Assistive Technologies and Student
Presentations or Digital Photos
- Present a technology-enhanced lesson in
front of a classroom of students.
- Evaluate technology-enhanced lessons and
- Identify technological tools and
resources available to assist students with special needs.
- Define and give examples of “assistive
1A. Teachers demonstrate introductory
knowledge, skills, and understanding of concepts related to technology.
2A. Teachers design developmentally
appropriate learning opportunities that apply technology-enhanced
instructional strategies to support the diverse needs of learners.
2B. Teachers apply current research on
teaching and learning with technology when planning learning
environments and experiences.
2C. Teachers identify and locate
technology resources and evaluate them for accuracy and suitability.
2D. Teachers plan for the management of
technology resources within the context of learning activities.
2E. Teachers plan strategies to manage
student learning in a technology-enhanced environment.
3A. Teachers facilitate
technology-enhanced experiences that address content standards and
student technology standards.
3B. Teachers use technology to support
learner-centered strategies that address the diverse needs of students.
3C. Teachers apply technology to develop
students’ higher-order thinking skills and creativity.
6B. Teachers apply technology resources
to enable and empower learners with diverse backgrounds,
characteristics, and abilities.
6C. Teachers identify and use technology
resources that affirm diversity.
6E. Teachers facilitate equitable access
to technology resources for all students.
Before students arrive, write the
names and order of today’s presenters on the board and set-up the
digital video camera to record student lesson presentations. Assign one
student to run the digital camera during the presentations, one student
to monitor the timer,
and one to manage evaluation forms. Have all
student presenters for today’s lesson prepare the teacher machine with
any technology or files they will need to demonstrate their lessons.
Special Needs (10 minutes)
into groups of three, four, or five. Provide each group with a
description of the following case study:
“You have a
student in your seventh grade U.S. history class with an individualized
educational plan (IEP) because of her learning disability. She has a
visual perceptual disability making it difficult for her to read and
write text. Though she is unable to read and write coherently, she is
cognitively able to fully participate in your class. This week you are
studying the Great Depression. As part of your unit plan, you will have
students read parts of The Grapes of
Wrath for homework. You will also
have your students interview a person who lived through the Depression
and write a report about their findings. How will you use technology to
modify these tasks to enable her participation?”
Allow groups 5
minutes to discuss their responses, encouraging each group to come up
with as many potential solutions as possible. Then, have all students
the group area of the classroom to report their solutions. As a class,
decide which team is worthy of winning the prize.
that students have just planned individualized instruction for a child
with special needs, an activity that special educators do on a daily
basis. This is also an example of differentiating instruction for
diverse learners (e.g., ELL, GATE, laternative learning styles).
Opening (5 minutes)
Announce daily outline and
Student Lesson Plan II Presentations (15
Have all students move to the front
of the room. If they are presenting, they should bring the materials
they will need for the presentation and a writing utensil. If not, they
will need only a writing utensil. As they do this, prepare the digital
Hand out evaluation forms (have each
student take three forms) and review the evaluation process. All
students will evaluate every presentation except their own. They must
include at least one strength and one recommended area for improvement
for each presenter. After the presentations, assign one student to pass
around a basket and have all students drop their forms into the basket.
Have the assigned student write the student’s name who presented on an
envelope, place all the evaluations in the envelope, seal it, and give
it to the student who presented.
In the order students signed-up to
present (on the board based on a previous lesson), have eight students
present. Each student will have 5 minutes to present his/her lesson and
related materials. Use the timer to ensure they do not go too long.
After each student presents, encourage
all remaining students to clap and allow about one minute to ask and
answer questions and write comments. After all students complete their
presentations, move to the front of the room and ask students:
- What do you think the presenters did
well and what could they improve?
- What elements of the lessons do you
think would most motivate students and why?
Lecture: Digital Books (40 minutes) - see lecture
notes; hear audio
lecture by noting that students have, as long as there have been
printed books, used books for independent learning. Today, e-books are
very accessible and provide features that enhance student learning and
provide accessibility options for students with special learning needs.
Present the modified digital books lesson prepared by Mark Horney. When
prompted in the lecture notes, have selected students read their
assigned digital book quotes. Next,
demonstrate various types of digital books
students: When would it be
most appropriate to use digital books with K-8 children?
Closing (5 minutes)
- Review daily outline and objectives.
- Remind students to continue working on
immediately after their homepage assignments are approved.
the lesson plan, and lecture
slides, and lecture
- List 8-10 possible methods for assisting the student in the "Accommodating Special
Needs" case study.
- Procure videos of three lesson presentations from
NetStorage. Prepare a list of strengths and areas of improvement for
each presenter. Email the classmate your reactions and print a copy of
the email to turn in to the instructor.
- Review the following websites and write a one-paragraph
review of each: