3.4 Adaptive and Assistive Technology
Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)
Artifact: Assistive Technology Module
Reflection:
In the course ITEC7445, Multimedia and Web Design, I gained a great deal of knowledge about adaptive and assistive technologies in education. The Assistive Technology (AT) Implementation Plan was created to implement an assistive technology to support individual student learning needs. Using the WATI Assistive Technology Guide, I was able to to determine the assistive technologies that needed to be implemented to increase student achievement.
During the creation and implementation of this artifact, which was a field experience during the course, I worked with a struggling student in my classroom experiencing weaknesses with written expression. This student was a capable young boy who struggled with his academics due to his extreme inability to formulate and write complete sentences. Interventions brought his reading abilities to grade level, but he continued to struggle with written expression in any form. His extensive vocabulary and superior comprehension skills clued me in that something was needed to help him transfer his thoughts to paper. I determined that he would benefit from the assistance of an assistive technology to help him succeed. The student was not able to write complete words and sentences, but not because he could not generate ideas. I sought out assistive technologies using the versatile digital tool, the iPad, and found an App called Dragon Dictation to help him transfer his words to text. I created assignments and interventions to help him transfer his thoughts to paper, showing him how his writing struggles did not have to interfere with his academic performance or achievement. I also used the app Bitsboard with him to give him opportunities to manipulate sentences and unscramble familiar words / pictures into sentences. These interventions worked together to allow the student to improve his work production and knowledge in Writer’s Workshop.
The Assistive Technology Implementation Plan demonstrates mastery of Standard 3.4. The plan supported the learning needs of the individual student in my classroom. It integrated the assistive technology for written work required of the student. I researched and selected appropriate tools to support a student’s individualized learning needs. Having an understanding of the struggling learner who needed individual accommodations, and finding how technology can meet those needs, helped me model and facilitate the use of digital tools and resources to support the learner in my classroom.
I learned a lot about technology facilitation and leadership from this experience because I was able to work directly with a child who had specific needs, and technology help fill those needs. The weakness that the student had was no longer inhibiting his expression, because he was able to meet standards in a way that was individualized to his needs. I learned that a good technology leader and facilitator puts effort into selecting relevant, appropriate resources. There are many speech-to-text and word intervention resources available for purchase or download on the iPad, but I chose one that met the goals and needs of this particular student. If I were implementing this project again, I would likely have enlisted extensive help of a special education teacher. This would have ensured the student was using the right assistive technologies along the way to best suit their needs and ultimately increase their achievement.
This field experience directly impacted student learning because an individual’s academics were targeted. Goals and interventions were specifically monitored. From completing the AT module in this course, I learned that an assistive technology improves the functional performance of someone with a disability. Students can utilize assistive technologies to communicate, perform academic tasks, and function in a school setting. I learned about the different devices that can be used with a SWD and how they can specifically allow students to perform to their capabilities. The experience helped me see this, use it with a specific student, and I can now use this knowledge the future. It can therefore be expected that other students will learn from my experience because of the new knowledge gained and shared with others.
In the course ITEC7445, Multimedia and Web Design, I gained a great deal of knowledge about adaptive and assistive technologies in education. The Assistive Technology (AT) Implementation Plan was created to implement an assistive technology to support individual student learning needs. Using the WATI Assistive Technology Guide, I was able to to determine the assistive technologies that needed to be implemented to increase student achievement.
During the creation and implementation of this artifact, which was a field experience during the course, I worked with a struggling student in my classroom experiencing weaknesses with written expression. This student was a capable young boy who struggled with his academics due to his extreme inability to formulate and write complete sentences. Interventions brought his reading abilities to grade level, but he continued to struggle with written expression in any form. His extensive vocabulary and superior comprehension skills clued me in that something was needed to help him transfer his thoughts to paper. I determined that he would benefit from the assistance of an assistive technology to help him succeed. The student was not able to write complete words and sentences, but not because he could not generate ideas. I sought out assistive technologies using the versatile digital tool, the iPad, and found an App called Dragon Dictation to help him transfer his words to text. I created assignments and interventions to help him transfer his thoughts to paper, showing him how his writing struggles did not have to interfere with his academic performance or achievement. I also used the app Bitsboard with him to give him opportunities to manipulate sentences and unscramble familiar words / pictures into sentences. These interventions worked together to allow the student to improve his work production and knowledge in Writer’s Workshop.
The Assistive Technology Implementation Plan demonstrates mastery of Standard 3.4. The plan supported the learning needs of the individual student in my classroom. It integrated the assistive technology for written work required of the student. I researched and selected appropriate tools to support a student’s individualized learning needs. Having an understanding of the struggling learner who needed individual accommodations, and finding how technology can meet those needs, helped me model and facilitate the use of digital tools and resources to support the learner in my classroom.
I learned a lot about technology facilitation and leadership from this experience because I was able to work directly with a child who had specific needs, and technology help fill those needs. The weakness that the student had was no longer inhibiting his expression, because he was able to meet standards in a way that was individualized to his needs. I learned that a good technology leader and facilitator puts effort into selecting relevant, appropriate resources. There are many speech-to-text and word intervention resources available for purchase or download on the iPad, but I chose one that met the goals and needs of this particular student. If I were implementing this project again, I would likely have enlisted extensive help of a special education teacher. This would have ensured the student was using the right assistive technologies along the way to best suit their needs and ultimately increase their achievement.
This field experience directly impacted student learning because an individual’s academics were targeted. Goals and interventions were specifically monitored. From completing the AT module in this course, I learned that an assistive technology improves the functional performance of someone with a disability. Students can utilize assistive technologies to communicate, perform academic tasks, and function in a school setting. I learned about the different devices that can be used with a SWD and how they can specifically allow students to perform to their capabilities. The experience helped me see this, use it with a specific student, and I can now use this knowledge the future. It can therefore be expected that other students will learn from my experience because of the new knowledge gained and shared with others.