3.4 Adaptive and Assistive Technology
Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs.
Artifact: Individualized Student Literacy Plan
Below, LB's recording of her chapter 4 summary on Gregor the Overlander by Suzanne Collins using the QuickVoice Recorder app on the iPad.
Below, LB's "what comes next" writing activity illustrations on Gregor the Overlander by Suzanne Collins using the Glow Draw app on the iPad.
Reflection:
While working on my Reading Endorsement, I was expected to tutor a student in reading. The student I tutored was an autistic 14 year old in 8th grade who struggled with all aspects of reading and disliked reading fiction. I had to create and implement lesson plans that focused on skills the student needed help with in reading while also incorporating other subjects into the lessons and used technology to help. One of the artifacts uploaded is a lesson plan to focus on fluency and reading comprehension, with an emphasis on literary elements and writing skills. This lesson plan demonstrates how technology was used to assist LB with her skill development and her motivation to continue reading. Below the lesson plan, there is a recording LB made of her written summary from chapter 4 from Gregor the Overlander written by Suzanne Collins. She recorded her reading so she could listen for the flow of her writing and see if she could hear any mistakes, since she does not like to read. The last artifacts are illustrations LB created based on her "what comes next" writings. LB enjoys writing, so drawing was one tool used to motivate her to read the day's chapter and do the work associated with it. She loved being able to use the iPad and loved the effects she could create by drawing in Glow Draw. All of these artifacts demonstrate how technology can be used to assist and support the different needs of students by showing how technology was effectively embedded in a lesson.
Through writing and implementing lesson plans with the tutoring sessions, I learned how to apply the lessons and make needed changes as issues occurred or as LB voiced her needs. I was able to find activities that she found engaging while strengthening her reading skills with a variety of technologies that she enjoyed outside of reading. The change I would make would involve using more technology. I think LB would have benefited from reading the book electronically because she became focused on how many pages to read instead of what she was reading. Using an electronic book would make it harder for her to constantly flip forward to see the end of the chapter and would force her to focus on the page. Student learning was impacted with these lesson plans by helping to increase LB's reading comprehension and fluency. This was assessed through informal running records, using pre, and post-test data.
While working on my Reading Endorsement, I was expected to tutor a student in reading. The student I tutored was an autistic 14 year old in 8th grade who struggled with all aspects of reading and disliked reading fiction. I had to create and implement lesson plans that focused on skills the student needed help with in reading while also incorporating other subjects into the lessons and used technology to help. One of the artifacts uploaded is a lesson plan to focus on fluency and reading comprehension, with an emphasis on literary elements and writing skills. This lesson plan demonstrates how technology was used to assist LB with her skill development and her motivation to continue reading. Below the lesson plan, there is a recording LB made of her written summary from chapter 4 from Gregor the Overlander written by Suzanne Collins. She recorded her reading so she could listen for the flow of her writing and see if she could hear any mistakes, since she does not like to read. The last artifacts are illustrations LB created based on her "what comes next" writings. LB enjoys writing, so drawing was one tool used to motivate her to read the day's chapter and do the work associated with it. She loved being able to use the iPad and loved the effects she could create by drawing in Glow Draw. All of these artifacts demonstrate how technology can be used to assist and support the different needs of students by showing how technology was effectively embedded in a lesson.
Through writing and implementing lesson plans with the tutoring sessions, I learned how to apply the lessons and make needed changes as issues occurred or as LB voiced her needs. I was able to find activities that she found engaging while strengthening her reading skills with a variety of technologies that she enjoyed outside of reading. The change I would make would involve using more technology. I think LB would have benefited from reading the book electronically because she became focused on how many pages to read instead of what she was reading. Using an electronic book would make it harder for her to constantly flip forward to see the end of the chapter and would force her to focus on the page. Student learning was impacted with these lesson plans by helping to increase LB's reading comprehension and fluency. This was assessed through informal running records, using pre, and post-test data.