StudyCast ch. 5 & p. 150-157

1. StudyCastch. 5 & p. 150-157 SarahBeth Walker

2. ISTE NETS-T Standard 2.b. • Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.”

3. Using the GAME Plan to support Self-Directed Learning • Setting Goals for Student Learning • Taking Action by Providing Learning Experiences • Monitoring Student Progress • Formative Assessments – assessments used to inform instruction or help students monitor their learning. • Evaluating Instructional Effectiveness • Supporting Students’ Efforts to be Self-Directed

4. KWHL chart • What students: • Know • Want to know • How they will learn the topic • What they Learned in the lesson.

5. Common Instructional Groupings • Individual Use • Small Groups • Whole Group

6. Data Projector • Connects to the computer and projects a computer desktop image onto a blank wall, screen, or whiteboard. Often used in whole-group work.

7. Supporting Students’ Use of Technology Tools & Resources Before Instruction • Plan • Develop Student Guidelines • Technical Guidelines • Perform the task that you are asking the students to do and write down each step you take. • Prepare your instruction guide following the steps that you recorded • Try to perform the task again, using the instructions you developed • Make notes of any steps that were left out or unclear • Correct the instruction sheet as needed. • Resource guide: lists the materials and digital resources that are applicable to the lesson. • Rubrics: help students determine the critical components that need to be reflected in the final products. • Exemplars: further clarify expectations by providing models of acceptable performance. • Prepare Technology • During Instruction & After Instruction

8. Universal Design for Learning • Suggests that instruction can be designed and implemented for students with diverse learning styles, preferences, abilities, and motivation.

9. Assistive Technology (AT) • “Tech Act” • Any item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.

10. Individual Educational Plan (IEP) Required by the IDEA for all students who qualify for special education. Developed through significant parental involvement, in cooperation with classroom teachers and other school officials, such as guidance counselors, special education teachers, school psychologists, or occupational therapists.

11. Assistive Technology Continuum • “Low-tech” tools: often lack moving parts and have limited functionality; require little or no training to use. Ex: clothespins, paper clips, calculators, spell checkers. • “Mid-tech” assistive technologies: use some form of power source, are moderately priced, and may require initial training for use. Ex: tape recorders, CD players, leveled augmentative communication devices. • “High-tech” assistive technologies: more complex and expensive; high-tech multifunctional tools often can be customized to meet individual needs and may require extensive training in order to use. Ex: computers, computerized voice-output devices, environmental controls.

12. Computer Adaptations • Positioning • Keyboard adaptations • Placing large, colored alphabet stickers on keys for easier visual access. • Using stickers, stick-on felt or rubber pads, or small buttons to mark keys that students might use most frequently to add visual distinction and texture. • Creating a key guard from a piece of heavy-duty cardboard. Cut out only the sections for the keys that the student might need to access. • Mouse Adaptations • Add visual or sensory reminder on left mouse button. • Turning mouse upside down.