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 Online Web Quest (with assistive technology: Screen Magnifier, Natural Screen Reader, and Google Translate)
Reflection
The lesson plan for this project was designed for a class assignment for ITEC 7430. The lesson was implemented as a pilot program for a field experience for ITEC 7445, summer 2013. The lesson components were designed and evaluated for content gains and use of student centered strategies, however adaptive technologies had to be added to the pilot implementation of the program to accommodate student needs.Georgia’s science content Standards and ISTE National Educational Technology Standards were used to integrate science, technology, and language learning strategies, and provided students with an authentic higher learning experience.
The program was designed for middle school level and English Learners with low English skills. One participant showed signs of a visual impairment. Low sight was accommodated with assistive technology, such as the screen magnifier, an English screen reader, and the Google Translate site. The magnifying tool, a free, open source screen magnification program, made images on the screen 10 times larger and made screen text visible for the visual impaired student. This student later received services for eyeglasses. The Natural Reader tool was used by students to converts text into spoken words. Using the Natural Reader, students were able to listen to text while reading the online text and gaining content understanding.
The web quest resources were interactive programs that students used to forecast food harvest changes, prompting their predictions of produce production changes and of cultural changes associated with climate change. Group collaborations gave students of varying talents, such as language skills, technology tool skills, and presentation creativity, an opportunity to act in a leadership role at appropriate times. This web based and exploratory project was further developed and began part of the instructed science content and provides a safe online experience - a critical factor when considering online research for a diverse student population.
Student comments reflected a heightened appreciation for an opportunity to include their culture as part of a class assignment. From facilitating this project, I learned that ELs that may have physical learning limitations, such as limited vision, may sky away from addressing their limitations and may require more careful inspection of learning abilities. Student participation for this lesson can be statistical assessed.
Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)
Artifact Online Web Quest (with assistive technology: Screen Magnifier, Natural Screen Reader, and Google Translate)
Reflection
The lesson plan for this project was designed for a class assignment for ITEC 7430. The lesson was implemented as a pilot program for a field experience for ITEC 7445, summer 2013. The lesson components were designed and evaluated for content gains and use of student centered strategies, however adaptive technologies had to be added to the pilot implementation of the program to accommodate student needs.Georgia’s science content Standards and ISTE National Educational Technology Standards were used to integrate science, technology, and language learning strategies, and provided students with an authentic higher learning experience.
The program was designed for middle school level and English Learners with low English skills. One participant showed signs of a visual impairment. Low sight was accommodated with assistive technology, such as the screen magnifier, an English screen reader, and the Google Translate site. The magnifying tool, a free, open source screen magnification program, made images on the screen 10 times larger and made screen text visible for the visual impaired student. This student later received services for eyeglasses. The Natural Reader tool was used by students to converts text into spoken words. Using the Natural Reader, students were able to listen to text while reading the online text and gaining content understanding.
The web quest resources were interactive programs that students used to forecast food harvest changes, prompting their predictions of produce production changes and of cultural changes associated with climate change. Group collaborations gave students of varying talents, such as language skills, technology tool skills, and presentation creativity, an opportunity to act in a leadership role at appropriate times. This web based and exploratory project was further developed and began part of the instructed science content and provides a safe online experience - a critical factor when considering online research for a diverse student population.
Student comments reflected a heightened appreciation for an opportunity to include their culture as part of a class assignment. From facilitating this project, I learned that ELs that may have physical learning limitations, such as limited vision, may sky away from addressing their limitations and may require more careful inspection of learning abilities. Student participation for this lesson can be statistical assessed.