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#1 & Artifact#2
The Assistive Technology Implementation project focused on my studying the IRIS Module and other resources to gain a deeper understanding on how assistive technology can be implemented to help augment and increase student understanding of content standards. Both Norah and her mother were very receptive, and it was a rewarding experience all around. I was impressed with how well Norah functioned with dyslexia. She has a very strong work ethic and I know that between the sessions that we spent together, along with her drive to succeed, she will use this knowledge to help her study successfully. I conducted this project alone; however, I did interview a special education teacher at McClure, and of course, her mother is also helping facilitate her studies. Norah was a very gracious hostess herself.
Standard 3.4, Adaptive and Assistive Technology – asks candidates to facilitate the use of adaptive and assistive technologies to support individual student learning needs. My research and the experience I gained over the course of this project show that I have mastered the standard. I can facilitate and help students and teachers better utilize adaptive and assistive technologies. The Assistive Technology Implementation Plan demonstrates that I have the skills and knowledge to coordinate and facilitate a plan to help students better prepare and personalize a learning path that is tailored to the students’ individual needs. The world of special education is vast, and each student has unique needs. I have researched many different tools and resources which have prepared me to be able to respond to each students’ individual needs. I am in awe of how many resources there are available to students today. The word of instructional technology helps bridge many gaps that would traditionally be much more difficult to bridge.
I learned about many different adaptive and assistive technology resources and tools while involved in this project. Many were available to me already, and I realized I was not taking advantage of them like I should. All students can benefit greatly from many of the resources that we typically might not use for the general education classroom. My biggest regret, or what I would have done differently, is to use these tools much sooner in my career had I taken the time to think about and research them more. The Assistive Technology project helped me change the way I think about integrating technology, not only to special education students, but to offer all my student’s differentiation in a more technology-rich environment.
This artifact helps illustrate that assistive technology is important to all students. You can quickly assess how well students and teachers are utilizing adaptive and assistive technology by observing and conferencing with students daily. By taking the time to teach both teachers and learners how to use assistive and adaptive technology, you can rest assured than a deeper understanding is taking place. You just need to show them the correct path to take.
References
Gonzalez, J. (2018, April 15). 4 Ways Microsoft is Making Learning More Accessible. Cult of Pedagogy. Retrieved from
https://www.cultofpedagogy.com/inclusive/
Hobgood, B., & Ormsby, L. (n.d.). Inclusion in the 21st-century classroom: Differentiating with technology. Learn NC. Retrieved from http://web.archive.org/web/20180125110137/www.learnnc.org/lp/editions/every-learner/6776/
Lee, D. (2014). How to Personalize Learning in K-12 Schools: Five Essential Design Features. Educational Technology, 54(3), 12-17. Retrieved from
http://www.jstor.org/stable/44430266
Microsoft. (n.d.). Using Microsoft Translator for Education. Retrieved from
https://support.microsoft.com/en-us/topic/using-microsoft-translator-for-education-f96d43c2-b5a4-40e5-b1b5-43763e6f10b6?ui=en-us&rs=en-us&ad=us
Peabody College | Vanderbilt University. (2020, July 20). IRIS | Assistive Technology: An Overview. Iris Center. Retrieved from
https://iris.peabody.vanderbilt.edu/module/at/
Standard 3.4, Adaptive and Assistive Technology – asks candidates to facilitate the use of adaptive and assistive technologies to support individual student learning needs. My research and the experience I gained over the course of this project show that I have mastered the standard. I can facilitate and help students and teachers better utilize adaptive and assistive technologies. The Assistive Technology Implementation Plan demonstrates that I have the skills and knowledge to coordinate and facilitate a plan to help students better prepare and personalize a learning path that is tailored to the students’ individual needs. The world of special education is vast, and each student has unique needs. I have researched many different tools and resources which have prepared me to be able to respond to each students’ individual needs. I am in awe of how many resources there are available to students today. The word of instructional technology helps bridge many gaps that would traditionally be much more difficult to bridge.
I learned about many different adaptive and assistive technology resources and tools while involved in this project. Many were available to me already, and I realized I was not taking advantage of them like I should. All students can benefit greatly from many of the resources that we typically might not use for the general education classroom. My biggest regret, or what I would have done differently, is to use these tools much sooner in my career had I taken the time to think about and research them more. The Assistive Technology project helped me change the way I think about integrating technology, not only to special education students, but to offer all my student’s differentiation in a more technology-rich environment.
This artifact helps illustrate that assistive technology is important to all students. You can quickly assess how well students and teachers are utilizing adaptive and assistive technology by observing and conferencing with students daily. By taking the time to teach both teachers and learners how to use assistive and adaptive technology, you can rest assured than a deeper understanding is taking place. You just need to show them the correct path to take.
References
Gonzalez, J. (2018, April 15). 4 Ways Microsoft is Making Learning More Accessible. Cult of Pedagogy. Retrieved from
https://www.cultofpedagogy.com/inclusive/
Hobgood, B., & Ormsby, L. (n.d.). Inclusion in the 21st-century classroom: Differentiating with technology. Learn NC. Retrieved from http://web.archive.org/web/20180125110137/www.learnnc.org/lp/editions/every-learner/6776/
Lee, D. (2014). How to Personalize Learning in K-12 Schools: Five Essential Design Features. Educational Technology, 54(3), 12-17. Retrieved from
http://www.jstor.org/stable/44430266
Microsoft. (n.d.). Using Microsoft Translator for Education. Retrieved from
https://support.microsoft.com/en-us/topic/using-microsoft-translator-for-education-f96d43c2-b5a4-40e5-b1b5-43763e6f10b6?ui=en-us&rs=en-us&ad=us
Peabody College | Vanderbilt University. (2020, July 20). IRIS | Assistive Technology: An Overview. Iris Center. Retrieved from
https://iris.peabody.vanderbilt.edu/module/at/
