1. Tools for Going Beyond Literacy
Amanda Hall Lueck, Ph.D.
Jamie Dote-Kwan, Ph.D.
Jeffrey C. Senge, M.S.
Dote-Kwan (1999)

2. Literacy Expectations for Independence & High Quality of Life
All media - in and of themselves and
regardless of the messages they
communicate - exert influences on society
Marshall McLuhan
Dote-Kwan (1999)

3. Literacy...
is the functional ability to read and write at a level commensurate with one’s cognitive and academic abilities
Dote-Kwan (1999)

4. Building Blocks
Dote-Kwan (1999)

5. Matching of Appropriate Tools
Step 1: Identify Critical Tasks
Step 2: Identify Personal Preference
Step 3: Identify Media Needs
Dote-Kwan (1999)

6. Identify Critical Tasks
Educational/occupational tasks unable to do commensurate with peers
Educational/occupational tasks unable to perform at a level commensurate with peers
Critical Tasks = Functional &
Relevant Tasks
Dote-Kwan (1999)

7. Matching of Appropriate Tools
Step 1: Identify Critical Tasks
Step 2: Identify Personal Preference
Step 3: Identify Media Needs
Dote-Kwan (1999)

8. Personal Preference Choice - Individual and Family
Cognitive/Academic abilities
Physical abilities
Visual abilities
Dote-Kwan (1999)

9. Matching of Appropriate Tools
Step 1: Identify Critical Tasks
Step 2: Identify Personal Preference
Step 3: Identify Media Needs
Dote-Kwan (1999)

10. Identify Media Needs Steps: 1. List the functional tasks
2. Rate the materials for each learning modality based on personal preferences
Visual
Tactual
Auditory
Dote-Kwan (1999)

11. Information Access Survey for Materials - Visual
Dote-Kwan (1999)

12. Information Access Survey for Materials - Tactual
Dote-Kwan (1999)

13. Information Access Survey for Materials - Auditory
Dote-Kwan (1999)

14. Information Access Survey for Materials - Example
Student:
12 year old in 7th grade
Retinitis Pigmentosa
20/60 vision
40 degree visual field
Dote-Kwan (1999)

15. Dote-Kwan (1999)

16. Dote-Kwan (1999)

17. Ranking of Media Needs for Critical Reading Tasks
Dote-Kwan (1999)

18. Optimize Output and Input Characteristics With Each Person’s Capabilities, Motivation, and Environment
Dote-Kwan (1999)

19. Dote-Kwan (1999)

20. Instructional Technology Priorities Check List
Dote-Kwan (1999)

21. Ranking of Media Needs for Critical Reading Tasks
Dote-Kwan (1999)

22. List Low Tech to High Tech Solutions for Each Medium
Optical Enlargement
Hand-held Magnifier
Reading Glasses
Electronic Enlargement
Closed Circuit Television (CCTV)
Screen Magnification Software
Dote-Kwan (1999)

23. Dote-Kwan (1999)

24. Decision-Making Process for Technology Tool Selection
Accessibility
1. The device assists/enables the student to perform an educational task that is not currently possible.
2. Or would be performed with greater difficulty or inefficiency.
Dote-Kwan (1999)

25. Affordability
1. The device is affordable within the institutional or public funding limits.
2. The device is affordable within the student’s or family’s funding limits.
This includes purchase, training, technical support, & maintenance.
Dote-Kwan (1999)

26. Availability
1. The device is readily available to the student at school.
2. The device is readily available to the student away from school.
Dote-Kwan (1999)

27. Compatibility
1. There is a match between the device and the student’s cognitive, physical, & perceptual skills.
2. The student demonstrates more than entry/ readiness level skills.
3. The student has sufficient literacy skills commensurate with higher tech devices.
4. The device is compatible with the student’s preferences related to his/her social and emotional circumstances.
Dote-Kwan (1999)

28. Compatibility (continued)
5. The student demonstrates the maturity to assume responsibility for the device related to set-up, proper care and handling, security, and storage.
6. The device is compatible with existing related technology.
7. The device is compatible with existing technical support.
Dote-Kwan (1999)

29. Portability
1. The physical portability of the device, in terms of weight, size, and power requirements, meets the student’s needs.
2. The device meets the student’s transportability needs.
Dote-Kwan (1999)

30. Usability 1. The device can be used in a variety of subject areas.
2. There will be a high frequency of use throughout the day.
3. The device can be transferred across environments, such as classroom, home, or resource room.
Dote-Kwan (1999)

31. Trainability
1. The instructional staff has the expertise to provide training and ongoing technical support.
2. The developer or vendor of the device can provide ongoing training and technical support to the instructional staff, student, and family.
(Consider a historical perspective)
Dote-Kwan (1999)

32. Instructional Technology Priorities Check List
Dote-Kwan (1999)

33. Dote-Kwan (1999)

34. The effects of new media on our sensory lives are similar to effects of new poetry. They change not our thoughts but the structure of our world.
Marshall McLuhan
Dote-Kwan (1999)