Standard 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: 7445 Unstructured Field Experience Log & Assistive Technology Implementation Plan
Reflection: The Assistive Technology Implementation Plan and Assistive Technology Evaluation Log demonstrates my ability use adaptive and asisstive technology to support individual student learning needs. The Assistive Technology Plan was created as an assignment for ITEC 7445, Multimedia and Web Design in Education. The lesson was designed and implemented to assist a pre-k developmental delayed student with fine motor skills, along with shape and color recognition. The lesson utilized a small robot called a Sphero and the Draw'n Drive app as an assistive technology tool to help the young student with mastery of his necessary skills as designated on his Individual Educational Program (IEP).
The student received an Ipad installed with the Draw'n Drive app, along with a full charged Sphero. Several different assistive technology tools were evaluated for this lesson, but the Sphero was chosen because of its durability, ease of use and student engagement. The student used the Draw'n Drive app to create shapes and colors on the Ipad. The Sphero would then drive out the shape on the floor and change colors, as determined by the lesson objectives. The student first began drawing basic shapes and then progressed into basic letters. The student at first had difficulty controlling the robot, but enjoyed the experience. The student remained very engaged and except for a few instances remained motivated throughout the lesson. The student showed significant improvement in both shape and color recognition. The greatest benefit of using an Ipad and Sphero can be found in student motivation. The student remained focused and for the most part stayed with the project.
The Assistive Technology Implementation Plan and the Assistive Technology Evaluation, have taught me a lot about student motivation along with adaptive and assistive technology tools. I learned that an assistive technology tool is not effective, if it is not engaging for the student. Although the student was basically performing the same task they normally would have with pen paper. The Sphero gave the student a new and engaging experience to motivate and continue with their learner centered experience.
If I were to perform this lesson again I would have created a more engaging lesson. After completing the lesson I realized that I only scratched the potential of the Sphero and Ipad as a assistive learning device. The next time I perform this lesson I will use the SPRK Lab app to find and create more engaging assistive technology lessons. The lesson would focus much more on student engagement to drive the student centered learning experience.
This artifact has directly impacted school improvement and faculty development. After completing this artifact I was able to present my new knowledge at both, my local school and county staff development training sessions. The artifact also led to several local school grants that were used to purchase Spheros and other assistive technology devices. The impact of this artifact can be assessed in student motivation, student IEP mastery and school grants
The student received an Ipad installed with the Draw'n Drive app, along with a full charged Sphero. Several different assistive technology tools were evaluated for this lesson, but the Sphero was chosen because of its durability, ease of use and student engagement. The student used the Draw'n Drive app to create shapes and colors on the Ipad. The Sphero would then drive out the shape on the floor and change colors, as determined by the lesson objectives. The student first began drawing basic shapes and then progressed into basic letters. The student at first had difficulty controlling the robot, but enjoyed the experience. The student remained very engaged and except for a few instances remained motivated throughout the lesson. The student showed significant improvement in both shape and color recognition. The greatest benefit of using an Ipad and Sphero can be found in student motivation. The student remained focused and for the most part stayed with the project.
The Assistive Technology Implementation Plan and the Assistive Technology Evaluation, have taught me a lot about student motivation along with adaptive and assistive technology tools. I learned that an assistive technology tool is not effective, if it is not engaging for the student. Although the student was basically performing the same task they normally would have with pen paper. The Sphero gave the student a new and engaging experience to motivate and continue with their learner centered experience.
If I were to perform this lesson again I would have created a more engaging lesson. After completing the lesson I realized that I only scratched the potential of the Sphero and Ipad as a assistive learning device. The next time I perform this lesson I will use the SPRK Lab app to find and create more engaging assistive technology lessons. The lesson would focus much more on student engagement to drive the student centered learning experience.
This artifact has directly impacted school improvement and faculty development. After completing this artifact I was able to present my new knowledge at both, my local school and county staff development training sessions. The artifact also led to several local school grants that were used to purchase Spheros and other assistive technology devices. The impact of this artifact can be assessed in student motivation, student IEP mastery and school grants