As I delve into the world that is assistive tech in beginning this course, I am slightly overwhelmed at the vast amount of knowledge and resources out there that I don't know of. Some of the apps and devices that were discussed in class, I've never had the opportunity to use. I am looking forward to learning more and trying some of these out this year at my school with students I already have in mind.
The world of assistive technology, though daunting and at times, expensive and so therefore limiting to some populations is intertwined with the future. Classrooms are becoming more and more technologically equipped and students sometimes know more about the technology being used then teachers. It's the world they are growing up in, far different from what the adult population educating them grew up with.
As an educator who is somewhat knowledgable about technology and how it can be used to enhance student learning and experience, I feel like I am just beginning to learn about the possibilities that assistive technology can provide to students, especially now that I am working in as a Learning Centre teacher full time.
15 different ways we communicate:
Visual-
→ facial expressions, gestures, breathing patterns
Vocal-
→ sound, volume, cadence, tone, speed, emphasis
Physical-
→ communication through touch
Verbal-words (only a small part of communication in reality)
Questioning
Active Listening
Emotions
Written Communication
Feedback
Observation
Sharing Information
Takeaways
1) The conversation about communication was something that stood out to me as to how it relates to assistive tech and that it is at the core of why assistive tech is so valuable as a resource for our students. The idea that in order to have effective communication, a common language is needed. If there isn’t a common language, communication is virtually impossible to accomplish. Also needed is joint attention and of course, a communication partner to interpret and share in the communication that is occurring. I feel like so many struggles students experience are rooted in this lack of accessing effective communication tools, systems; either because they need to be taught or that these tools are simply unavailable to them. A few of my students this year are non-verbal and one goal we have for them will be to find an effective communication system so that they can begin to take control of their daily lives...
Apps like Proloquo2go, Taps speak plus, Go talk or Eye gaze can be potentially life changing for someone who is being introduced to these communication portals.
2) Something else that stood out to me over the course of the day was that AT is a process grounded in program planning at the school level. This struck me as an important place to start the discussion where AT is not embedded in all teacher's planning processes.
Another idea that allowed me to view AT as a process was SETT---looking at the skill set and needs of a student, the environment where they will use the tech and the degree of knowledgeable support in that environment. What use if the tech if no one knows how to operate it? What good is the tech if no one actually uses the device in practice? These things are all great in theory but unless they are actually being used to assist student learning, then they remain a vast, unknown and sometimes scary thing to teachers. This ties into looking at the effects of time; socially, behaviourally, emotionally, and physically and how do we keep up with the tech that is changing so quickly, while trying to work within curriculum guidelines. How do we decide which devices or tech are the most valuable or accessible to our students at a given time in their development?
**Don’t use technology to replace but create new ways to learn**
3) SAMR Model- Dr. Ruben Puentedura's model was a new piece of information for me but after we were given this to define and use "Clips" to facilitate the discussion, I made a connection between how this model and UDL (Universal Design for Learning) could be used interchangeably and I began to see a focus for my own interest within this course.
Where should it be used---anywhere!
Students use higher order cognitive skill levels as they work their up the SAMR model which begins with Substitution.
Apps can be used for each level.
Read & Write, Google forms, Clips, Google docs, Book creator, iMovie, Tellagami
The SAMR Model aims to allow teachers to design, program and implement curriculum in such a way the UDL principles naturally fall into the programming process.
I feel like so many teachers are struggling to meet the needs of all learners because they simply do not feel they can plan their lessons and units of instruction that opens it up for the students in front of them. They are "stuck" in the Math sheets that they've used for years or the projects they designed years ago that were great, but haven't been adapted since. Or they have a very specific idea of how knowledge should be presented to them, they are not open to a student showing what they know in different ways when looking at assessment of a research project, for example.
A thought about Universal Design for Learning...
-UDL (teaching to everyone)
-not differentiation not after the fact
-digitizing for the variety of needs of students in your class
-not adapting
Engagement---stimulate interest for learners (WHY of learning)
Representation (What of learning)
Expression (How of learning) how the students present what they know in a variety of ways
Available on chromebooks---collaborate on books
Allows many ways to access info
Social Stories
Apps I’d like to try...
Pic Collage
-good for non-verbal students, a student who has cerebral palsy who doesn’t have hand function
-show what you know (cutting out of magazine vs. using this app to show the same knowledge)
-practicing UDL providing access to all to demonstrate knowledge
Videoscribe
-presumed competency
-assuming students are not competent is harmful. The example of the question “What is your favorite color? Show me without using body language or words…” How frustrating this would be for a what a non-verbal child would feel
-always assume that students understand and go from there when planning and programming
Word Photo
Disruptive Technology- the creation of new ideas and new ways for students to learn in the classroom (replaces old technologies)
UDL Video
