Standard 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: Assistive Technology Implementation Plan
Assistive Technology Evaluation
Reflection:
The artifact I have chosen to demonstrate mastery of Standard 3.4 Adaptive and Assistive Technology is the Assistive Technology Implementation plan and Assistive Technology Evaluation created in ITEC 7455. This evaluation and plan was created and implemented with a student last summer, both documents demonstrate the use of assistive technology to support individual student needs of a high school student with both dyslexia and dysgraphia.
The evaluation contains a complete explanation and timetable of the student’s needs and how those needs were meet by providing both access to and training in the use of several iPad applications. In the first meeting it was determined that the student needed assistive technology solutions to help him complete written assignments and take notes during class. Also during that meeting the student explained that he had recently purchased an iPad. After that meeting, I researched several iPad applications that have received good reviews from the National Center for Learning Disabilities website that would help. We chose to go with the Dragon Diction App for writing and the Soundnote App for taking notes and recording lectures in class. I meet with the student several times to give him instruction on how to use both applications. We also went over possible scenarios and how he could get the most use of each of these applications in class. After these meetings the student took his iPad with him to an important lecture and used the Soundnote application to record the lecturer. Once he returned home he used the other software programs to create notes that he could use to remember the highlights of the lecture. The day after the student used the applications we meet for reflection and further support if it was needed. At the time, the student was able to meet the goals we had set and we planned to meet later if needed.
Working on this artifact was the first time I had ever worked specifically with a specific student to research and find assistive technology to fulfill a learning need. The process seemed to go relatively smoothly in part due to his parents’ ability to supply the materials we needed in a timely fashion. Working with assistive technology to meet specific students’ needs requires a great deal of advanced planning and resources. If I could do anything different, it would be to communicate with his IEP case worker at his school to see if allowances for the items that we worked with were available.
This artifact impacted the student learning of this specific student. This enabled him to take notes during class, transfer those notes into computer text, and dictate his ideas into text for future assignments. It also helped him to complete written assignments and study for upcoming exams with the notes he created with the use of his technology.
The artifact I have chosen to demonstrate mastery of Standard 3.4 Adaptive and Assistive Technology is the Assistive Technology Implementation plan and Assistive Technology Evaluation created in ITEC 7455. This evaluation and plan was created and implemented with a student last summer, both documents demonstrate the use of assistive technology to support individual student needs of a high school student with both dyslexia and dysgraphia.
The evaluation contains a complete explanation and timetable of the student’s needs and how those needs were meet by providing both access to and training in the use of several iPad applications. In the first meeting it was determined that the student needed assistive technology solutions to help him complete written assignments and take notes during class. Also during that meeting the student explained that he had recently purchased an iPad. After that meeting, I researched several iPad applications that have received good reviews from the National Center for Learning Disabilities website that would help. We chose to go with the Dragon Diction App for writing and the Soundnote App for taking notes and recording lectures in class. I meet with the student several times to give him instruction on how to use both applications. We also went over possible scenarios and how he could get the most use of each of these applications in class. After these meetings the student took his iPad with him to an important lecture and used the Soundnote application to record the lecturer. Once he returned home he used the other software programs to create notes that he could use to remember the highlights of the lecture. The day after the student used the applications we meet for reflection and further support if it was needed. At the time, the student was able to meet the goals we had set and we planned to meet later if needed.
Working on this artifact was the first time I had ever worked specifically with a specific student to research and find assistive technology to fulfill a learning need. The process seemed to go relatively smoothly in part due to his parents’ ability to supply the materials we needed in a timely fashion. Working with assistive technology to meet specific students’ needs requires a great deal of advanced planning and resources. If I could do anything different, it would be to communicate with his IEP case worker at his school to see if allowances for the items that we worked with were available.
This artifact impacted the student learning of this specific student. This enabled him to take notes during class, transfer those notes into computer text, and dictate his ideas into text for future assignments. It also helped him to complete written assignments and study for upcoming exams with the notes he created with the use of his technology.