Tech Toolkit CEC


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Special Education Technology Strand: Strategies for Enhancing Academic Performance: Using a Technology Toolkit in Teacher Education by Kathleen Puckett

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Tech Toolkit CEC

  1. 1. Using a Technology Toolkit Approach in Teacher Education Kathleen S. Puckett Arizona State University College of Teacher Education and Leadership Project ASPIRE, a TTT grant to prepare Special Educator in high need and rural school districts.
  2. 2. Using a Technology Toolkit Approach in Teacher Education Equipment: Laptop computer loaded with toolkit software and checked out to teacher candidates/interns Assignment: using SETT framework, determine an academic application for one of the software tools and report on progress.
  3. 3. Toolkit items • Solo (Don Johnston) • Classroom Suite (Intellitools) • Picture it Power Pack (Slater software) • Office Suite • Kurzweil trial versions • Limited copies assigned as needed: – Math pad (Intellitools) – Board Maker (Mayer Johnson)
  4. 4. Case 1 • Middle school • Urban high poverty setting • Individual student calculations showed lack of understanding of algorithms • Instituted Math Pad plus, an older program from Intellitools, Inc.
  5. 5. Percent correct on assignments 0.2 0.4 0.6 0.8 1.2 0 1 9/29/2008 10/1/2008 10/3/2008 10/5/2008 10/7/2008 10/9/2008 10/11/2008 10/13/2008 10/15/2008 10/17/2008 10/19/2008 10/21/2008 10/23/2008 10/25/2008 10/27/2008 10/29/2008 10/31/2008 Date 11/2/2008 11/4/2008 11/6/2008 11/8/2008 11/10/2008 11/12/2008 11/14/2008 11/16/2008 11/18/2008 11/20/2008 Percent correct with and without Math Pad 11/22/2008 11/24/2008 11/26/2008 11/28/2008 11/30/2008 12/2/2008 12/4/2008 Case 1 Middle School Multiplication AT Not
  6. 6. Case 2: Using an AlphaSmart: Baseline Journal Entries written with paper & pencil # # # # 1 2 3 4 #5 Average # of words 61 75 61 31 122 70 # of words misspelled 0 1 2 0 3 1.2 Sentences 5 4 4 5 10 5.6 Grammatical Errors 0 1 1 0 2 0.8 Rubric Grade 2 2 2 1 3 2
  7. 7. Case 2: Using an AlphaSmart Journal Entries written with word processor #1 #2 #3 #4 #5 Average # of words 192 102 386 389 441 302 # of words misspelled 0 1 0 1 0 0.4 Sentences /Lines 20 12 35 36 29 26.4 Grammatical Errors 0 0 0 4 0 0.8 Rubric Grade 4 3 4 4 4 3.8
  8. 8. Case 2: Comparison in Number of Words 500 # o f w o r d s w r itten 450 Journal 400 E ntries 350 written with paper & 300 penc il 250 Journal 200 E ntries 150 written with 100 word 50 proc ess or 0 1 2 3 4 5 Journal Entries
  9. 9. Case 2 Writing Example P r i soner of my own c olor When I a r r i ved on board I felt l i ke I was go i ng to c o l lapse. Thousands of c o l ored people c h a i ned by the ankles, unable to move i n c a ges small c ould be able to roll o v er. I d i dn ’t th i nk I c ould l i ve enough that no one through i t. I kept on ask i ng God i f I had d o ne anyth i ng wrong to deserve th i s. I t r i ed to c alm down but the memory of my c h i ldren ma d e my sadness grow. I have two boy s and one g i rl. Th e f i r s t one i s Rodney. He really lo v es h i s b ooks. He is good fr i ends w i th h is brother , Hank. Han k i s the a c t i ve one who loves everyth i ng i n v olved w i th outdoor a c t i v i t i es. The youngest one i s Ashley who loves play i ng w i th her toys o n her bed . I all … really m i ss them On c e the boat set off I was i mmed i at e ly sent to the ho r r i ble c a g es c al l ed holds. I d i d not want to even th i n k about how I w as go i ng to surv i ve i n a 1 .5 meter tall ho l e i n the wall. Bes i des, there wa s ba r ely enough room for me to f i t, be c ause there was too many slaves i n the r e. When I f i rst wen t i n I though t that I wa s about to puke. S i n c e we c ould not use the bat h room, we had to go on the floor. It wa s so c ramped that I c oul d not even move my shoulder. F i nally, i t was d i nner t i me. I felt l i ke I was go i ng to d i e. But when I saw what I was ab out t o eat, I wa s sho c ked. Th e only th i ng we c ould eat was r ic e and horse beans. A t that moment another slave who j u st got o n the sh i p the same day somehow grabbed the c ha i ns bound at h is ankles and suffo c a t ed h i mself. What I was soon to f i n d out was t hat at least every c omm i t su i c i de. And the wh i te ’s d i dn ’t c are . S i n c e week, a person would got to the do c k, the wh i te ’s jus t threw they were not able to work on c e they them overboard. F i nally, after four months on the s h i p, I w a s able to get out of the hold an d ’t relax jus t yet. T he wh i te ’s took me stret c h my legs. Bu t I knew I shouldn and the other slaves to the ret c hed pla c e called the trad i ng post. Everyone was star i ng a t me, even though I wa s i n p e rfe c t shape for a slave. I have bla c k c urly ha i r and a b i g b uff body. I c ou l d not bel i eve that no one was c hoos i ng me. Then, f i nally, som e one c hose me and took me away. I traveled for three m i les nonstop unt i l I got to a hu g e farm. There were c ows an d c rops and all k i nds of farm l i fe.
  10. 10. Case2: • Continuation hopeful; however most teachers were still insisting on handwritten work • Portable word processor seemed less threatening and more accessible than laptop use • Dramatic increases in number of words produced and in rubric scores.
  11. 11. Case 3: Learning to Use SOLO • Language Arts Resource 6thgraders and 8th graders • 6 computers, rotating stations • Training webinar on use of program for staff • Research project using SOLO and KWRL template • District settings prevented log in data to be used.
  12. 12. Case 3: Learning to use SOLO I know how to open SOLO Literacy suite. I know the basic functions of Read:Outloud. I know how to listen to text using Read:OutLoud. YES NO I watched the product Not Sure demonstration. I watched the demonstration. I need more practice with Read:Outloud. 0% 20% 40% 60% 80% 100%
  13. 13. Case 3: Learning to Use SOLO I think SOLO Literacy Suite is helpful? I can open and complete a template using Draft:Builder? I know how to listen to text on the internet using Read:OutLoud? I know what informational text is? YES NO Not Sure I know what A KWRL model is? I know how to use the internet to find an article? I know the difference between fact and opinion? I look forward to the next lesson? 0% 20% 40% 60% 80% 100%
  14. 14. Case 3 outcomes • Implementing SOLO Literacy Suite to an entire classroom was challenging. Student management and training time made it difficult to motivate students and keep them on task. • It was most effective as a toolbox item for specific students. When the number of students gets too large, the time spent instructing and the student “down time” increased.
  15. 15. Conclusions • Initial results show that a toolkit approach can be effective in teacher preparation classes. • Field based instruction still lags behind research and teacher preparation • Teacher candidates must negotiate carefully, since technology instruction is still neither widely accepted not available to students with special needs. • District technology procedures can be a limiting factor.
  16. 16. Suggested materials • Brozo, W. and Puckett, K. (2009). Supporting Content Area Literacy with Technology. Boston: Allyn and Bacon. • Software: • Solo • Classroom suite • Picture it Power Pack