3.4 Adaptive & Assistive Technology
Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)
Artifact: Assistive Technology Plan
I met with a 3rd grade struggling reader for the Assistive Technology Implementation Plan project. We met for three days during the summer of 2016. I introduced her to text to speech (TTS) software called Speak It and the E-Book program that is available at my school. The student took to this TTS software very quickly and was excited to actually be able to read her books and pass her reading counts tests on the books she was reading.
This artifact shows mastery of Standard 3.4 because I had to know what type of program would best suit the learning needs of this struggling reader and how to perform basic troubleshooting as needed. It was also important that I knew which assistive technology would benefit this student and how best to facilitate these adaptive and assistive technologies with the student. It was also important that during this experience I continually reflected on how it was going and how the student was performing and adapt as needed. It was essential that I facilitated the use of these programs, so the student could understand how best to use them. It was essential that this student felt comfortable using this technology, so she did not feel singled out or embarrassed about the technology. I learned that assistive technology can greatly improve the outlook students have on completing everyday tasks that they are struggling with. This student was struggling to pass reading tests, and because of the help of the TTS software, she was able to steadily improve her scores. I learned that having a good understanding of the technology you are trying to implement is extremely important as the student I worked with had many questions at the start of the field experience. It is important to be understanding and patient when trying to help someone become comfortable with using technology.
This field experience showed me that it is essential to have a positive outlook on using assistive technology within the classroom. I was excited to show this student this software and I feel because of this, she was excited to try it out too. While using the assistive technology, the student used a variety of the features to best suit their individual needs. It is important as a technology leader that I understand not all students use technology the same way, and as long as they are using it to best serve their individual needs and achieve their individual goals, then it is a positive thing. This artifact could be improved by visiting the student to continue to monitor their progress and use of the TTS software. Hopefully, they begin to use the TTS less and less as their reading skills improve.
This field experience impacted school improvement by allowing students to access the TTS software and E-book program that many students were unaware they had. By introducing this software to this student and her parents, they can now share it with others, which in turn will make more use of the programs. Both the student and her parents expressed how happy they were that they found something to help her read and their test scores gradually improved. I am confident that as more people continue to use these technologies scores will continue to rise. The impact can be assessed by looking at Reading counts scores over time as well as the number of log ins to the E-book program.
I met with a 3rd grade struggling reader for the Assistive Technology Implementation Plan project. We met for three days during the summer of 2016. I introduced her to text to speech (TTS) software called Speak It and the E-Book program that is available at my school. The student took to this TTS software very quickly and was excited to actually be able to read her books and pass her reading counts tests on the books she was reading.
This artifact shows mastery of Standard 3.4 because I had to know what type of program would best suit the learning needs of this struggling reader and how to perform basic troubleshooting as needed. It was also important that I knew which assistive technology would benefit this student and how best to facilitate these adaptive and assistive technologies with the student. It was also important that during this experience I continually reflected on how it was going and how the student was performing and adapt as needed. It was essential that I facilitated the use of these programs, so the student could understand how best to use them. It was essential that this student felt comfortable using this technology, so she did not feel singled out or embarrassed about the technology. I learned that assistive technology can greatly improve the outlook students have on completing everyday tasks that they are struggling with. This student was struggling to pass reading tests, and because of the help of the TTS software, she was able to steadily improve her scores. I learned that having a good understanding of the technology you are trying to implement is extremely important as the student I worked with had many questions at the start of the field experience. It is important to be understanding and patient when trying to help someone become comfortable with using technology.
This field experience showed me that it is essential to have a positive outlook on using assistive technology within the classroom. I was excited to show this student this software and I feel because of this, she was excited to try it out too. While using the assistive technology, the student used a variety of the features to best suit their individual needs. It is important as a technology leader that I understand not all students use technology the same way, and as long as they are using it to best serve their individual needs and achieve their individual goals, then it is a positive thing. This artifact could be improved by visiting the student to continue to monitor their progress and use of the TTS software. Hopefully, they begin to use the TTS less and less as their reading skills improve.
This field experience impacted school improvement by allowing students to access the TTS software and E-book program that many students were unaware they had. By introducing this software to this student and her parents, they can now share it with others, which in turn will make more use of the programs. Both the student and her parents expressed how happy they were that they found something to help her read and their test scores gradually improved. I am confident that as more people continue to use these technologies scores will continue to rise. The impact can be assessed by looking at Reading counts scores over time as well as the number of log ins to the E-book program.