1. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. Chapter 4 Technology for Diverse Learners any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Teaching and Learning with Technology

2. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 3 Students are diverse in many ways: culture, ethnicity, socioeconomic level, learning styles, and multiple intelligences Students’ abilities may call for additional attention and creativity to meet their needs Students with special needs and students with exceptionalities: includes both students with disabilities that interfere with learning and gifted students who are gifted and may need special instructional strategies to reach their potential Disabilities may be obvious or not Meeting the Needs of Diverse Learners 3

3. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 4 Play a special and effective role to support student needs Increase independence and participation in classroom activities Provide access to standard curriculum Enable students with disabilities that interfere with learning skills to demonstrate their understanding of subject matter Provide a voice for students who cannot speak Enable mobility for those who cannot move or have difficulty moving Provide input modalities for those who cannot see or hear Technology Can: 4

4. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 5 Word processing software has very powerful capabilities to support the needs of students with exceptionalities Gives students with poor motor skills (can’t hold a pencil or type easily) the ability to create clear, legible documents A wide variety of built-in options and features give students a wide range of control to create and revise documents Augmentive Communication 5

5. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 6 Concept Mapping Software: Used during brainstorming to capture ideas and allow students to manipulate them Provides structure and organization for the writing process Lets students see how abstract ideas are interconnected Supports students with disabilities by letting them brainstorm in diagram or outline mode Augmentive Communication 6

6. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 7 Word Prediction Software: Makes an educated guess about the next word student wants to type based on 1 st several letters Less typing required by reducing number of required keystrokes Enables creation of custom dictionaries Helps predict vocabulary for writing activity or subject Can speak words when students point at them Augmentive Communication 7

7. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 8 Text-to-Speech Software: Offers options to hear: word-by-word, sentence-by- sentence, or entire paragraphs or documents Makes it easier to review and proof one’s work Talking Spell-Checker Software: Reads aloud misspelled words and suggested correct words Students can make choices based on sound of words Augmentive Communication 8

8. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 9 Recorded Books Appropriate for students who can understand material at their grade level but struggle when they have to read it High-Interest, Low-Level Books Alternatives that offer age/grade-appropriate content presented at an easier reading level Some books may highlight text as it’s read Narration is natural, since it’s digitized (recorded) rather than synthesized (text-to-speech) Augmentive Communication 9

9. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 10 Scan/Read Systems Combine computer, scanner, optical character recognition software, and speech output As text is read aloud, display of it provided on monitor Time-consuming to scan, and files can be very large Many sites offer text that has been converted to electronic format or “e-text” Most literature in the public domain (e.g., Shakespeare) is available for free download Technology Tools 10

10. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 11 Active Listening Devices (ALDs) Students with difficulty hearing lectures and class discussions often need support Two main types: Personal amplification systems – student wears small receiver and sound output device (focuses on individual student(s)) Sound-field amplification systems – teacher’s voice is amplified by classroom loudspeakers (focuses on a group of students) Augmentive Communication 11

11. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 12 Devices that give a voice to those who cannot speak Can be very inexpensive (homemade picture boards) to costing thousands (digitized text-to-speech technology) Teachers need to know how they work to assist and support their students who use them Teachers must make adjustments in their lessons for students who may need more time or preparation before the class lecture, etc. Augmentive Communication 12

12. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 13 Input Devices StickyKeys – press keys sequentially to execute commands, rather than simultaneously MouseKeys – direct the mouse pointer and execute mouse functions using the numeric keypad Keyboard labels – labels that can make letters larger, add contrast, cover nonessential keys, etc. Keyguards – covers with holes that increase accuracy by allowing pressing only one key at a time Expanded keyboards – offer larger surface area and larger keys Augmentive Communication 13

13. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 14 Input Devices (cont.) Mini keyboards – smaller and fewer keys, aid students with restricted range of motion Customizable keyboards – configurable to individual students Pointing devices/systems – can range from a dowel with a rubber tip held in a fist or mouth or attached to a headband to a more sophisticated system that engages an onscreen keyboard Single switch – enables students who can control a single movement to control a computer Touch screens – touch-sensitive computer screens that are quick and easy to use but have limitations when entering large amounts of data or many selection options required Augmentive Communication 14

14. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 15 1. Determine which technology solution will be the most effective with input from professionals (teachers, occupational therapists, physical therapists, speech language pathologists, and technical personnel), family members, and the student 2. Training on the technology for all involved parties (student, teacher, and involved adults) 3. Need for collaboration between assistive technology (AT) and information technology (IT) personnel Issues in Implementing Technology 15

15. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 16 Computer technology can help keep gifted students engaged even after they’ve mastered course content Internet-based activities can provide access to innovative resources to broaden and deepen learning Gifted students need differentiated instruction to address unique needs for challenge and engagement Solutions for Gifted Students 16

16. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 17 English language learning (ELL) students are one of the most rapidly growing student populations in K- 12 schools Most are from Spanish-speaking backgrounds; many other international heritages are represented. That’s why CLD is the most appropriate name Educational technology often underutilized for providing comprehensible input to CLD students Scaffolding defined as supporting learners by moving them beyond their individual baseline Technology can give the one-on-one support they need Solutions for Culturally and Linguistically Diverse (CLD) Students 17

17. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 18 Planned targeted use of technology can monitor students’ comprehension and intervene when needed Teacher awareness and preparation are critical Many useful resources to help teachers meet the needs of CLD students Solutions for Culturally and Linguistically Diverse (CLD) Students 18

18. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 19 Teachers must move beyond using technology as a remedial tool Creative infusion of the many ways technology can be used will help meet the unique needs of CLD students Issues in Implementing Technology for Culturally and Linguistically Diverse (CLD) Students 19

19. Teaching and Learning with Technology, 4e © 2011 Pearson Education, Inc. All rights reserved. 20 Student diversity is a reality that all teachers must address Awareness of the many ways students differ is the first step to effectively meet their needs Respect for and dedication to meeting diverse needs combined with careful planning are key Universal Design for Learning (UDL) provides parameters to educators for designing learning that considers all students’ needs CAST (Center for Applied Special Technology) has developed a framework for using technology to maximize learning opportunities for every student Technology Solutions for All Learners 20