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The document discusses using mobile technologies and apps to support literacy for students who struggle with reading and writing. It promotes the principles of Universal Design for Learning which involves providing multiple means of representation, action and expression, and engagement through differentiated instruction and accessible technology tools. Examples mentioned include reading and writing apps for the iPad, accessibility features in iOS, and models for selecting and implementing educational technologies like the SAMR framework. The overall message is that mobile devices can enable, engage, and empower students when used to compensate for literacy difficulties through differentiated learning experiences.

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Jim has over 25 years of experience in UX research, UI design, and education. He currently works as an independent consultant, assisting companies with UX research, prototyping, and visual design. Previously, he was the lead designer at Emotiv Inc. where he designed software for EEG headsets. He has also taught design classes at Stanford University and co-founded the Design for Change project, which has reached millions of users globally.

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I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies Bill McIntosh SchoolVision Inc.. Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies Phone :843-442-8888 Email :WKMcIntosh@Comcast.net Twitter : @OtisTMcIntosh SchoolVision Website on Facebook: https://www.facebook.com/WKMIII Website : www.einstruction.com Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065 www.TurningTechnologies.com

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This document discusses engaging learners through improving communication between parents and teachers, integrating effective technology, and creating processes to support student success. It references a study on factors influencing how technology is implemented, including autonomy, perceptions, and conflict. The author plans to submit a journal article, continue adapting new ideas to ease technology integration tensions, and enhance social and professional learning environments. Resources include the author's blog and Microsoft clipart images.

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1) The document discusses different types of instructional software that can be used in a 5th grade classroom, including drill and practice, tutorials, simulations, educational games, and applications. 2) It provides examples of websites for each software type that provide learning experiences students would not have in a traditional classroom. 3) Determining the relative advantage of educational software over traditional methods is important for classroom teachers to effectively integrate technology into engaged learning.

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The document outlines the agenda and content covered in an online course session about digital technologies in adult education. The session included check-ins, discussions of key concepts from course readings about learning pace, feedback and assessment. Models like the Technology Acceptance Model and Diffusion of Innovation theory were also covered. Participants engaged in breakout activities and a demonstration of digital badges before receiving their to-do list which included finishing readings and assignments.

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This document discusses how technology can positively impact student achievement when implemented effectively. It summarizes a study that found higher test scores, improved behavior, attendance, and grades for students who were part of a computer-integrated instructional program called Project CHILD compared to a control group without increased access. It also notes that teachers need quality training to integrate technology successfully and in a constructivist way to engage learners and reduce behavior issues. Motivation and learning basic skills faster were also benefits seen in studies of English language learners with routine technology access. Overall, informed decisions about technology can lead to many positive changes in schools.

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This document discusses using Universal Design for Learning (UDL) principles to make study tools accessible and beneficial for all learners. UDL provides flexible instructional approaches that can be customized for individual needs rather than a one-size-fits-all solution. Assistive technology promotes independence by enhancing or changing how users interact with needed technology. When choosing Web 2.0 learning tools, considerations include closed captioning, adjustable sound, vocabulary support, on-screen tools, feedback, and options for navigation, keys, steps, and time commitment. Tools exist to support a wide range of subjects like math, science, vocabulary, history and language skills.

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This action research study assessed the effectiveness of professional development activities during a 1:1 iPad initiative at a high school in Southeast Texas. The study used surveys of 20 teachers to evaluate factors like the adequacy of training, obstacles to professional development and technology integration, and the perceived responsibilities of teachers and technology specialists. Key findings included that 75% of teachers felt training was adequate but time constraints, generalized content, and device troubleshooting hindered integration. Recommendations focused on differentiating training and developing personalized learning plans with departmental collaboration.

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Troy Gordon

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.

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1) The document discusses developmental evaluation and the Experience API as tools to help understand innovation and change in educational systems. It focuses on how technology can assist developmental evaluation. 2) It proposes a Technology Assisted Developmental Evaluation (TADE) framework to help teachers and institutions use student data to support educational decision making. 3) The Experience API and tools like INSPIREx aim to create personalized, data-driven learning environments by capturing student learning experiences across different systems and making that data available.

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This document discusses computer simulation and its use in education. It defines computer simulation as a computer model that attempts to simulate a system. Computer simulations can model natural and human systems. They provide hands-on learning and allow students to experiment with inaccessible phenomena. Simulations help develop 21st century skills and support different learning styles. The document outlines the history and development of computer simulations and discusses strategies for adopting their use in education, including teacher training, free software, and competitions. It also examines factors influencing adoption such as complexity, observability, and compatibility.

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Architects for Health

Ergonomics is concerned with understanding interactions between humans and other elements of systems to optimize human well-being and performance. It applies principles to inform the design of environments, tools, and systems. The document discusses how ergonomics relates to inclusive design and disability, noting shifts from medical to social models of understanding disability. It outlines principles of inclusive design including equitable use, flexibility, perceptible information, and low physical effort. The 2012 Paralympics helped shift public perceptions of disability and implications for more inclusive design approaches.

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Computer simulation is a computer model that simulates a system. Simulations are useful for modeling natural and human systems. Simulations provide hands-on experiments for topics normally inaccessible to students. This allows students to observe, manipulate, and investigate phenomena. Simulations can increase content knowledge and provide models for skill learning. They have been used since the 1960s and continue to be developed through financing, resources, quality assurance, and flexibility. Simulations are commercialized through professional development, software, and trials. Their adoption in education follows an innovation-decision process through knowledge, persuasion, and decision stages. Simulations are used in games and to enhance student performance by supporting different learning styles and exploration. Their implementation considers finances, facilities

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Computer simulation is a computer model that simulates a system. Simulations are useful for modeling natural and human systems. Simulations provide hands-on experiments for topics normally inaccessible to students. This allows students to observe, manipulate, and investigate phenomena. Simulations can increase content knowledge and provide models for skill learning. They began developing in the 1960s and have advanced with technology. Simulations are now used in educational games to teach both standard content and 21st century skills. They enhance student performance by accommodating different learning styles and being exploratory. Simulations have an adoption process that begins with early innovators and moves to early and late majorities. Factors like perceived attributes, strategies, and communication channels influence adoption rates.

Apps for Literacy Support

This document discusses how iPads can help those struggling with literacy through accessible apps and settings. It provides an overview of iPad accessibility features and apps that support literacy. It also discusses iPad management in classrooms and models for selecting and evaluating the educational use of technology, like the SAMR model. The document aims to help educators explore how iPads can transform literacy instruction through portability, accessibility tools, and differentiated learning apps and content.

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The document discusses the use of technology in education and the need for assessment to guide effective integration. It notes that while tools like iPads provide opportunities for untethered learning, there has been little research on their educational impact. It also presents the SAMR model for selecting and evaluating technologies and emphasizes the importance of factors like teacher expertise, planning, collaboration, and professional development in facilitating classroom changes.

Introduction to the iPad in the Special Education Classroom

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1) The document discusses how the iPad can help support students who struggle with literacy. It highlights apps and tools that can be used to make learning more accessible for these students. 2) Universal Design for Learning principles are presented as a framework for ensuring classrooms are inclusive for all students. This involves providing multiple means of representation, action and expression, and engagement. 3) The SAMR model is introduced as a way to evaluate how technology integrates with tasks, ranging from substitution to redefinition of activities.

Introduction to the iPad in Special Education

1) The document introduces the iPad and its potential uses in special education classrooms. It discusses accessibility features, assistive technologies, and accessories that can help students with disabilities use the iPad. 2) Examples of how the iPad can be used for teaching and learning are provided, including for assessment, curriculum subjects, and models for technology integration like SAMR. 3) The challenges of critical decisions about assessment tools, content management, and data tracking are raised, as well as the opportunities of the iPad for differentiation, portability, and convergence of technologies.

Introduction to the iPad in Special Education

1) The document introduces the iPad and its potential uses in special education classrooms. It discusses accessibility features, assistive technologies, and accessories that can help students with disabilities use the iPad. 2) Examples of how the iPad can be used for teaching and learning are provided, including for assessment, curriculum subjects, and models like SAMR for technology integration. 3) The iPad allows for differentiation and universal design for learning. When used appropriately, it can transform teaching and learning for students.

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Using Assistive Technology to Support Literacy

This document discusses using assistive technology to support literacy for students with disabilities and learning difficulties. It covers barriers to learning and how technology can be used for remediation or compensation. Specific tools mentioned include textHELP Read & Write Gold, accessibility features on iOS devices, and reading and writing apps for the iPad. Universal Design for Learning principles are discussed as a framework for differentiating instruction using multiple means of representation, action and expression, and engagement. The SAMR model is presented as a way to evaluate technology integration in education.

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This document discusses the rationale for integrating technology in the classroom. It provides several benefits of technology integration such as increased student engagement, access to information, preparation for college and careers, and academic achievement. It also discusses how technology can support higher-order thinking, content area mastery, assessment, and the needs of diverse learners. The document argues that effective technology integration requires a technology plan with goals, professional development, infrastructure support, and evaluation.

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Computer simulation is a computer model that simulates a system. Simulations are useful for modeling natural and human systems. Simulations provide hands-on experiments for topics normally inaccessible to students. This allows students to observe, manipulate, and investigate phenomena. Simulations can increase content knowledge and provide models for skill learning. They began developing in the 1960s and have advanced with technology. Simulations are now used in educational games to teach both standard content and 21st century skills. They enhance student performance by accommodating different learning styles and being exploratory. Simulations have an adoption process that begins with early innovators and moves to early and late majorities. Factors like perceived attributes, strategies, and communication channels influence adoption rates.

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1) The document introduces the iPad and its potential uses in special education classrooms. It discusses accessibility features, assistive technologies, and accessories that can help students with disabilities use the iPad. 2) Examples of how the iPad can be used for teaching and learning are provided, including for assessment, curriculum subjects, and models like SAMR for technology integration. 3) The iPad allows for differentiation and universal design for learning. When used appropriately, it can transform teaching and learning for students.

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This document discusses strategies for improving student outcomes and building educator capacity through instructional technology integration. It provides a framework that includes establishing goals and expectations for digital-age teaching, ensuring adequate infrastructure and policies to support technology use, and shifting pedagogical approaches to more student-centered models like personalized and blended learning. Administrative support is also key, through flexible policies, resources, and modeling of technology use. The goal is to use technology to transform instruction from direct substitution of tools to redefining learning tasks. This framework aims to measurably increase student success through connecting learning experiences, personalizing instruction, nurturing a growth mindset, empowering students, and leveraging technology as a tool for learning.

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Why Develop A Toolkit? (1/2 hour) • Future building our classrooms - Planning for technology trends and supporting evidence based practice • Assistive Technology is too powerful not to have a plan What is in my Toolkit? (3 hours) 1. Key components: • Quality Indicators in Assistive Technology (QIAT) • S.E.T.T. Framework • Technology rubrics, decision-making frameworks and AT search tools • Action Research and data 2. What does your toolkit look like? • Case studies and examples • Developing your own toolkit – future actions

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The document discusses mobile learning and educational apps. It provides research on the benefits of mobile learning, such as increased student engagement, motivation, and literacy. Mobile devices can enhance learning in core subjects and support collaboration. The document also shares examples of mobile learning projects and reviews of educational apps. It emphasizes that curriculum should drive the use of technology and provides tips for developing an effective implementation strategy for mobile devices in schools.

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This document discusses challenges in education and the need for new forms of learning using technology. It outlines how students' learning preferences have changed and teachers must change their roles and environments. Social networks like Facebook and Ning have been used to facilitate collaborative and informal learning. Wikis have also been used for project collaboration. The role of faculty is to attract early adopters and develop skills in educational technologies. Students should lead discussions and increase motivation. Facilitating new forms of learning with technologies can close gaps between teachers and students and integrate formal and informal learning.

EdСrunch: Alexa Joyce, Microsoft

Edutainme

This document summarizes Microsoft's vision and offerings for transforming education through technology. It discusses how Microsoft is delivering experiences that bring learning to life both in and out of the classroom, empowering educators, inspiring students, and helping institutions meet evolving needs. Microsoft aims to be partners in learning by providing the skills, communities, technologies and experiences needed to help every student achieve their potential. The document highlights how technology can impact communities through better education outcomes, an empowered knowledge economy, and entrepreneurial growth.

The iPad in Dentisry

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The document discusses the potential educational benefits of using iPads in teaching and learning. It outlines how iPads could support the educational process by providing resources, engaging students in tasks and activities, and enabling new forms of assessment. While iPads offer possibilities, more research is still needed to demonstrate clear educational benefits. The document also lists specific apps that could be used for classroom interactions, assignments, reading materials, note-taking, collaboration and assessing students.

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1) The document summarizes a presentation about introducing iPads in special education classrooms. 2) It discusses how iPads can be transparent tools for students using the UDL framework of representation, action and expression, and engagement. 3) The SAMR model is presented as a way to evaluate how technology in the classroom enables, engages, and empowers students rather than just substituting paper-based tasks.

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The document discusses challenges and opportunities that technology enhanced learning (TEL) brings to higher education, including personalized adaptive learning and new approaches to assessment, and identifies relevant pedagogies for flexible learning delivery using TEL. It also addresses how technology can transform both how teaching is done through influences on pedagogy and what is taught by changing content, as well as the learning environments and contexts. The document provides guidance on designing learning and assessment for a digital age using the technological pedagogical content knowledge (TPACK) framework.

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This document provides an overview of the design and development of an e-learning resource to teach students how to develop and maintain a reflective journal using Penzu and embed it into their Mahara e-portfolio. The resource was designed using the ADDIE instructional design model and delivered through Blackboard. It includes 3 units that introduce reflective journals, teach how to use Penzu, and how to embed the Penzu journal into Mahara. The resource was evaluated using a learning object review instrument.

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