And just like that... it is all over...
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Once decisions have been made, implementation must begin. This process is multifaceted and fluid as it is one that must have some flexibility to it. Intended users may not accept, adapt or integrate their new technologies as anticipated. The assessment of these AT devices must be ongoing. This requires flexibility on the part of all involved.
To ensure that these various forms of assisitve technologies work to their full potential, support for the user must be present. This support must first begin in the form of training for those who will be assisting the individual using these devices. Some AT might require very little training, whereas other forms of AT may require very intense, specific and ongoing training for all involved directly with the individuals using the AT.
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Ensuring
UDL within classrooms is of the UTMOST importance to everyone. The importance of providing a multitude of
opportunities for students to hit the same learning target is crucial to their
individual success. The integration of
technology has provided a variety of ways of doing this other than tried and
true options. “For our twenty-first
century kids, technology is their birthright.” (Mark Prensky) The
use of technology, makes their learning journey a much more fulfilling one as
it allows those who may not have taken risks otherwise, using conventional
methods of demonstrating meeting outcomes, to go out on a limb, and make
their language & learning come to life.
Technology integration is not specific to one subject – it is an
integral part of curriculum delivery and invaluable to students as it provides
opportunities for them to take risks, work collaboratively to solve problems
and seek out real-life applications. A true wealth of tools at their fingertips
that they can use to demonstrate proficiency level in achievement of outcomes.
No
matter which way you approach it, assessment is a HUGE BEAST! While
assessment brings forth many challenges, it should also be the driving force in
our daily instruction & planning. Being
flexible not only in our instruction but also in our assessment practices is an
absolute must considering the amount of adaptations and individualized plans in
our classrooms today. Educators must be open to providing alternative assessment
opportunities not only to those who require them as documented but also to
everyone as an option. I consistently provide alternative forms of assessment
to my students. I strongly believe that
giving students choice allows them to take ownership of their leaning and leads
to a greater sense of pride in their work and accomplishments. This allows them to deviate from the
one-size-fits all mold. Relationships
between teacher and students are an important factor in the assessment and
constructive feedback process. How
students respond to feedback is often dependent on the relationship they have
built with individual educators. Having
conversations with our students about the connections they have made and
guiding them towards a deeper understanding and more complex connections will
establish a meaningful respectful learning dialog.
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| Barbara Welsford - Assitive Technology Specialist |
In
my classroom, in all subjects I teach, I like to provide students with choice for
most assignments. I do this on a regular
basis for a variety of reasons. It
allows students to demonstrate their understanding in a way that is familiar
and comfortable for them. This is
particularly important at the beginning of the year when we are just getting to
know each other. It allows students to
put their best foot forward and gives them ownership of their learning from day
1. Many of my assignments are also interdisciplinary
allowing to focus on writing skills as well as science or social studies
concepts. In addition to providing multiple choices for each assignment, I will
suggests specific ways to incorporate technology into these options as well by
naming specific apps/programs /multi-media that would lend themselves to their
chosen option. If nothing appeals to
them, I am always open to a student proposing something else as long as it will
demonstrate understanding of concepts covered.
Providing options for students in how they demonstrate their acquired
knowledge allows them to do so in a manner that suits their learning style. I
have also introduced Inquiry based learning into my classroom which lends
itself perfectly to fostering the UDL approach. In this situation, the
students’ questions, ideas and observations are at the centre of the learning
experience. The educator takes on the role of facilitator, guiding students
through their inquiry regularly providing feedback, challenging their ideas and
fostering their problem solving discoveries.
To be effective, the educator must know their students well in order to
be responsive to individual student needs & to enable them to move their
students further in their inquiry. While
still working within some limited time constraints, the importance of
interdisciplinary planning and team-teaching is integral to make Inquiry Based
Learning successful.
As we have to move forward
with curriculum content at school, by affording students the time to explore
personally meaningful content within the guidelines of curriculum outcomes,
encourages continued discovery, promotes student ownership and provides multiple opportunities
to broaden their depth and breadth of understanding of subject matter.
Technology fits into this plan in a variety of ways. Depending on the chosen area of interest,
technology can be used to do research and to make contacts for hands-on
experiential learning opportunities on-site.
Technology can also be used to create models (3D printers) for
demonstration purposes or prototypes for student innovations. The possibilities for technology integration
within Inquiry Based Learning are endless.
The challenge continues to be finding the time to facilitate within the
constraints of the existing school model.
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| Barbara Welsford - Assitive Technology Specialist |
As an educator, I feel strongly that
the journey to life-long learning is becomes more fulfilling the more open you
are to exploring new ideas and techniques.
I am continually re-evaluating my teaching style and methods in an
effort to make improvements for all involved.
I feel that I am on this journey with my students and jump at the
opportunity to adjust my practice using feedback from them. To approach teaching and learning from that
perspective with middle school students allows them to feel that they have a
greater role to play in their learning as teachers take on more
of a facilitator role at this stage.
As
part of my assignment for the 2016-2017 year involves providing resource
support for students in the french programs withing our school, I am looking
forward to add to my experience and training in special education the many
interventions we have learned about in this course.
This
course has truly reinforced that thanks to assistive technology, the
possibilities for all students and individuals with any form of special need
truly are endless.
