1. Technology in the Integrated Classroom
Thomas Kalajian
Northern Valley Regional High School-Old Tappan
Faculty Meeting November 2016
Technology has come a long way and is a great tool for teachers to use when teaching an integrated classroom. Different technologies and programs are available to teachers to make sure that the curriculum is accessible to all students, regardless of their individual need for special services. Even when students do not fit the definition of ‘disabled’, they can still benefit from increased use in technologies that present material in different ways.

2. What is an Inclusive Classroom?
Diverse Student Population
Regular education students
Special education students
Diverse Learners Means Diverse Learning Styles
Differentiated instruction is key to success
Technology has created many new opportunities for differentiation
An inclusive classroom is one that contains both students with disabilities as well as those without special needs. These diverse learners need a variety of teaching techniques and styles to help ensure that they all receive the best education possible. Recently, technology has begun to open new possibilities for teaching practices.

3. General Programs Text-to-Speech Dictation Programs
Aids auditory learners
Dictation Programs
Help students overcome writing difficulties
Online Class Discussions
Foster interaction among students
Create authentic discussions between students and teacher
All students, regardless of disability, can benefit from technology. Systems such as text-to-speech, dictation programs, class discussions, and interactive activities. Text-to-speech programs help student who process better as auditory learners. There are added benefits to students hearing, and reading text. Having information presented in more than one way makes it material much more accessible to many more students. Dictation programs allow students to create works more quickly, and aid students who may have difficulty getting their thoughts down on a page in a timely manner. Incorporating online class discussions into instruction creates dialogue between students and spur critical thinking in students.

4. EdPuzzle Questions Embedded Into Videos Videos can be for any subject
Multiple choice or short answer
Students can re-watch segments as many times as needed per question
Videos can be for any subject
Questions can be put into any video
EdPuzzle library with videos created by others
EdPuzzle allows teachers to embed questions at various points within a posted video. Students must answer the question before they can move on to the next segment of the video. If they do not know the answer, the student can re-watch the segment as many times as needed. The videos can either be made by the teacher, or the teacher can use the EdPuzzle library, which has videos created by others available for use.

5. EdPuzzle (cont.)
Reports Generated for Whole Class and Individual Students
Which questions were answered correctly?
How long did the questions take?
How many times did the student re-watch the segment?
Benefits
Students self assess
Gauge student understanding
After the student has finished, EdPuzzle will generate a report for the teacher that shows which questions were answered correctly, how long each question took to answer, and how many times the student had to re-watch the segment leading up to the question. This data can be helpful in determining student understanding.

6. DocentEDU Extension Program for Browsers
Chrome and Firefox
Convert Online Documents or WebPages into Interactive Activities
Notes and questions can be spread through the document
Teacher can change questions and notes in real time for students
DocentEDU allows teachers to use Chrome and Firefox to convert virtually any webpage into an interactive activity for students. Questions, notes, or other annotations can be put throughout the document. As the class reviews the created activity, the teacher can add or alter notes and questions in real time for students. Once completed, responses can be viewed either by student, class, or question. Students are able to see the notes that other students are adding, and those who may not have the best note taking skills are able to model what stronger students are able to do.

7. Google Apps Docs Sheets Calendar Great for collaborative work
Multiple authors can edit
Sheets
Data can be collected and analyzed in different classes by different individuals
Calendar
All concerned parties can know any upcoming events regarding students
RTI meetings
CST consultations
IEP/504 plan reviews
Google has a wide variety of services that are helpful in the integrated classroom. Docs, Sheets, and Calendar are useful in helping teachers collaborate with each other and share ideas for new lessons, teaching strategies, and concerns regarding specific students progress or behavior. Calendar can be especially useful so that all relevant educators are on the same page regarding any meetings about an individual student. These meetings might be RTI team meetings, consultations with Child Study Team members, or IEP/504 plan reviews

8. Conclusion Technology Opens New Possibilities
Integration Benefits All Students
Increased Accessibility of Material to Diverse Learners
Technology is an important factor in teaching. Regardless of if students have disabilities or not, technological advances of recent years can make material more accessible and easier to relate to. New technologies and programs are being developed constantly, so teachers must remain adaptable and open to trying new things.

9. References:
Aviles, C. B. (2000). Teaching and testing for critical thinking with Bloom’s Taxonomy of educational objectives. Retrieved from ERIC Database.
Bogan, B. L. (2012). Integrating reading, science, and social studies: Using the Bogan differentiated instruction model. US-China Education Review, (A12),
Carr, N. (2013). Increasing the Effectiveness of Homework for All Learners in the Inclusive Classroom. School Community Journal 23 (1),
Darling-Hammond, L. (2013). Teacher Learning through Assessment: How Student-Performance Assessments Can Support Teacher Learning. Center for American Progress.
Grove, K. &. (2006). 'Doing Collaboration': The Process of Constructing an Educational Community in an Urban Elementary School. Ethnography and Education 1(1),
Jensen, E. (2015). Brain Based Learning Strategies. Retrieved from Florida Education Association:
Nichols, S. C., & Sheffield, A. N. (2014). Is There An Elephant In The Room? Considerations that Administrators Tend to Forget when Facilitating Inclusive Practices among General and Special Education Teachers. National Forum of Applied Educational Research Journal, 27(1 & 2),
Tzivinikou, S. (2015). Collaboration Between General and Special Education Teachers: Developing Co-Teaching Skills in Heterogeneous Classes. Problems of Education in the 21st Century, 64,