This document discusses using technology in K-12 classrooms. It mentions using tools like SMART Boards, smart pens, document cameras, and assistive technology to engage students, promote collaboration, and help students learn technical skills. Assistive technology, in particular, can help students with disabilities access the curriculum. Examples of simple assistive technologies include visual schedules and picture communication systems. The document also provides examples of classroom activities that use songs and motions to teach concepts like body parts and greetings, with modifications for students who need assistance.

1. ExploringTechnology Use In K-12 ClassroomsAssistive TechnologyTeachertoTeacherHigh Tech Technology21stCentury Technology1Debbie Greer

2. Why Use TechnologyEngagement ToolStudent Teacher CollaborationLearning Technical SkillsIncrease Use Outside ResourcesIncreased MotivationPeer CollaborationLearning Technical SkillsStudent Active LearnerCompleting more complex tasks2So much to choose from

3. Students TodayExpect to learn with the Web 2.0 tools they utilize in their daily lives.3

4. High Tech4When students can use the technology available, they can research & become active learners.

5. Technology In the ClassroomThe SMART Board is an interactive, electronic whiteboard which can enhance instruction and learning.Smart pens are pens that can record what you say, or those which can send to your computer what have you written or drawn. ELMO document camera5

6. Assistive TechnologyIn any classroom assistive technology may be required. In today’s inclusive classroom assistive technology can make the difference for a student to access the curriculum.6Assistive Technology Information

7. Assistive Technology Can Be Simple Daily Living RoutinesWake upEat BreakfastBrush TeethDress yourselfGo to SchoolAt School7Use of Picture schedules

8. Intervention /StrategiesAssistive TechnologyPicture Exchange Communication System (PECS) Time on task and independent task completion skills can also be taught using a "first-then" visual system.Teaching strategies that provide visual cues/supports along with the use of total communication should maximize GV's success in acquiring new skills.8

9. Musical ActivitiesHead Shoulders Knees & Toes (Activity Song)Teacher Introduces – Models Activity Students mimicTeacher & Students do activity togetherGross motor skills, language, learning body partsModificationsHand over handTeacher prompts with gesture9Head Shoulders Knees & Toes Activity

10. Morning ActivitiesGood morning activity (Hello Neighbor)Teacher models activity (first time) Students and Teacher sing hello neighbor song and act out the motions.ModificationsPartners with teacher or aidePartner, but use hand over hand if required10Hello Neighbor Activity Song

11. ReferencesCalendar Activities. (n.d.). Mrs. McDowell's Classroom. Retrieved August 03, 2010, from http://www.mrsmcdowell.com/calendar_activities.htm Cook, R. E., Klein, M. D., & Tessier, A. (2008). Adapting early childhood curricula for children with special needs. Upper Saddle River, NJ, New Jersey: Pearson Merrill Prentice Hall. . YouTube - Head and Shoulders. (n.d.). YouTube - Broadcast Yourself. Retrieved July 27, 2010, from http://www.youtube.com/watch?v=7ZRLrrw9jo4&feature=related YouTube - Hello Neighbor. (n.d.). YouTube - Broadcast Yourself. Retrieved July 26, 2010, from http://www.youtube.com/watch?v=QyKYLqK-7nU&feature=related 11