EIM 504 SlideShare

1. Module 3 SlideShare Collaborative Teaching and Assistive Technology

2. Planning Together - Teachers should plan together to create authentic learning experiences and best practices - - Professional Learning Communities (PLCs) Professional Learning Communities (PLCs) - Focus on helping students in a specific school or program - Emphasize helping all students be successful - Should be driven by student data - Technology should be used to get and analyze the student data that PLCs focus on

3. Collaborating with Students - Teachers should work with students to find new resources and diagnose/troubleshoot issues - - Solving Routine Problems Solving Routine Problems - Tech issues will occur, how are you planning to deal with them? - Depending on age, your students can help troubleshoot technology problems for teachers - Steps for Troubleshooting Steps for Troubleshooting *repeat if needed* - Isolate the Problem - Identify the Best Solution - Apply the Solution - Check Your Results - Bring Your Own Device programs are used to reach all students in an economic way

4. Using Technology to Collaborate - - Teachers can Teachers can - Give students’ authentic, real-world learning experiences with tech - Bring in outside experts, teams and more from the local area or abroad - Teach students how to use web conferencing software to prepare them for future - - Technology Collaboration Technology Collaboration - Teaches students to reason and problem solve collaboratively - Allow equity in access to material and resources - Increases audience for student work - Can be more motivating for students

5. Culturally Responsive Communication - Understanding Your Culture and Your Students’ Culture - Evaluate your own experiences/ideas - Understand the connection between school and society - Culture is difficult to define thus difficult to understand - Tech collaboration creates need for greater cross-cultural understanding - - Culturally Responsive Teachers: Culturally Responsive Teachers: - Are socially conscious - View diversity as assets - Feel responsible for helping schools become more responsive - Understand how learners’ construct knowledge - Know about their students’ lives - Use students’ prior knowledge and experiences to design instruction - Topic-Centered vs Topic-Chaining - Structured Conversation and Engagement vs Open Conversation and Engagement

6. Culturally Responsive Communication (continued) - First develop trust, then ask for vulnerability of your students - Individualist vs Collectivist - Success is individual vs Success as a factor of the whole - This helps build community, which is necessary for culturally relevant teaching - Not all people from one culture will learn/act the same way - Share and learn from others to have a better understanding of your culture and other’s culture. - Use technology to build understanding and experiences for students’ culture

7. Culturally Relevant Math Classroom As a math teacher, I’ve often thought of how to make math culturally relevant. The article I read addressed this specifically, so it was really important to me. A quote that drives home the point of the article is “students were more likely to perceive teacher emotional support, a familial rapport with classroom peers, and recognition for their work when empathetic caring teachers—compared to teachers of other profiles—led their mathematics classes. Furthermore, this sense of connectedness mediated the students’ value of mathematics for their own identity and their perceptions of the mathematics instruction’s relevance, which illustrates the process through which teacher care becomes meaningful for students’ perceptions about mathematics.” (Maloney & Matthews, July 2020)

8. Legal Precedents for Assistive Technology - Technology-Related Assistance for Individuals with Disabilities Act of 1988 first defined Assistive Technology IDEA uses this definition in it’s wording as well - IEPs can require the use of Assistive Technology Section 504 and 508 of the Rehabilitation Act of 1973 also have sections referring to the use of Assistive Technology in the Education setting Assistive Technology act of 1998 (reauthorized in 2004) - Extends funding to all states and six territories for assistive technology - The reauthorization mandated modifying instruction through universal design for learning principles for students - - -

9. Assistive Technology Continuum - - Low to high tech continuum Low tech (clothespins, paper clips, sticky notes, etc.) - Cheaper - Limited functionality - Require little to no training to use Mid tech (tape recorders, portable word processors, etc.) - Use some form of power source - Moderately priced - May require some training to use (i.e. tape recorders, portable word processors, etc.) High tech (computers, software programs, and computerized voice-output devices) - More complex, - Expensive - Require training to use effectively - Often customizable to fit the needs of a specific person - -

10. Adaptations for Software and Hardware - Keyboard Adaptations - Bigger keys - Stickers or small rubber pads - Create a key guard - - Software Software - Most Software comes with accessibility features installed Digital communication tools allow great flexibility for students with disabilities - - Mouse Adaptations - Button, pom-pom, or colored sticker on the left mouse button - Turn mouse upside down - Bigger cursor arrow - - Positioning Positioning - Students, devices and display should be set to an appropriate position for the specific user Sometimes an OT may be needed to assist with the placement. - - Touchscreen Adaptations - Stylus size - Software Updates

11. Article Citation Maloney, T., & Matthews, J. S. (July 2020). Teacher Care and Students' Sense of Connectedness in the Urban Mathematics Classroom. Journal for Research in Mathematics Education, 51(4), 399-432.