2.6 Instructional Strategies
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact: Adaptive Technology Implementation Plan
Reflection
For this lesson plan, I collaborated and coached an elementary school teacher of kindergarten through second grade students with moderate intellectual abilities. The teacher has an interactive projector with built-in programs to use; however, the counting programs were either beyond to current skill set of her students or too low. Additionally, she wanted to be able to be able to quickly change the interactive lessons (the built-in ones were un-editable) so that she could differentiate better for each individual student. I created the interactive lesson in addition to modifying it as needed after receiving feedback.
Digital technology has opened up the world for students with disabilities. Additionally, they have created a platform for teachers to quickly and easily differentiate for each student. I was able to model and facilitate the use of interactive projectors in the special education classroom – in addition to the creation of said activity.
My previous experience with interactive projectors and board had been with SmartBoard. I gained some experience in this activities with Epson interactive projectors and (Mimio Software). Additionally, through working with this teacher, I gained some insight in to the technology used to benefit students with special needs.
I do wish the finalized project had a more professional look to it. I created it in PowerPoint because that would work with the project and would run in the application. However, visually, it looked like a PowerPoint presentation. The students may not mind, but it would take some simple programming and some other skills to create and full-fledged, polished interactive activity.
The students in the classroom were able to use the activity to work on their practice with one-to-one correspondence. Data would be collected daily on improvements and changes to each student’s attempt on the lesson. The teacher could adjust the lesson to fit the needs for each student’s skill set and individualized education plan. (Examples: only use numbers 1-10, include 0, use numbers 11-19, etc).
For this lesson plan, I collaborated and coached an elementary school teacher of kindergarten through second grade students with moderate intellectual abilities. The teacher has an interactive projector with built-in programs to use; however, the counting programs were either beyond to current skill set of her students or too low. Additionally, she wanted to be able to be able to quickly change the interactive lessons (the built-in ones were un-editable) so that she could differentiate better for each individual student. I created the interactive lesson in addition to modifying it as needed after receiving feedback.
Digital technology has opened up the world for students with disabilities. Additionally, they have created a platform for teachers to quickly and easily differentiate for each student. I was able to model and facilitate the use of interactive projectors in the special education classroom – in addition to the creation of said activity.
My previous experience with interactive projectors and board had been with SmartBoard. I gained some experience in this activities with Epson interactive projectors and (Mimio Software). Additionally, through working with this teacher, I gained some insight in to the technology used to benefit students with special needs.
I do wish the finalized project had a more professional look to it. I created it in PowerPoint because that would work with the project and would run in the application. However, visually, it looked like a PowerPoint presentation. The students may not mind, but it would take some simple programming and some other skills to create and full-fledged, polished interactive activity.
The students in the classroom were able to use the activity to work on their practice with one-to-one correspondence. Data would be collected daily on improvements and changes to each student’s attempt on the lesson. The teacher could adjust the lesson to fit the needs for each student’s skill set and individualized education plan. (Examples: only use numbers 1-10, include 0, use numbers 11-19, etc).