Summary: In chapter four the focus switches away from assistive technology supporting students in one content area and focuses on the teaching profession and how assistive technology can assist teachers to employ a universal design for learning. The Universal Design for Learning (UDL) promote learning that best for the student and promoting students a variety of methods to express their knowledge. The UDL has three main components that teachers should provide: multiple means of representation; multiple means of action and expression; and multiple means of engagement. Each component can benefit greatly from the use of assistive technology. In terms of representation there is assistive technology, such as interactive whiteboard, electronic textbooks and applications that improve website readability, that allow a larger percentage of students to gain the information …show more content…
being presented for the coursework by the teacher. Allowing students various methods of action and expression of the information they gathered, demonstrating their knowledge, is also a component of the UDL classroom.
Technology may offer a variety of options for students who may struggle with written expression or have learning difficulties or disabilities. Programs can simplify website, such as netTrekker; encourage visual expressions of knowledge, such as PowerPoint or Google Slides. Students can add images, words, recorded audio and videos. The final, and possibility most challenging, component of the UDL is engagement. The chapter discusses leveled reading applications, such as Classical Comics and Start-to-Finish, encouraging readers of all levels to be active in the reading process. Interactive whiteboards are discussed as well as they can present information that can be interacted with, saved for further reference, printed for students in need and is user friendly. The chapter ends promoting the UDL principles and the technology that can help a teacher foster this environment into his or her own classroom and teaching profile.
Relevance: My current teaching assignment is Learning Strategies, a small-class size program that provides a caring environment that allow students to complete homework from other classes, with academic support if required. We also focus on development of executive functioning skills and a growth mindset. My classroom colleague and I have an inside perspective on not only what a teacher covers in the curriculum, but how they teach it. I understand that all teachers have a style, but I also witness students who work so hard, yet struggle so much. There are some barriers, not just in the information, but in it's presentation. I am not stating a dissatisfaction with the education my school provides; we have some amazing intervention programs for students; but I'm left to wonder if Universal Design for Learning is truly applied in a high school setting. My teaching colleague and I frequency have discussions about our own teaching on executive functioning and growth mindset: how can we engage more students? How can they reach their learning styles? How can they respond to us? How can we encourage them to seek knowledge? How can we help with their skill development? How can I help the most students daily with the time I have and the material I am asked to cover? This chapter opened my perspective as to the benefits of using assistive technology to not only help students in my classroom, but for me to build a Universal Design for Learning in my classrooms. I already have my students complete a learning styles inventory at the beginning of every semester (I complete one with them as well) and we discuss them in detail, from classroom to a real life perspectives. The strategies on page 89 of the textbook lay out nicely what my next steps are to help my students; I have made some starting steps, but I have much further to travel. By completing these steps with my students I hope I am able to truly support their learning and to provide them any opportunity to see technology as a tool and not just a toy.
Buehl, D. (2001). Discussion Web. In Classroom strategies for interactive learning, 2nd Ed. Newark, DE: International Reading Association.
The technology learning process can help teachers manage information in their daily work more effectively. Word processing software allows text-based documents to be entered, edited, formatted, and printed. This is a helpful tool for creating recital programs, handouts, and tests. Database software stores and retrieves records for instrument inventories, class lists, and attendance.
Instructional planners should design a variety of experiences that will allow active participation of the learners. The gap that exist between the level at which students with learning disabilities perform as well as the demands of the curriculum that they normally are expected to cover is wide. As a result, incorporating instruction design and technology in their learning will certainly go a long way. Ginsberg and Karen (2008)argues that technology, whether instructional or assistive, has however, played uneven role within the individuals with learning disabilities since it was started. Moreover, technology can be said to be in a constant state of flux, and consequently, several authors have indicated the need to have appropriate experimental testing of the interventions. Currently, a number of schools are seeking to improve learning outcomes of the students while employing certain instructional design and technology theories not only to guide but also to enrich the literacy instruction for the students with disabilities. This article hence discusses the common instructional design and technology theories and models relevant for individuals with disability.
For the practicum assignment, I observed students who were 12 to 20 years old, in Mrs. Odom’s secluded classroom for the non-verbal and physically challenged. During my visits, it was inspiring to witness how the students showed they understood the teacher and were learning through the use of accommodation tools. One girl in a wheelchair, who suffered a traumatic brain injury in early childhood and has a tracheotomy tube, was learning math. The teacher asked her questions and provided verbal choices for her to choose from. The girl communicated her choice with eye movements. She blinked once for no and twice for yes. For those questions that required more information, the teacher used a talking stick with pictures velcroed on it. This visit reaffirmed that all students can learn, but it is my job to help them find the right tools that work best for them. I started incorporating choice menus for students to select the activities they wanted to complete to demonstrate their
The Universal Design for Learning (UDL) is a concept that is used at the point of teachers planning. This idea stems from the field of architecture and attempts to design products and environments so that they are usable by all people, in this case students, to the greatest extent possible without the need for adaption or specialised design. (Ashman & Elkins, 2008) The universal design for learning aims to promote access, participation and progress in regular education for all students and therefore has been suggested as a response that meets the needs of students.
Any tool “designed to extend a learner’s capacity for effective action and that requires skill and certain strategies to use efficiently” is a learning technology (Burge 2001, p. 146). A well-structured face-to-face group discussion, a pencil, and print materials fit this definition as do newer tools such as web-based conferencing (ibid.). One of the greatest myths surrounding learning technologies is related to what they are. Because of the term technology, it is frequently believed that learning technologies are instructional devices that make use of computers, the Internet, or some other type of electronic technology such as video and television.
“Assistive technology can be a powerful tool to help equalize learning environments for students with disabilities” (Stumbo, Martin & Hedrick, 2009, p.103). For example distance learning, online classes, and the use of the internet provide an alternative to the struggles and hardships for people who rely on mobility devices. For that reason AT devices such as computers are vital for providing communication in the educational journey of people with physical disabilities. Although distance learning and online classes are “typically not created with the intention of serving disabled students” it demonstrates an effective course of action for individuals to enhance their education (Foley & Ferri, 2012, p. 197). Acquiring the knowledge to use computers and the different AT devices, such as Ipads and smartphones at an early stage in the educational process offers the ability to keep up with the AT devices enhancements and new developments. The correlation between education and employment is well documented with higher education increasing the quality of employment and earnings. Stumbo et al. refer to a case study of 71 Au...
Assistive technology plays an important role in the learning process for individuals with disabilities. Assistive technology is defined as "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." (Maushak, Kelley & Blodgett, 2001, p. 419) Assistive technology is very beneficial to individuals that have disabilities. For example, students with mental retardation benefit from extremely organized learning situations because of their limited cognitive abilities. Students who are hearing impaired, blind, or visually impaired may need differentiated pedagogical materials. More emphasis should be placed on visual materials for students with hearing impairments than for other students. Modifying instruction for all students, especially exceptional students, requires strong dependence on media, materials and technology and the right choice of these components to fit particular ends. Moreover, research has indicated that technology not only can be adapted for use with students with disabilities, but when used can enhance students' educational achievement and self-image. (Duhaney & Duhaney, 2000, p. 393) With this knowledge, there have been many new products that have been developed to help individualize programs to fit the criteria for specific disabilities. Through out this paper we will be disusing three different pieces of assistive technologies. We will be looking at Dynawrite, AlphaSmart, and Texthelp and the benefits of each program.
Shenton, A., & Pagett, L. (2007). From ‘bored’ to screen: the use of the interactive whiteboard for literacy in six primary classrooms in England. Literacy, 41(3), 129-136. doi:10.1111/j.1467-9345.2007.00475.x.
Having this accessibility, people with disabilities and students who have things going on in their life that prevent them from attending a normal school are in need of accessing an education virtually. Students with disabilities say that the Internet has improved their quality of life. With this statement said, it is known that people with benefit from accessing education virtually. People with disabilities are falling behind in education and careers, so having this as an option can improve both of those things. To go along with benefits from technology in the educational setting, people who live in remote locations, or have full time jobs in another sort can also benefit. Despite what critics say about technology in the educational setting, there are many benefits for various types of people because of this
... be interactive, as it can contain audio, video, animations all of which can enhance the reading experience (Gardiner and Musto, 2010). Increased interactiveness of the reading material will enhance the understanding of the contents being read, and hence the learning of the material (Gardiner and Musto, 2010)
Our readings reference many previously researched benefits of Interactive Reading which include (but certainly are not limited to) developing children's joy of learning, art of listening, vocabulary, concepts of print, patterns and structures of written language, understanding of different genres, oral language expression, and understanding of the components, structure, and function of narrative discourse, connection with others and the world. (Fisher et all, 2006, p. 8-16).
Active involvement in class discussions and incorporating technology are techniques that could be used when trying to engage student’s interests. Interactive based learning provides an opportunity to become actively involved in the discussion instead of just listening to an instructor throw huge amounts of information their way. Using technology is a way for students to become active in their learning. Tools such as interactive white boards enable children to engage in classroom games, view websites, and review problems step by step. As technology is advancing students rely on teachers integrating technology into their lessons more frequently. In traditional lectures the teacher gives a large quantity of material, but if the student is not paying attention, does learning occur? By incorporating learner response devices where students can electronic...
Students nowadays, are so focus on technology and how they can put their hands in technology. As a future teacher I believe that, the best way to capture my student’s attention is by providing them with tools that can motivate them to learn. With the use of technology, I may approach teaching differently by encouraging my students to use on-line resources. Using on-line resources, would be beneficial for the students, because they would be able to explore many on-line resources. The students would be encouraged to use the on-line materials, I as a teacher would encourage them to use. Such as Internet Workshops and WeQuests. As a future teacher I would want to use Internet workshops and WebQuests, because I would want to increase my student’s motivation to
Technology has many different effects on education, one of them being enhancing the students learning. Technology may enhance the students learning and may assist most students in achieving their academic standards. When technology and appropriate teaching methods are combined, technology may increase the academic achievement. Positive effects have been found in all major subject areas, from preschool to higher education, both regular and special needs students. Educational technology has been found to have a positive effect on a student’s attitude toward learning and on self-concepts. The introduction of technology into the learning environment has allowed the learning to be more student-centered, to encourage group learning, and helps to stimulate an increase in the student-teacher interaction. Technology has shown a shift from a focus on a student’s memorization to their problem solving. Through technology’s use, learning opportunities have become unrestricted by time or place, allowing lifelong learning. Student use of technology through communications can also help to enhance access to a career and continued education. Students are more likely to use a computer to get help because they can to it themselves. Technology is helping students to become independent.