This document discusses the role of teachers as collaborators and the use of assistive technologies. It emphasizes that collaboration should include active participation from students and peers, as well as the use of technology to collaborate. Effective collaboration helps students feel safe sharing views without judgment. The document also provides examples of collaborative learning tools like web conferencing and wikis that teachers can use with students. It stresses that teachers should collaborate with students to explore and troubleshoot technologies, as students are knowledgeable about technology. The document discusses assistive technologies that can help students with disabilities and range from low-tech to high-tech options.

1. Teacher as Collaborator &
Assistive Technologies
SLIDE SHARING
EIM 504
MICHELLE HINSON

2. Collaboration
 Collaboration as a teacher should include active participation
and contribution by all who collaborate (students and peers)
as well as technology to collaborate.
 Students need collaboration with their teachers and
classmates to maintain a feeling of safety in knowing points of
view can be shared without judgement or reprimand.

3. What Are the Elements of an Invitational
Classroom Environment?
 Teacher modeling
 Questioning
 Quality Responding
 Peer Interactions and Discussions
 Reflective Journals

4. Planning Together
 Planning time should be dedicated and used to collaborate with fellow
teachers to “create authentic learning experiences that leverage
technology.” Using digital technologies that are available to support
lesson planning will make it easier to develop lessons and develop more
effective lessons.
 Professional learning communities (PLCs) where teachers share what they
have learned with their work colleagues is critical in improving
instructional effectiveness.
 Using data and sharing lesson plans through technology can continue
dialog outside of set planning times.

5. Collaborating With Students to Explore and
Troubleshoot Technologies
 ISTE expects teachers to “collaborate and co-learn with students to
discover and use new digital resources and diagnose and troubleshoot
technology issues.”
 Students are very knowledgeable in technology and teachers should allow
them assist and help troubleshoot in any ways they can.
 Tips for Troubleshooting
 Isolate the problem
 Identify the best solution
 Apply a solution and check your results
 Repeat, if necessary

6. Technology as a Collaborative
Learning Tool
 Teachers and their students can use collaborative learning tools to build
upon students’ learning experiences.
 Examples of collaborative learning tools
 Web conferencing
 Text-based conferencing
 Email
 Blogs
 Wikis
 Newsgroups

7. How to Look Your Best on a Webcam
When Web Conferencing
 Place the webcam at eye level.
 Change the background of your monitor to a neutral color and turn it
down to a low light level.
 Use a white sheet of paper on your desk or keyboard to reduce shadows.
 Pay attention to your background.
 Wear solid-colored clothing.

8. Culturally Responsive Communications
 Be a culturally responsive teacher. Try to understand and build on the
different cultures present in your classroom.
 There are six key behaviors culturally responsive teachers exhibit. They:
 1. are socially conscious;
 2. view diverse backgrounds as assets, not liabilities;
 3. feel personally responsible for helping schools be aware of all students;
 4. understand how learners build knowledge;
 5. know about their students’ lives, and
 6. create instruction that builds upon their students’ prior knowledge and
experiences and leads them beyond what is familiar.

9. Assistive Technologies
 Some students with disabilities may require technologies specific to their
learning disabilities.
 Assistive Technology (AT) is an item, piece of equipment, or product system
used to improve, increase, or maintain functional capabilities of persons with
disabilities.
 The device does not make it assistive technology. How it is used to support
individuals makes it assistive technology. In modern societies, technology has
become a crucial part of life and social advancement. It is part of the
educators’ role to provide assistive technology to people with disabilities and
to allow them to benefit from and improve their quality of life through the use
of the best technological assistance available (Ahmed, 2018, p.4).

10. Assistive Technology Continuum
 Assistive technology tools can range from “low-tech” to “high-tech.”
 Low-tech devices
 Inexpensive
 Little to no training
 Limited functionality
 Mid-tech devices
 Use a power source
 Moderately priced
 May require initial training
 High-tech devices
 More complex and expensive
 Can often be customized
 May require extensive training

11. References
Ahmed, A. (2018). Perceptions of Using Assistive Technology for Students with
Disabilities in the Classroom. International Journal of Special Education, 33(1),
129–139. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1184079
&site=eds-live
Cennamo, K., Ross, J. D., & Ertmer, P. A. (2019). Technology integration for
meaningful classroom use: A standards-based approach. Boston, MA:
Cengage.