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: combine-at_form.pdf
:Reflection: For the standard of 3.4, the artifact I chose to use was the Assistive Technology Implementation activity. This activity was created in response to an observation of an Assistive Technology assignment. There are two different parts to this artifact including: an implementation guide and a technology guide. This was an individual activity but it did include the other resource special education teacher.
The standard wants the teacher to be able to explain how the use of assistive technology can support individual students in the classroom. The Technology implementation plan includes four different areas of concern for this particular student that can be addressed based on previously set goal from an AT observation. The technology guide was used to help identify which types of assistive technology would best be suited for this student. Assistive technology is a difficult item for many teachers to understand and use it effectively to ensure student growth and achievement. This artifact shares how the standard was met because it shows how I was able to facilitate learning for this individual student.
There are several things that I have learned from completing this one activity. One of the major discoveries was how something as simple as a fidget tool can be considered assistive technology. I was not aware of the various means of assistive technology. Therefore, it was a great opportunity to understand how these different things can make or break a student’s learning experience. I would definitely change the student for the assignment because I have more students who would have benefited from this type of observation in my classroom. It has definitely helped me figure out what needs to be changed in my classroom and personalizing instruction.
The work that went into creating the artifact impacted student learning because we were able to make the students’ learning more personalized and more accessible in the classroom for her. The impact can be assessed based on the data collected for the different technology used in the classroom. This has sparked some ideas in my brain that include applying to Google for more help with accessibility in the classroom.
The standard wants the teacher to be able to explain how the use of assistive technology can support individual students in the classroom. The Technology implementation plan includes four different areas of concern for this particular student that can be addressed based on previously set goal from an AT observation. The technology guide was used to help identify which types of assistive technology would best be suited for this student. Assistive technology is a difficult item for many teachers to understand and use it effectively to ensure student growth and achievement. This artifact shares how the standard was met because it shows how I was able to facilitate learning for this individual student.
There are several things that I have learned from completing this one activity. One of the major discoveries was how something as simple as a fidget tool can be considered assistive technology. I was not aware of the various means of assistive technology. Therefore, it was a great opportunity to understand how these different things can make or break a student’s learning experience. I would definitely change the student for the assignment because I have more students who would have benefited from this type of observation in my classroom. It has definitely helped me figure out what needs to be changed in my classroom and personalizing instruction.
The work that went into creating the artifact impacted student learning because we were able to make the students’ learning more personalized and more accessible in the classroom for her. The impact can be assessed based on the data collected for the different technology used in the classroom. This has sparked some ideas in my brain that include applying to Google for more help with accessibility in the classroom.