1. AT for EFA Australia and the Philippines 7-9 November, 2012

2. Member Details Ellen Halover –University of Baguio, Baguio City, Philippines –ehalover@yahoo.comehalover@yahoo.com Lorna Almocera –University of the Philippines, Cebu, Cebu City, Philippines –lsalmocera@yahoo.comlsalmocera@yahoo.com Dianne Chambers –University of Notre Dame Australia, Fremantle Campus –dianne.chambers1@nd.edu.audianne.chambers1@nd.edu.au Ellen Halover –University of Baguio, Baguio City, Philippines –ehalover@yahoo.comehalover@yahoo.com Lorna Almocera –University of the Philippines, Cebu, Cebu City, Philippines –lsalmocera@yahoo.comlsalmocera@yahoo.com Dianne Chambers –University of Notre Dame Australia, Fremantle Campus –dianne.chambers1@nd.edu.audianne.chambers1@nd.edu.au

3. Topic EDUCATION FOR ALL USING ASSISTIVE TECHNOLOGY

4. Interdisciplinary Learning Objectives At the end of the project, the participating students are expected to –Investigate existing AT for access and use –Evaluate appropriate AT for accessing curriculum –Develop a resource for teachers to assist with including all students in the classroom and community –Demonstrate skills associated with PBL process –Demonstrate awareness of diversity within a mainstream classroom

5. Subject-Specific Learning Outcomes ICT –Students will evaluate software –Students will design and develop appropriate website for collaboration Mathematics –Students will demonstrate different approaches for teaching children with special needs –Students will make the topic more accessible to all students Special Education –Students will link current teaching practices with methods for differentiation ICT –Students will evaluate software –Students will design and develop appropriate website for collaboration Mathematics –Students will demonstrate different approaches for teaching children with special needs –Students will make the topic more accessible to all students Special Education –Students will link current teaching practices with methods for differentiation

6. Student Analysis (selection criteria) Number of classes/participants from each of participating schools: –TEI 1 (Baguio, Philippines): 10 students systems analysis and design (self-nomination/screening) –TEI 2 (Cebu, Philippines): 1 class of 10-15 BS (Maths) students –TEI 3 (Fremantle, Australia): 1 class of 10-15 secondary pre-service teachers Criteria of selecting the students (special interests, prior knowledge, experiences or skills): – For TEI 1 and TEI 2 self-nomination and screening. –For TEI 3: Students enrolled in compulsory unit (captive).

7. Description of the Project Based Learning Tertiary students will investigate available AT for students in the mainstream classroom. TEI 1’s students will investigate from an IT perspective. TEI 2’s group will investigate from a mathematical perspective. TEI 3’s group will investigate from a special ed/language perspective. The students will evaluate the AT based on what is available, how much it costs, where it can be resourced from and what function it bypasses or augments. As a result of the investigation and evaluation of the AT, students will compile a teacher resource that will be made widely available to all teachers (via a website). All information will be shared via facebook, wiki or dropbox prior to compilation.

8. Student Grouping Grouping The participating students of each schools will be divided as follows: The students from different schools will cooperate in building a common resource, and compliment one another when doing research and evaluation. –TEI 1: 2 Groups – one physical disability, one vision impairment –TEI 2: 4 Groups - one vision impairment, one maths difficulty (dyscalculia), one hearing impairment. –TEI 3: 3 groups – one spelling, one reading, one hearing impairment

9. Activity Design

10. ACTIVITY DESIGN CONTINUED

11. ICT and Telecollaboration Phase 1 Research using a variety of online tools: Search engines Organisation sites Information shared on a Wiki Phase 2 Website design (by IT students): Joomla PHP Phase 3 Framework for AT evaluation Wiki for sharing information Phase 4 Online collaboration : Hangout Dropbox Internet connection Computers Phase 5 Presentation of finished product: Prezi data projector meeting space

12. Assessment: Evaluation Tool/s Form of Evaluation & Criteria Rubric – Rubistar – for Defining AT and Disability Marking rubric for website design (Rubristar or Educatorial) Teacher Feedback form - Quality of content – evaluation of AT resources Form of Evaluation & Criteria Rubric – Rubistar – for Defining AT and Disability Marking rubric for website design (Rubristar or Educatorial) Teacher Feedback form - Quality of content – evaluation of AT resources

13. Reflection “This has been an extremely useful workshop, not only for learning about Tele-collaboration and PBL, but also for the bringing together of people from diverse cultures and countries. New friends and colleagues.” “Fun, and hard work mixed together!” “Something new. Great ICT tools presented!” “This has been an extremely useful workshop, not only for learning about Tele-collaboration and PBL, but also for the bringing together of people from diverse cultures and countries. New friends and colleagues.” “Fun, and hard work mixed together!” “Something new. Great ICT tools presented!”