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2. TEACHING WITH TECHNOLOGY Good fortune or misfortune 2/18/20142

3. THE FORTUNATE: multiple teaching styles no longer strictly lecture: sound, images, global aspects, learning outside of classroom multiple classroom enhancements media centers, “clickers,” Internet access multiple communication access e-learning, email, on-line forums, course websites Pros 2/18/20143

4. THE MISFORTUNATE: limited learning styles not all can see, hear, write, sit, touch or speak to adapt to how information is presented restrictions by classroom enhancements technologies are not compatible, access to information denied or limited limited or miscommunication access cannot access e-learning, webmail, forums CONS 2/18/20144

5. How then, can effective teaching: Blend with, Add to Comply with Support effective learning? BLENDINIG TECHNOLOGY 2/18/20145

6. Think - how best can you reach the majority? ex: showing a video in class Can a student see it? Can a student hear it? Why are you showing a video? VIDEOS 2/18/20146

7. Think - how best can you reach the majority? ex: using PowerPoint slides during lecture Can a student see it? Can a student copy what’s on it? Can a student hear what you are saying about it? Why are you using slides and other graphics? POWERPOINTS 2/18/20147

8. Think - how best can you reach the majority? ex: lecture without transparencies and other projections Can a student write what you are saying? Can a student hear what you are saying? How can lecture in and of itself promote learning? LECTURE WITHOUT AIDS 2/18/20148

9. Think - how best can you reach the majority? ex: clickers Can a student hold the clickers? Can a student read the questions projected to answer? How can clickers promote learning? CLICKERS 2/18/20149

10. Student 10 Professor EXAMPLES OF TECHNOLOGY

11. Types of assistive technology readingwriting Voice Over (MAC) JAWS Natural Reader (PC & MAC) Dragon (PC, MAC, Ipads, Iphones, etc) JAWS (PC) Braille Note Read & Write Gold (PC) hearing Audio Note (Apple products) Livescribe Smart Pen (can connect to PC & Apple) CART ASSISTIVE TECHNOLOGY 2/18/201411

12. ADAPT Post all materials on-line BEFORE class: the material is available but you will expound upon the information in class Allow recording: contract usage – most people cannot write or type as fast as you can speak. Allow labtops/tablets: contract usage – typing, recording, spell check, etc TECHNOLOGY IN THE CLASSROOM 2/18/201412

13. ADAPT Consider alternatives: projects vs. papers, oral vs. written, electronic vs. handouts Determine ultimate outcome: 4 W’s & H, SMART goals Use technology effectively: latest not always the best TECHNOLOGY FOR THE CLASSROOM 2/18/201413

14. PLAN – Consider UDI to work with the environment not make the students adapt 1. Equitable – provide identical experiences where possible, equivalent when not 2. Flexible – provide choice in methods 3. Simple and intuitive - conduct the course to be straightforward and predictable UDI CLASSROOM ENVIRONMENT 2/18/201414

15. PLAN 4. Perceptible Information – communicate effectively 5. Tolerance for error – anticipate variation in skill 6. Low physical effort – minimize nonessential physical effort UDI CLASSROOM EXPECTATIONS 2/18/201415

16. PLAN 7. Size and Space for approach and use - consider approach, reach, manipulation and use 8. A community of learners – promote interaction and community 9. Instructional climate – provide welcoming and inclusive environment UDI CLASSROOM PARTICIPATION 2/18/201416

17. Information on Universal Design for Instruction University of Connecticut University of Connecticut UDI Information Additional Information from University of Connecticut University of Minnesota University of Minnesota UDI information University of Minnesota Publications DO-IT University of Washington Do It Project SOURCES FOR UDI 2/18/201417

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