iPad's features and capabilities for educational use. It also examines Apple's strategy in developing the iPad to fill a gap between laptops and smartphones. While initial problems with overheating and WiFi were encountered, adoption of the iPad among early adopters like teachers, administrators and students familiar with iTechnology has been growing. Wider adoption in education is expected to increase exponentially as its benefits become more widely observed and experienced.
The document discusses the introduction and adoption of the Apple iPad in educational settings. It begins by outlining the need for more portable, lightweight technology to replace outdated devices in schools. It then covers the timeline of the iPad's introduction from 2010 onward using Rogers' model of the innovation-decision process. This includes the stages of knowledge, persuasion, decision, implementation, and confirmation. It also examines the types of early adopters and challenges of widespread adoption. In conclusion, the document advocates for iPads to modernize technology in schools by reducing costs while providing accessible, student-friendly tools.
The document discusses the introduction and adoption of the Apple iPad for educational purposes. It begins by outlining the need for more mobile and digitized learning tools to replace outdated classroom technology. It then details Apple's development and commercialization of the iPad from 2010 onward. Finally, it examines the process of iPad adoption in schools according to Rogers' model of diffusion of innovations, identifying innovators, early adopters, and challenges to widespread implementation.
The document discusses the use of iPad tablets to address low student performance in mathematics at BHHS. It describes how only 11% of students currently score 65% or higher in math and the assistant principal wants to increase this to 65%. The document then provides background on the development and adoption of tablet technologies like the iPad in education. It discusses how iPads could create an interactive learning environment and increase student performance if used as an instructional tool in the BHHS math classroom.
The document discusses the potential use of iPads in classrooms. It describes how iPads could replace textbooks and give all students individual access to digital educational resources and the Internet. The iPad is lightweight, has many educational apps, and allows for continuous updates to content. Teachers would be key agents in adopting iPads, especially if they are convinced of the technology's benefits for student learning. A decentralized approach could allow schools and districts to pilot iPad programs before wider adoption.
There is No escaping Mobile Learning; not in today’s day and age.
With the massive proliferation of smartphones and tablets, and ever increasing bandwidths and speed of mobile networks – the entire planet has gone mobile quite literally.
In this situation, leveraging mobile devices for learning in workplaces is a great opportunity to enhance learning and performance.
The document discusses the introduction and adoption of the iPad in educational settings. It describes the iPad's features and capabilities for educational use. It also examines Apple's strategy in developing the iPad to fill a gap between laptops and smartphones. While initial problems with overheating and WiFi were encountered, adoption of the iPad among early adopters like teachers, administrators and students familiar with iTechnology has been growing. Wider adoption in education is expected to increase exponentially as its benefits become more widely observed and experienced.
The presentation 'Corporate mLearning - The Future of Mobile Learning' encapsulates technologies that will impact/affect the Future of Mobile Learning & learning in general in the Workplace.
This document discusses pervasive learning and how it can be enabled. Pervasive learning refers to learning that occurs continuously and is no longer confined within traditional boundaries. It involves a blend of formal, informal and social learning opportunities. Key aspects of pervasive learning include personal and professional networks, access to engaging content on multiple devices, collaboration, and a culture where learning is an ongoing process and not confined to the classroom. Enabling pervasive learning requires the right technologies, content, and cultural mindset where sharing knowledge and lifelong learning are encouraged.
The document discusses the potential uses of the iPad in classrooms. It notes that the iPad could save schools money by allowing students to access textbooks digitally rather than purchasing physical copies. The iPad would also give students more opportunities to use technology by providing access to the internet, apps, videos and other digital learning tools. For successful adoption of the iPad, teachers would need to see the educational benefits and be given time to learn how to integrate the technology into their lessons. Early adopting teachers could help drive interest from other teachers and students.
The assistive technology landscape in 2012 scotland publiciansyst
The document discusses the assistive technology landscape for students with disabilities in higher education in 2012 and beyond. It defines assistive technology as any product or service that helps people with disabilities gain independence. While 85% of students with disabilities had not used assistive technology before university, 67.5% used it daily to help keep up with their studies. The technology landscape is shaped by trends in consumer technology as well as expectations of 21st century learners. Emerging technologies like gesture controls and digital identity tools may improve accessibility in the future. However, frequent app updates and the shift to web apps also present challenges to long-term support of assistive technologies.
Presentation discusses the key reasons for considering mobile learning as a part of your training mix. Also covers ways to get started with mLearning quickly.
This document discusses looking at the academic benefits of technology and planning for technology integration. It covers research on educational technology trends, how leadership can examine the instructional value of technology, features of Windows 8 and comparisons to iPads. Examples are provided of technology use in schools. The document also addresses technology deployment planning, choosing devices and peripherals, developing policies and models for device ownership, and assessing student and school progress. Attendees are prompted to consider how technology can support their mission and vision, benefit students, and inspire change.
The document discusses Apple's new iTunes U app and its potential impact. It was announced that the app would allow professors to create full online courses for the iPad, iPhone, and iPod Touch. This will change education by increasing access to educational resources globally. It will also impact how universities market programs and how companies educate employees. The app is already being adopted by some universities and has potential to be used by other industries for training workforces.
Latest Trends in EdTech BYOD Report HereSean Peasgood
The document discusses the Bring Your Own Device (BYOD) trend in education, where students use their own mobile devices in class rather than being provided devices by the school. BYOD allows schools to reduce costs by passing hardware expenses to students. Students benefit from interactive lessons and learning at their own pace on their preferred devices. The document highlights how one company, EXO U, has developed a solution giving teachers control over students' BYOD devices and providing centralized, cross-platform content and analytics.
This document discusses the current technology infrastructure and resources across elementary, middle, and high school levels. It includes a discussion of moving towards a BYOD (bring your own device) model and the challenges and benefits. A proposal is made to add additional iPad and laptop carts to provide a dual-platform approach and allow for a full BYOD implementation over the next year across all grade levels. The future plans outlined include continuing a hybrid approach, monitoring industry trends, and providing students resources to obtain their own devices and internet access.
Following our recent Workshop, Make Mobile Learning and Communications Work for your Organisation, at the Royal Institute of Great Britain, as promised, we are pleased to provide links to the presentations that were made during the day.
Microsoft Bring Your Own Device to School - K-12 Briefing Paper - 2013 Update Microsoft Education AU
This white paper by Brice Dixon, Anywhere Anytime Learning Foundation and Sean Tierney, Microsoft Australia Academic Programs manager explores their previously produced document.
The document outlines a program for a workshop on mobile technologies for inclusivity. The workshop aims to raise awareness of various mobile technologies and their accessibility features, explore tools and platforms, and address issues around personalization and mobile learning. The agenda includes presentations on topics like iPads for inclusion and mobile platforms/apps, as well as activities to evaluate tools and ideas for inclusive mobile activities.
This document discusses the history and adoption of SMART Board interactive whiteboards. It began in 1991 as the first interactive whiteboard that allowed touch control of computer applications. By 2004, SMART Boards were installed in the largest 25 school districts in the US. Career and technical education teachers were selected as change agents to promote adoption. The document argues that now is the time for schools to purchase SMART Boards due to lower prices, extensive lesson plan databases, and the need to engage students with new technologies.
Six professional conversations on topics pertinent to contemporary teachers in the digital age of education from the Leading a Digital School Conference, Melbourne Australia 2013.
The Tale of Two Cities: 6 Lessons Learned about Digital TransformationMark S. Steed
This document discusses lessons learned about digital transformation from Mark Steed's experiences as Principal and CEO of Kellett School in Hong Kong.
1. Pedagogy must drive all IT decisions. Education priorities should determine technology use.
2. Assemble the right team, put people in roles suited to their skills, and provide ongoing training. Finding the right leaders and supporting teachers is key.
3. Innovation involves risk and failure. Learn from mistakes to improve strategies and solutions.
Skills Training and the Digital TransitionSteve Vosloo
This document discusses the skills needed for the digital transition in publishing. It notes that traditional publishers are recruiting from IT industries while tech recruits are learning publishing skills, in an effort to harmonize technological and editorial skills. New skills mentioned include visual thinking, viewing products as services, and creating learning objects that can be used across different platforms. Process skills like agile development and learner analytics are also important. The document advocates training publishers in entrepreneurship and digital innovation to create new business models around digital content and services. It highlights problem solving, IT expertise, and project management as critical cross-sector skills, along with publishing-specific skills like editing and copywriting.
This document discusses the increasing use of iPads and touchscreen technology by young children and toddlers. While advocates see these tools as effective learning aids, skeptics worry they may be addictive or reduce attention spans. Some research has found children are naturally drawn to the bright colors and interactivity of touchscreens. Teachers have also had success using such technology for developmental purposes in the classroom. However, ensuring a balance with traditional educational methods and monitoring content exposure remains important as technology becomes more integral to childhood.
How important is technology in education?archana cks
Technology is slowly and steadily making a foray in education. Knowledge is no more limited to books and the use of platforms such as websites, apps, videos, live chats, etc.,
source <> http://www.edubilla.com/blog/how-important-is-technology-in-education-/
The document discusses bias in media reporting and coverage of political issues. It notes that both MSNBC and Fox News have been found to show bias - with MSNBC having an obvious pro-Obama bias and Fox News showing a more subtle bias. The document questions where the supposed "watchdogs" that claim to expose corruption are when media companies run misleading ads for monetary gain over ethical standards. It concludes by encouraging people to be critical thinkers and use multiple sources to form opinions rather than just accepting one biased perspective.
This document discusses the history and types of manipulatives used in education. It notes that manipulatives began as concrete objects but now include digital and virtual tools. Traditional manipulatives include objects like blocks and puzzles that can be touched, while virtual manipulatives are computer simulations. The document traces the evolution of manipulatives from ancient counting devices to modern digital tools and examines how they have been used in different learning approaches over time. It also outlines advantages like hands-on learning and disadvantages such as distractions of both traditional and virtual manipulatives.
The presentation 'Corporate mLearning - The Future of Mobile Learning' encapsulates technologies that will impact/affect the Future of Mobile Learning & learning in general in the Workplace.
This document discusses pervasive learning and how it can be enabled. Pervasive learning refers to learning that occurs continuously and is no longer confined within traditional boundaries. It involves a blend of formal, informal and social learning opportunities. Key aspects of pervasive learning include personal and professional networks, access to engaging content on multiple devices, collaboration, and a culture where learning is an ongoing process and not confined to the classroom. Enabling pervasive learning requires the right technologies, content, and cultural mindset where sharing knowledge and lifelong learning are encouraged.
The document discusses the potential uses of the iPad in classrooms. It notes that the iPad could save schools money by allowing students to access textbooks digitally rather than purchasing physical copies. The iPad would also give students more opportunities to use technology by providing access to the internet, apps, videos and other digital learning tools. For successful adoption of the iPad, teachers would need to see the educational benefits and be given time to learn how to integrate the technology into their lessons. Early adopting teachers could help drive interest from other teachers and students.
The assistive technology landscape in 2012 scotland publiciansyst
The document discusses the assistive technology landscape for students with disabilities in higher education in 2012 and beyond. It defines assistive technology as any product or service that helps people with disabilities gain independence. While 85% of students with disabilities had not used assistive technology before university, 67.5% used it daily to help keep up with their studies. The technology landscape is shaped by trends in consumer technology as well as expectations of 21st century learners. Emerging technologies like gesture controls and digital identity tools may improve accessibility in the future. However, frequent app updates and the shift to web apps also present challenges to long-term support of assistive technologies.
Presentation discusses the key reasons for considering mobile learning as a part of your training mix. Also covers ways to get started with mLearning quickly.
This document discusses looking at the academic benefits of technology and planning for technology integration. It covers research on educational technology trends, how leadership can examine the instructional value of technology, features of Windows 8 and comparisons to iPads. Examples are provided of technology use in schools. The document also addresses technology deployment planning, choosing devices and peripherals, developing policies and models for device ownership, and assessing student and school progress. Attendees are prompted to consider how technology can support their mission and vision, benefit students, and inspire change.
The document discusses Apple's new iTunes U app and its potential impact. It was announced that the app would allow professors to create full online courses for the iPad, iPhone, and iPod Touch. This will change education by increasing access to educational resources globally. It will also impact how universities market programs and how companies educate employees. The app is already being adopted by some universities and has potential to be used by other industries for training workforces.
Latest Trends in EdTech BYOD Report HereSean Peasgood
The document discusses the Bring Your Own Device (BYOD) trend in education, where students use their own mobile devices in class rather than being provided devices by the school. BYOD allows schools to reduce costs by passing hardware expenses to students. Students benefit from interactive lessons and learning at their own pace on their preferred devices. The document highlights how one company, EXO U, has developed a solution giving teachers control over students' BYOD devices and providing centralized, cross-platform content and analytics.
This document discusses the current technology infrastructure and resources across elementary, middle, and high school levels. It includes a discussion of moving towards a BYOD (bring your own device) model and the challenges and benefits. A proposal is made to add additional iPad and laptop carts to provide a dual-platform approach and allow for a full BYOD implementation over the next year across all grade levels. The future plans outlined include continuing a hybrid approach, monitoring industry trends, and providing students resources to obtain their own devices and internet access.
Following our recent Workshop, Make Mobile Learning and Communications Work for your Organisation, at the Royal Institute of Great Britain, as promised, we are pleased to provide links to the presentations that were made during the day.
Microsoft Bring Your Own Device to School - K-12 Briefing Paper - 2013 Update Microsoft Education AU
This white paper by Brice Dixon, Anywhere Anytime Learning Foundation and Sean Tierney, Microsoft Australia Academic Programs manager explores their previously produced document.
The document outlines a program for a workshop on mobile technologies for inclusivity. The workshop aims to raise awareness of various mobile technologies and their accessibility features, explore tools and platforms, and address issues around personalization and mobile learning. The agenda includes presentations on topics like iPads for inclusion and mobile platforms/apps, as well as activities to evaluate tools and ideas for inclusive mobile activities.
This document discusses the history and adoption of SMART Board interactive whiteboards. It began in 1991 as the first interactive whiteboard that allowed touch control of computer applications. By 2004, SMART Boards were installed in the largest 25 school districts in the US. Career and technical education teachers were selected as change agents to promote adoption. The document argues that now is the time for schools to purchase SMART Boards due to lower prices, extensive lesson plan databases, and the need to engage students with new technologies.
Six professional conversations on topics pertinent to contemporary teachers in the digital age of education from the Leading a Digital School Conference, Melbourne Australia 2013.
The Tale of Two Cities: 6 Lessons Learned about Digital TransformationMark S. Steed
This document discusses lessons learned about digital transformation from Mark Steed's experiences as Principal and CEO of Kellett School in Hong Kong.
1. Pedagogy must drive all IT decisions. Education priorities should determine technology use.
2. Assemble the right team, put people in roles suited to their skills, and provide ongoing training. Finding the right leaders and supporting teachers is key.
3. Innovation involves risk and failure. Learn from mistakes to improve strategies and solutions.
Skills Training and the Digital TransitionSteve Vosloo
This document discusses the skills needed for the digital transition in publishing. It notes that traditional publishers are recruiting from IT industries while tech recruits are learning publishing skills, in an effort to harmonize technological and editorial skills. New skills mentioned include visual thinking, viewing products as services, and creating learning objects that can be used across different platforms. Process skills like agile development and learner analytics are also important. The document advocates training publishers in entrepreneurship and digital innovation to create new business models around digital content and services. It highlights problem solving, IT expertise, and project management as critical cross-sector skills, along with publishing-specific skills like editing and copywriting.
This document discusses the increasing use of iPads and touchscreen technology by young children and toddlers. While advocates see these tools as effective learning aids, skeptics worry they may be addictive or reduce attention spans. Some research has found children are naturally drawn to the bright colors and interactivity of touchscreens. Teachers have also had success using such technology for developmental purposes in the classroom. However, ensuring a balance with traditional educational methods and monitoring content exposure remains important as technology becomes more integral to childhood.
How important is technology in education?archana cks
Technology is slowly and steadily making a foray in education. Knowledge is no more limited to books and the use of platforms such as websites, apps, videos, live chats, etc.,
source <> http://www.edubilla.com/blog/how-important-is-technology-in-education-/
The document discusses bias in media reporting and coverage of political issues. It notes that both MSNBC and Fox News have been found to show bias - with MSNBC having an obvious pro-Obama bias and Fox News showing a more subtle bias. The document questions where the supposed "watchdogs" that claim to expose corruption are when media companies run misleading ads for monetary gain over ethical standards. It concludes by encouraging people to be critical thinkers and use multiple sources to form opinions rather than just accepting one biased perspective.
This document discusses the history and types of manipulatives used in education. It notes that manipulatives began as concrete objects but now include digital and virtual tools. Traditional manipulatives include objects like blocks and puzzles that can be touched, while virtual manipulatives are computer simulations. The document traces the evolution of manipulatives from ancient counting devices to modern digital tools and examines how they have been used in different learning approaches over time. It also outlines advantages like hands-on learning and disadvantages such as distractions of both traditional and virtual manipulatives.
The document discusses the influence of mass media on public perception and opinion. It argues that the media can manipulate people into feeling helpless and can influence them to accept decisions without questioning by using propaganda techniques. As examples, it discusses how a story about a Muslim employee at a fast food restaurant could influence people's views of Muslims and bacon without concrete evidence. It also analyzes how the BBC used a photo from Iraq but claimed it was from Syria to elicit public emotions around the Syria conflict. The document concludes that the media does significantly influence public perception and opinion through these kinds of techniques.
This powerpoint explores manipulatives- what they are, their use as well as advantages and disadvantages. It also includes an example of one manipulative used in my classes.
The document introduces multimedia and its uses. It defines multimedia as using more than one media element, such as text, graphics, sound, animation and video. Most multimedia is digitized and interactive, allowing users some control over the content. It is used in business, education, entertainment and on the internet. Careers in multimedia include positions in management, production, art, content and support.
The document discusses the history and development of the iPad, including its introduction by Steve Jobs in 2010. It then covers research on the iPad's use in elementary schools, noting benefits like educational applications, portability, and long battery life. The document also examines the diffusion of the iPad through Rogers' innovation-decision process, identifying teachers and students as early adopters. It suggests strategies for adoption, including providing training and support, and decentralized implementation tailored to local needs.
The document discusses the innovation-decision process of adopting iPads in education. It describes how iPads can be used for reading ebooks, taking notes, accessing educational apps and the internet. Early adopters are identified as technology instructors, media specialists, and innovative teachers. The key to adoption is establishing need, information exchange, diagnosing issues, and gaining support to stabilize long-term adoption. Collaboration and 21st century mobile learning are benefits of iPads.
This document provides an overview of assistive technology and its uses for students with special needs. It discusses the Individuals with Disabilities Education Act that requires schools to provide assistive technologies. Common assistive technologies include hearing assistive devices, speech recognition software, and refreshable braille displays. The document also outlines the process for choosing assistive technologies and developing individualized education programs with appropriate technologies. Examples of technologies that can help with tasks like note-taking, writing, and academic productivity are provided for students with mild disabilities.
This document discusses assistive technology and accessibility features that can help learning disabled students. It provides tips for ensuring technology purchases are truly accessible, discovering free accessibility options already available, and training teachers to use data from educational technology. Specifically, it recommends:
1) Thoroughly evaluating any new technology's accessibility before purchasing, such as checking reading levels and accommodation options.
2) Leveraging free resources like captions, audiobooks, and students' own devices through BYOT initiatives rather than overspending.
3) Using the SETT framework to select the right tools based on each student's needs, environment, tasks, and abilities.
4) Providing staff training so teachers can maximize built
The iPad was developed by Apple to address the need for a portable computer with a hidden keyboard that could enable interactive applications and student engagement. Apple's research and development team secretly developed prototypes for the iPad, led by Steve Jobs, though an early prototype was deemed better suited as a mobile phone and resulted in the iPhone instead. The first iPad had limitations like a lack of print or file sharing capabilities. It was manufactured secretly in China and initially distributed solely through Apple's website and stores before expanding to other retailers. Key agents in the diffusion of the iPad in education include innovative teachers, technology enthusiasts, and administrators who champion its use.
This report summarizes insights from interviews with over 30 leading learning and development professionals about trends in learning technologies. Key findings include:
1. Organizations are focusing on improving performance and providing just-in-time learning to support tasks. Learning technologies that support informal, on-demand learning are being increasingly invested in.
2. Learning and development departments are playing a bigger role in curating and delivering informal learning resources to support self-directed learning. Resources tend to be short, quickly produced, and take various formats.
3. While interest in alternative methods is growing, developing and delivering formal courses remains important, especially for compliance training. These courses are increasingly blended with more e-learning, webinars,
Presentation by Greg O'Connor (Teacher/Education Services Manager) at the Accessing the Future Conference in the Hunter Valley, NSW, Australia - December 2011.
This document provides an overview of integrating technology into the classroom, with a focus on Universal Design for Learning (UDL), assistive technology, and the iPad. It discusses UDL principles, the SETT framework for selecting assistive technologies, accessible instructional materials, and resources for assistive technology. A variety of apps and websites that can support students with special needs are also presented.
The document discusses the rise of wearable technologies and their potential impact on learning. It notes that wearable devices like smartwatches and Google Glass allow hands-free access to information and can enhance learning experiences. Examples mentioned include medical students using Glass during rotations to look up patient information, and museums testing augmented reality displays. The document argues that wearable technologies will require rethinking learning design and addressing challenges around data privacy and security.
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.
The document discusses assistive technology (AT), which are devices or services that help individuals with disabilities function better. AT can range from low-tech options like pencil grips to high-tech devices incorporating complex technology. Federal law requires schools to consider AT accommodations annually in students' Individualized Education Programs (IEPs). Proper selection of AT involves collecting information about students' needs and abilities to identify suitable devices and services.
This document provides information about the Information Science and Engineering department at Global Academy of Technology. It discusses the department's vision, mission, program educational objectives, and program specific outcomes. It also includes messages from the principal and head of department discussing the department's achievements and opportunities for students. Several co-curricular activities and student projects undertaken by the department are described. Recent publications by faculty members and awards received by students are also listed.
The document discusses assistive technology (AT), which is defined by IDEA as any item or equipment that helps individuals with disabilities function better. AT can include devices for mobility, communication, visual impairment, and more. Schools must consider AT accommodations annually in students' IEPs. Choosing effective AT involves understanding a student's needs and abilities and trialing options. AT ranges from no-tech solutions to complex computer devices. Attention and learning disabilities may require AT support strategies.
Assistive Technology for Dyslexia – where now?iansyst
This document discusses the use of smartphones and tablets to help students with dyslexia. It addresses questions around whether schools allow these devices, and argues that smartphones can provide many assistive technology benefits due to their personal and always-available nature. The document also notes barriers to use like teacher skepticism but emphasizes the potential of mobile devices to support students with dyslexia in areas like text-to-speech, speech recognition, and organization. It encourages joining the British Assistive Technology Association to advocate for these issues.
This document provides guidance for teachers on working with students with special needs. It discusses that students have a variety of special needs including ADHD, learning disabilities, autism, and others. It emphasizes the importance of understanding students' needs and using available resources. Key points covered include individualized education plans (IEPs) which are designed to meet each student's specific needs, the role of assistive technology, examples of low-tech, high-tech and no-tech assistive technology solutions, and local resources for assistive technology.
This document discusses integrating technology into education, including Universal Design for Learning principles, assistive technology, and the iPad. It provides an agenda and overview of topics like the SETT framework for matching students to assistive tools. Resources on accessibility, UDL, and apps for special needs are shared. Teachers are assigned to create a communication board using Boardmaker software to support students.
The document discusses assistive technology (AT), which are devices or services that help individuals with disabilities function better. AT can significantly improve education, employment, and social engagement for those with disabilities. The Individuals with Disabilities Education Act (IDEA) requires schools to consider AT accommodations annually in students' Individualized Education Programs (IEPs). AT includes no-tech, low-tech, and high-tech options and can address needs like mobility, communication, learning, and more. Proper evaluation and trial are important to determine effective AT solutions for each individual.
Universal Design for Learning & Assistive Technologies: What Do They Have in ...PresenceLearning
The field of Assistive Technology (AT) addresses important principles that help educators create classrooms that serve the needs of all learners. Kathleen Sadao, EdD, and Nancy Robinson, PhD, leading authors and early childhood specialists are experts in AT and Universal Design for Learning. They share practical strategies and affordable solutions that teachers can implement right away.
The document discusses the diffusion of the iPad in education. It summarizes that Apple introduced the iPad in 2010 as a competitor to e-readers and netbooks, targeting consumers and education. Schools began receiving grants to implement iPads to replace textbooks. Key factors in the iPad's adoption included educational apps, discounts for schools, and teachers as early adopters influencing other educators. The iPad helped engage students in new ways of learning through apps, research, and replacing textbooks.
Similar to Educ 7101 multi media presentation transcript. (20)
1. EDUC 7101
Transcript for multi-media presentation
Hello,
My name is Troy Gordon. I am here to present my power point on Assistive
Technology and the iPad.
This presentation is designed to provoke thought and promote the innovation of the
iPad as a cutting edge technology tool for the enhancement of learning within the
field of special education.
What is assistive technology?
Assistive technology is defined as any device, piece of equipment or system that
helps bypass, work around or compensate for an individual's specific learning
deficits.
There are many forms of assistive technology. They range from hearing aids to
alternative keyboards to various forms of software.
Access to assistive technology for individuals with disabilities opens the door to
their increased independence in home, school and work settings. Through the aid of
these devices, their learning experiences are enhanced, promoting equality in the
classroom. This often frees them up to establish an identity and releases some of the
day to day stress of the primary care givers.
Who benefits from Assistive Technology? Everyone… Students, teachers, and
parents.
Everyone benefits from AT because the AT gives support to all the participatory
parties involved for the purpose of enhanced instruction.
The iPad as an assistive technology tool within the field of special education is a no
brainer. This tool has the capacity to address a litany of exceptionalities through the
use of an infinite number of apps. The apps provide the support and framework for
much different impairments like autism, hearing impaired and the visually
impaired.
In a 1983 speech Steve Jobs reveals that Apple has been working on the iPad tablet
for roughly 27 years. In his speech he stated that Apple wanted to build a computer
in a book that was mobile and could connect to large databases elsewhere. Assistive
technology needed this innovation because it cut down on the number of devices a
school had to purchase and could invest in only one that could provide multiple
services.
There are many advantages to utilizing the iPad for schools. They are portability,
design, user friendly to name a few.
2. There are a few disadvantages as well. Some of the disadvantages are no multiple
screen activity, no USB ports and no compatibility with Adobe flash.
There are unlimited options when it comes to utilizing the iPad and its apps for the
purpose of education. The options range from apps that cover the core subjects like
math and science to games for entertainment to apps that address the needs of
students with exceptionalities.
There are many videos and presentations on the Internet that provide insight and
data on the benefits of iPad’s as a tool for assistive technology. Here are a few.
Here is a pre-iPad timeline.
Here is aiPad timeline after its release in 2009.
“One must learn by doing the thing, for though you think you know it, you have no
certainty until you try. (Sophocles, 400 b.c.) The process of knowing filters through
the Decision Innovation Process. There are 5 stages to this process. They are
knowledge, persuasion, decision, implementation, and confirmation.
This is the background information on the innovation and who will adopt.
This is the information that shows why you need to utilize this tool.
If you look at the facts you really only have one choice and that is to adopt.
Creating and designing the implementation portion is very important in the
diffusion process for adoption.
Confirmation is where all the decisions will be made about how many units, when
and where the innovation will be employed.
Apple is one of the most successful companies in the world. The technology
products it has produced have reached best selling in a plethora of categories
ranging from the sales of the iPod, iPhone, and the iPad. These sales have been
fueled by a well conceived marketing and advertising plan that utilize cool ads,
branding and conferences that infuse knowledge and hype about their products.
The iPad rate of adoption has shown yearly increases in sales since its release in
2009.
Steve Jobs has been the leading force behind Apple and all of its major product
releases in the last 30 years.
Early adopters play an essential role in the diffusion of a new innovation.
3. It is essential that users are provided with the opportunity to get hands on training
with new innovations for the purpose of observability and trialability.
Laggards must be identified immediately and targeted for training and professional
development.
Providing professional development, training, and support by providing peer
mentors should enhance adoption rate within this group.
Achieving critical mass is essential. It is gained through the steps of this process
which is understanding the relative advantage, compatibility, complexity,
observability and trialbility of the innovation.
A “Decentralized Approach” will work best for the adoption of the iPad because of
the peer to peer interaction in the school setting involving both teachers and
students.
This is the target group which we will employ to disseminate the necessary
information to the masses for the purpose of adoption.
The change agents will diagnose the problem or issues, evaluate the system and
provide training and support to the users.
Currently this innovation has not reached critical mass in most schools. Through
this presentation we hope this is where the change begins.
Due to the fact that the iPad has not achieved critical mass within my school system
I believe the first strategy to combat this lack of diffusion would be to target highly
respected professionals that can influence the masses and issue iPad’s for their use
in their classrooms. Once the test group gains confidence and insight into the
innovation have them facilitate a professional development for the purpose of
introducing and teaching the other teachers about the innovation.
The next strategy to be employed is to implement an incentive based system that
rewards the innovators for employing this new innovation in the rituals and
routines of their classroom instruction.
This group of Champions will go out and spread the good word on the innovation.
This group will also provide support and mentoring for the late adopters and
laggards.
Can schools continue to lag behind other industries when it comes to the
implementation of technology when research has shown how effective the use of the
various innovations can be?
This presentation has shown that the iPad can be a tremendous asset to people who
have impairments. Why wouldn’t we utilize a tool that is both affordable and multi-
4. faceted for people of varied exceptionalities and impairments. Can we continue to
deny them the right to a tool that gives them a voice and their independence? Do we
want to? Is it prudent to the success of our school system to continue to do so?
This concludes my presentation on Assistive Technology and the iPad. I hope this
innovation gets confirmed for adoption because it is truly needed
References
Raskind, M., Stanberry, K. (2012).Assistive technology for kids with LD: An
overview. Retrieved on March 15, 2013 from,
http://www.greatschools.org/special-education/assistive-technology/702-
assistive-technology-for-kids-with-learning-disabilities-an-overview.gs
Rogers, E. (2003).Diffusion of Innovations. New York, NY: Free Press
Stephanie Torreno. (2012, June 6). The Benefits of Assistive Technology in
Schools. Retrieved from
http://www.brighthubeducation.com/special-ed-law/73643-the-benefits-of-
assisstive-technology-in-schools/
Websites
http://apple-history.com/ipad
http://gizmodo.com/5452501/the-apple-tablet-interface-must-be-like-this
http://52tiger.net/brief-history-of-the-ipad-prologue/
http://www.trainsignal.com/blog/ipad-history
http://science.opposingviews.com/benefits-ipad-12418.html
http://monroe.patch.com/blog_posts/the-use-of-ipads-for-special-education