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)
Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)
I completed this artifact, the Assistive and Adaptive Technology (AT) Field Experience Reflection, as the end point in my learning about AT. For this assignment, I interviewed a student with assistive technology in his IEP—the student I interviewed is dyslexic and dysgraphic. Then, I created an implementation plan for this student’s use of AT, taking into account the technology he currently uses as well as recommending technology that might further help his classroom experience. Ultimately, I believe this document illustrates how my knowledge and mindset towards AT grew throughout the course of completing this research and field experience. I completed this work individually, with the willing help of the studen and his parents.
This artifact demonstrates mastery of Standard 3.4: Adaptive and Assistive Technology. Because I identified a student with assistive technology in his IEP and worked closely with this student and his family to identify areas where technology might serve him better, I effectively facilitated the use of assistive technology to support individual student learning needs. Together, we created an implementation plan to support this student’s continued learning with the assistance of technology. For example, this student’s dysgraphia makes writing by hand difficult. However, through the use of dictation tools on his tablet, he is able to complete work and show his learning in content areas classes without spending hours, strenuously writing by hand.
I learned a great deal from the completion of this artifact—from policy, process, and strategies standpoint—mainly because I knew nothing about assistive technology before the course. I enjoyed interviewing my student with dyslexia and brainstorming technologies that might help improve his current reading and writing abilities. Both ITEC 7400 and ITEC 7445 worked together to give me the information I needed in order to assist a child whose learning abilities could be improved with assistive technology (ISTE-C 3D). If I were to do something differently to improve the quality of the artifact, I would have scheduled an interview with this student’s teachers, in addition to meeting with him and his parents. Such a meeting would have helped me get a more complete picture of how technology may assist this student’s learning.
The work that went into creating this artifact impacted student learning since I recommended technology tools to improve this student’s classroom learning. The impact on this student’s learning can be measured by looking at his grades in his content-area classes involving reading. If technology helps him function in reading and writing on-level, then the goal of the tool will have been achieved.
This artifact demonstrates mastery of Standard 3.4: Adaptive and Assistive Technology. Because I identified a student with assistive technology in his IEP and worked closely with this student and his family to identify areas where technology might serve him better, I effectively facilitated the use of assistive technology to support individual student learning needs. Together, we created an implementation plan to support this student’s continued learning with the assistance of technology. For example, this student’s dysgraphia makes writing by hand difficult. However, through the use of dictation tools on his tablet, he is able to complete work and show his learning in content areas classes without spending hours, strenuously writing by hand.
I learned a great deal from the completion of this artifact—from policy, process, and strategies standpoint—mainly because I knew nothing about assistive technology before the course. I enjoyed interviewing my student with dyslexia and brainstorming technologies that might help improve his current reading and writing abilities. Both ITEC 7400 and ITEC 7445 worked together to give me the information I needed in order to assist a child whose learning abilities could be improved with assistive technology (ISTE-C 3D). If I were to do something differently to improve the quality of the artifact, I would have scheduled an interview with this student’s teachers, in addition to meeting with him and his parents. Such a meeting would have helped me get a more complete picture of how technology may assist this student’s learning.
The work that went into creating this artifact impacted student learning since I recommended technology tools to improve this student’s classroom learning. The impact on this student’s learning can be measured by looking at his grades in his content-area classes involving reading. If technology helps him function in reading and writing on-level, then the goal of the tool will have been achieved.