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Lecture 15 Assistive Tech
- 1. VideosAssistive technology video:Cerebral palsyAssistive technology video: Visually impairmentsAssistive technology video: Physical impairments (music)Assistive technology video: Visually impaired (music)
- 2. Lecture 15Social Issues:Digital Divide, Gender, and Assistive Technology
- 4. GenderRecreational and entertainmenttechnologies and softwareCompetitionProblem-solvingNon-social motivationMath, science, programmingAggressive nature of young males and access
- 5. The Final LectureTTLis open M-F this week from 9am – 6pmEverything is due in lab this week Except final ePortfolioCourse evaluationLectureLab
- 6. Social IssuesDigital divideGenderAssistivetechnologyOthersLiving in a remote placeTeacher skill in technology useLanguage barriers
- 7. Digital DivideRefers tothe gap between those who are able to benefit from digital technology and those who are not4.1:1 Nationwide4.3:1 High-poverty schools (2004)E-rateDiscount
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- 12. Something to thinkabout if you are in a lower SES region…Assigning homework on computers may not be an option – but there’s always the library!
- 13. Assistive TechnologiesAny equipmentor software that is used to maintain or improve the functional capabilities of individuals with disabilities
- 14. Wheelchair = adjustablecomputer table in lab
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- 16. Inclusion7th English GradeTeacherInclusion Co-TeacherMr. OttenbreitPlanning Session
- 17. Planned LessonLocate informationby using a variety of consumer and public documents. Example: Choose a radio or watch to purchase, based on a Consumer Reports review of different radios or watches. Then, compare advertisements from different stores to decide which store is offering the best price.
- 18. Planned LessonStep 1:Short Article to ReadStep 2: WebQuestStep 3: Create ReportStep 4: Convince Me
- 19. Learning DisabilitiesLarry Duncan(LD)Higher listening comprehension than readingMake accessible to LDText readerPDF text filePremiere Assistive TechnologyUniversal Reader Plus – Talking PointerWord Prediction Software
- 20. Text-to-VoiceText-to-VoiceScans and readsprinted textTalking Word ProcessorVoicesBooks on CDLegal part of IDEA ActSurf the webKurzweil 3000
- 21. Word Prediction SoftwareWordPrediction Software for word processors and emailWord predictionGrammar supportVocabulary supportWordQCo:Writer
- 22. Reading/Language SoftwareLearning Disabilitiesand/or students struggling in a particular academic areaStruggling readersLanguage developmentStart-to-Finish BooksearobicsRosetta Stone
- 23. Planned LessonStep 1:Short Article to ReadText Reader – (LD)Step 2: WebQuestText Reader (LD)Universal Reader Plus – Talking PointerStep 3: Create ReportWord Prediction Software (LD)Step 4: Convince Me
- 24. Visual ImpairmentsValerie Issacs(VI)Use vision as primary learning Low vision – enhancedWord MagnifierTalking word processorWebQuest – Zoom in
- 25. Planned LessonStep 1:Short Article to ReadText Reader – (LD)Step 2: WebQuestZoom-in (VI)Text Reader (LD)Step 3: Create ReportWord Prediction Software (LD)Step 4: Convince Me
- 26. Physically ImpairedPaul IngramCerebralPalsyLimited physical mobilityComputer desk that’s handicap accessibleRepositioned every 20 minutesSwitch – allow access
- 27. Other Assistive Technologyfor Physical DisabilitiesAdapted hardwareAlphaSmart keyboardsTouch ScreensBig KeysHalf Qwerty KeyboardHalf QwertyTouch ScreensBig KeysAlphaSmart
- 28. Planned LessonStep 1:Short Article to ReadText Reader – (LD)Step 2: WebQuestZoom-in (VI)Switch (PI)Text Reader (LD)Step 3: Create ReportWord Prediction Software (LD)Step 4: Convince Me
- 29. ADD/ADHD (attention variance)AnDrewDentonLack time management skillsMaintain attention for 10 minutesRefocus attention every 8 minutesTimerLack organization skillsDirectionsBoard, physical copy, peer checkAsk students for directions (make sure to check with Andrew)Help organizing factsInspiration outlineDistractibilityMonitor use – too focused on other websites or games
- 30. Planned LessonStep 1:Short Article to ReadText Reader – (LD)Step 2: WebQuestZoom-in (VI)Switch (PI)Text Reader (LD)Timer (ADD)Monitor Computer Use (ADD)Directions (ADD)Step 3: Create ReportInspiration (ADD)Step 4: Convince Me
- 31. Hearing ImpairmentsHector IglesiasTeachercommunicationPhonic ear (wear headset)Computer lab (headset with his hearing aid)Other studentsTraining required – group work – focused Microphones (hand-held)
- 32. Planned LessonStep 1:Short Article to ReadText Reader – (LD)Step 2: WebQuestZoom-in (VI)Switch (PI)Text Reader (LD)Timer (ADD)Monitor Computer Use (ADD)Directions (ADD)Headset (HI)Step 3: Create ReportInspiration (ADD)Step 4: Convince MeHandheld microphone (HI)
- 33. Why should Ido this?You make instruction better for ALL studentsUniversal Design for Learning
- 34. Let’s give ourguest speaker a round of applause
- 35. Lecture Question #1Howcan Universal Design for Learning make you a better teacher?
- 36. Things I’ve learnedin w200Lecture Worksheet #2If you had to tell an incoming freshman what they’ll learn in w200, what would you tell them. What have YOU LEARNED (not what have we taught you)?
- 37. What you (hopefully)DIDN’T learn in w200
- 38. 1. Technology is“the one thing education needs”Lec WS #2 – All we need is…
- 39. Education has beenimproving…
- 40. 2. Technology makeslearning happen
- 41. Quote“Any teacher whocan be replaced by technology should be.” --
- 42. 3. No technology= No engagementKids won’t pay attention without it!
- 43. Lecture WS #3Thinkof something “hi-tech” that engages you. Is it really the technology itself that is engaging? If not, what is?
- 44. 4. Technology guaranteesengagementWe use technology…Are you always engaged?
- 45. 5. You arenow ‘up-to-date’ on educational technologyProfessional development plans!
- 46. Help Prof. Leftwichwith Teaching StrategiesEmail Lecture & Lab Surveys
- 47. Most Common AssistiveTechnologiesText reader Vista/Next UpDisability where listening comprehension is higher than reading comprehension (or an auditory style rather than a visual style)Writing disabilitiesSpelling, Microsoft Word – but ways to improve – through Word Prediction (Premeiere Technology)Writing process – not well organized. Inspiration or free concept map
- 48. Certified disabilities –publishers must provide PDF (websites to go to – LEA will provide you with information to have it converted)Visual impairmentsView to increase size – magnifiers (Priemere/Vista/Go into accessibility options)
- 49. Remaining AssignmentsLab Workout#15Assistive TechnologyMake sure to check ALL grades in OnCourseGradebook!TTL Open until 6 this week!Come visit me Wednesday or Thursday from 4-6ePortfolio FinalKnow your due date and where to submit!
Editor's Notes
- #4 Play this movie as the students are coming in. Adorable! A popular song that’s been remixed for gender equity with regards to computers in the classroom.http://vodpod.com/watch/2359854-teachertube-videos-aint-gonna-hold-us-back-d-i-g-i-t-a-l-k-5-winnerTypical uses of tech are “not female” : competition, problem-solving, non-socialMath, science, programming“aggression” of boys = more access
- #5 Females choose careers that are less technologically advancedVery small proportion of high-school females take the computer science AP exam.25% of CS degrees to womanFemales rate themselves lower in computer abilities
- #7 Digital Divide issues encompass much more than gender equity or socio-economics. Student access to technology may also be impacted by: living in a remote placelearning disabilities or other special needsteacher skill in technology uselanguage barriersOther factors may also be involved.