3.4 Adaptive and Assistive Technology
Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)
Artifact: AT Implementation Plan
Reflection:
An Assistive Technology Implementation Plan was created in ITEC 7445 Multimedia & Web Design in Education. I solely developed and implemented the assistive technology plan with a student that facilitated the use of assistive technology to support her individual learning needs. The plan focused on using an ipad to learn how to write the alphabet and to use digital manipulatives to help her solve math story problems.
Standard 3.4 Adaptive and Assistive Technology requires candidates to facilitate the use of adaptive and assistive technologies to support individual student learning needs. To show mastery of standard 3.4 I am using the Assistive Technology Implementation Plan as my artifact. In order to facilitate and develop a plan for the use of assistive or adaptive technology, I had to research the different tools available. The IRIS module I completed in ITEC 7445 was helpful in determining the best tools and plan to use with my student. Once I learned about the available tools that could be use as assistive technology, I talked with my student to find out what she felt she would like to work on. The student stated that she wanted to learn how to write better, practice reading and learn how to do math story problems. After confirming her stated needs with her IEP, I facilitated the use of assistive technologies to support student learning.
By completing this project, I learned the difference between assistive and adaptive technologies. I also learned how the use of these technologies can have an academic altering impact on a student’s performance if used effectively. I learned that if I want students to take ownership in their learning it is beneficial to discuss with them their individual and IEP goals. If I were to change anything to improve this artifact, I would have implemented a variety of adaptive and assistive technologies I used to support my student in her learning. I now feel instead of focusing on consistency, I could have focused on exposure to help her with supportive tools for the future.
The work that went into creating this artifact impacted student learning because it directly supported one student. The artifact also impacted faculty development as I and other staff members gained knowledge about assistive technology (AT) and how to support students with disabilities (SWD). Other staff members and I have also become aware of implementing AT into a students Individualized Education Plan (IEP) can improve student weaknesses and improve student strengths. The impact can be assessed by the growth of SWD students on the End of Grade assessments (EOG).
An Assistive Technology Implementation Plan was created in ITEC 7445 Multimedia & Web Design in Education. I solely developed and implemented the assistive technology plan with a student that facilitated the use of assistive technology to support her individual learning needs. The plan focused on using an ipad to learn how to write the alphabet and to use digital manipulatives to help her solve math story problems.
Standard 3.4 Adaptive and Assistive Technology requires candidates to facilitate the use of adaptive and assistive technologies to support individual student learning needs. To show mastery of standard 3.4 I am using the Assistive Technology Implementation Plan as my artifact. In order to facilitate and develop a plan for the use of assistive or adaptive technology, I had to research the different tools available. The IRIS module I completed in ITEC 7445 was helpful in determining the best tools and plan to use with my student. Once I learned about the available tools that could be use as assistive technology, I talked with my student to find out what she felt she would like to work on. The student stated that she wanted to learn how to write better, practice reading and learn how to do math story problems. After confirming her stated needs with her IEP, I facilitated the use of assistive technologies to support student learning.
By completing this project, I learned the difference between assistive and adaptive technologies. I also learned how the use of these technologies can have an academic altering impact on a student’s performance if used effectively. I learned that if I want students to take ownership in their learning it is beneficial to discuss with them their individual and IEP goals. If I were to change anything to improve this artifact, I would have implemented a variety of adaptive and assistive technologies I used to support my student in her learning. I now feel instead of focusing on consistency, I could have focused on exposure to help her with supportive tools for the future.
The work that went into creating this artifact impacted student learning because it directly supported one student. The artifact also impacted faculty development as I and other staff members gained knowledge about assistive technology (AT) and how to support students with disabilities (SWD). Other staff members and I have also become aware of implementing AT into a students Individualized Education Plan (IEP) can improve student weaknesses and improve student strengths. The impact can be assessed by the growth of SWD students on the End of Grade assessments (EOG).