Special Education Technology: Strategies for Enhancing Academic Performance

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Special Education Technology Strategies for
Enhancing Academic Performance

• CEC Technology Strand E
• April 3, 2009
• 830 am - 445 pm

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830 - 930 am, Session 1
Technology-Based Teacher Planning and
Collaboration Tools Teacher planning is a
critical issue associated with the effective use
of special education technology. This session
will highlight ways in which teachers are using
new planning and collaboration tools to enhance
learning. Dave Edyburn, University of
Wisconsin-Milwaukee Jennifer Fritschi, Verizon
Foundation Jamie Messinger-Willman, Washington
State University
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945 - 1045 am, Session 2
Technology Toolkits Research has documented that
the creation of technology toolkits is an
effective strategy for helping general and
special education teachers utilize technology in
the classroom. Toolkits for teachers working with
young children, and students with learning
disabilities (reading, writing, and math) will be
presented. Jim Gardner, University of
Oklahoma Sharon Judge, Old Dominion
University Cheryl Wissick, University of South
Carolina Kathleen Puckett, Arizona State
University
4
1100 am - Noon, Session 3
Designing and Using Flexible Digital Media in the
Classroom The provision of access to digital
instructional materials was mandated in IDEA
2004. This session will explore research,
practice, and policy issues associated with
designing, converting, and using digital
instructional materials. Randy Boone, University
of Nevada, Las Vegas Kyle Higgins, University of
Nevada, Las Vegas Joy Zabala, CAST, Inc.
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115 - 215 pm, Session 4
Exploring the Possibilities of Emerging
Technologies The rate of innovation in the field
of technology means that there is always
something new to learn. This session will
introduce a variety of new technologies with
important classroom applications 1-1 laptop
initiatives, Second Life, and multiplayer
games. Deb Newton, Southern Connecticut State
University David Davis, FLDRS Technology Betty
Nelson, University of Alabama, Birmingham Matthew
Marino, Washington State University
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230 - 330 am, Session 5
Accessible Curriculum for Students With Moderate
and Severe Disabilities Students with moderate
and severe disabilities often require assistive
technology in order to access and manipulate the
curriculum. This session will highlight
innovative accessible curriculum materials.
Kathy Howery, University of Alberta Kathy
Stauger, News-2-You, Inc. Anne Meyer, AbleNet,
Inc. Suzanne Feit, Cambrium Learning
Technologies, Inc.
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345 - 445 pm, Session 6
Universal Design for Learning Research and
Practice Universal design for learning (UDL) is
recognized as an important new paradigm for
helping diverse students access and make progress
in the general curriculum. This session will
examine the latest efforts regarding UDL research
and classroom practice. Tara Jeffs, East
Carolina University Jenna Watson, CAST,
Inc. Vicki Hershman, PATINS Project
(Indiana) Mallory Burton, SETBC (Vancouver, BC)
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Technology-based Teacher Planning and
Collaboration Tools

• CEC Technology Strand Session 1
• April 3, 2009
• Dave Edyburn
• Jennifer Fritschi
• Jamie Messinger-Willman

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Technology-based Teacher Planning and
Collaboration Tools

• Dave Edyburn

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What We Know

• Research has found that how teachers think about
  teaching and learning has a significant impact on
  the way they design classroom instruction.
  However, for the most part, instructional
  planning is still a solitary activity.

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Teacher Time

• 28 teachers were observed to spend their time as
  follows
• Instruction-Related Activities (81.1)
• Instructing 93.4
• Planning 3.8
• Evaluating 2.8
• Noninstruction-Related Activities (18.9)
• Behavior Management 44.1
• Other Activities 39.1
• Conversations 16.8
• Source Wang, M. (1985). An analysis of program
  design implications for teacher and student use
  of school time. In C.W. Fisher D.C. Berliner
  (eds.) Perspectives on instructional time (pp.
  237-262). NY Longman.

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Teacher Time

• The five teachers worked an average of 38.6 hours
  per week with an additional 10.5 hours
  after-school work.
• 34.4 of their time in school was devoted to
  instructional activities.
• 27.8 of their time in school was devoted to
  classroom support
• 19.3 of their time was devoted to pupil control
  activities.
• 11.6 of their time in school was devoted to
  private-personal activities.
• 5.3 of their time in school was consumed by
  travel.
• 1.8 of their time in school was devoted to
  extra curricular activities.
• Source Cypher, T.W., Willower, D.J. (1984).
  The work behavior of secondary school teachers.
  Journal of Research and Development in Education,
  18(1), 17-24.

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Conditions of the Profession

• The Council for Exceptional Children, in its 2000
  report, Bright Futures for Exceptional Learners,
  cites eight pressing issues that present
  workplace challenges for special educators
• Ambiguous and competing responsibilities
• Overwhelming paperwork
• Inadequate district and administrative support
• Significant teacher isolation
• Insufficient focus on improved student
  outcomes
• Increased demand for well-qualified special
  educators
• Poorly prepared new general and special
  educators and
• Fragmented state licensing systems..

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Traditional Tools

• For generations, the core tool for teacher
  instructional planning has been the spiral-bound
  planbook.

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Advances in the Knowledge Base
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Tic-Tac-Toe
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42 Explore
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Technology-based Teacher Planning and
Collaboration Tools

• Jennifer Fritschi

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Verizons Thinkfinity Provides

• 55,000 FREE resources for

• K-12 educators
• Adult family literacy communities

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educator e-newsletters
podcasts
primary sourcedocuments
interactives
1,200 print friendly maps
Parent tools
interactive calendars
student e-sheets
powerful search engine
multimedia explorations
datalinks
video clips
lesson plans
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Verizons Thinkfinity Partners
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IN ONE PLACE created by experts, aligned to
standards, high quality, All core subject
areas searchable by grade level, commercial
free, at no cost, available anywhere, anytime
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still FREE
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Thinkfinity through the lens of a teacher

• 7th grade / English Language Arts
• persuasive writing
• Reluctant readers writers
• Students with varying ability levels
• Need high interest materials

• No money
• No time
• Its the night before
• Youre being observed tomorrow
• Your 10yr. old just told you he needs poster
  board for class project tomorrow

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91 persuasive writing results for 6th-8th grade
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Is Bigger better?
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Graphic organizers
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Interactives
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Classroom-ready supplemental resources
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Differentiation tools
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State Education Partners
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Technology-based Teacher Planning and
Collaboration Tools

• Jamie Messinger-Willman

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Typical Roles and ResponsibilitiesA Day in the
Life of a Teacher

• Before School Prepares lessons, attends staff
  meetings, facilitates parent meetings, runs
  copies, grades assignments, answers email, etc.
• During School Wears many hats Teacher,
  Observer, Assessor, Mediator, Problem-Solver,
  Juggler, and/or Collaborator.
• After School Prepares the next days
  activities/lessons, runs copies, attends
  meetings/staff development, grades papers, and/or
  facilitates extracurricular activities/sports.

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Barriers to Teacher Collaboration

• Lack of Time
• Different Planning Periods
• Opposing/Conflicting Pedagogies of Practice
• Grade level/Department Walls
• Physical Separation Different buildings on the
  same campus

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Benefits of Teacher Collaboration

• Builds a community amongst educators All
  working towards the same GOAL.
• Supports teachers by building confidence and
  competence.
• Provides opportunities for consistent
  expectations, rules, consequences, academic
  benchmarks, etc.
• Can lead to improvements in students academic
  achievement, behavior, and attitude.

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Collaboration Made Possible

• Collaboration is easier with new Web-based
  innovative technologies, services, and tools.
• 3 Examples of Web-based services/tools
• Google Docs
• http//docs.google.com/
• Google for Educators
• http//www.google.com/educators/index.html
• Zoho
• http//www.zoho.com/

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Google Docs

• https//www.google.com/accounts/ServiceLogin?servi
  cewritelypassivetruenui1continuehttp3A2F
  2Fdocs.google.com2Ffollowuphttp3A2F2Fdocs.go
  ogle.com2Fltmplhomepagermfalse.
• Google Docs is a free, Web-based word processor,
  spreadsheet, presentation, and form application
  offered by Google.
• It allows users to create and edit documents
  online while collaborating in real-time with
  colleagues.
• Documents, spreadsheets, and presentations can be
  created within the application, imported through
  the web interface, or sent via email.

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Google Docs Google Apps Education Edition

• http//www.google.com/a/help/intl/en/edu/index.htm
  l
• Free email and collaborative tools for the
  entire school.
• Features
• Communication Tools
• Collaborative Tools
• Infrastructure

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Google for Educators Google Educator Academy

• http//www.google.com/educators/gta.html
• FREE professional development opportunity to help
  educators take advantage of the latest innovative
  technologies.
• One-day hands-on academy with Googles free
  products and technologies.
• At the completion of the academy, educators
  become Google Certified Educators who share what
  they have learned through structured professional
  development workshops.

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Google for Educators

• http//www.google.com/educators/index.html
• Google for Educators is a compilation of the
  search engine's most useful features in one
  place.
• Whether you're teaching Spanish or social
  studies, mathematics or music, there's a free
  Google feature that will make your lessons more
  dynamic and your projects better organized.
• The website offers step-by-step visual tours and
  videos to help you get started.

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Zoho Suite

• http//www.zoho.com/
• An online office suite that includes tools for
  word processing, spreadsheets, presentations,
  databases, note-taking, wikis, and other
  applications.
• Applications are web-based and operating system
  independent.
• Applications can be used independently or in
  conjunction with one another.
• The applications can be utilized to create
  content or manipulate files created using other
  suites/systems.
• Most services are free however, some require a
  subscription fee.

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References

• AdventNet, Inc. (2009).  Zoho.  Retrieved March
  15, 2009 from http//www.zoho.com/.
• Google. (2009).  Google Docs. Retrieved January
  15, 2009 from https//www.google.com/accounts/Serv
  iceLogin?servicewritelypassivetruenui1contin
  uehttp3A2F2Fdocs.google.com2Ffollowuphttp3
  A2F2Fdocs.google.com2Fltmplhomepagermfalse.
  
• Google, (2009). Google for Educators.  Retrieved
  March 1, 2009 from http//www.google.com/educators
  /index.html.

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Questions Answers