What did they try?

The Center for Technology in Education (CTE) at Johns Hopkins University (JHU) had several initiatives as part of this sub grant:

• Electronic Portfolio: Pre-service teachers and their mentors in a JHU Professional Development School (PDS) in Baltimore City were trained on CTE's Electronic Portfolio and data-driven instructional decision-making, as well as on the Maryland Teacher Technology Standards, emphasizing Standard IV and technology integration.
• Class Profile Matrix: Pre-service teachers, their mentors, and several other teachers and administrators in a JHU PDS high school in Baltimore City were trained to implement this CTE computer-based tool, which organizes instructional accommodations for students with special needs.
• Assistive Technology Considerations Module: Pre-service and in-service teachers in a high school in Baltimore City helped develop and pilot this web-based module, which helps educators consider, implement, and evaluate the use of assistive technology with special needs students within the general education curriculum.
• Electronic Learning Community (ELC): CTE provided an ELC to support the project, as well as training, technical and user support, and facilitation to support the use of the tool.

What worked and why?

Electronic Portfolio

• The technical support provided to the participants was very important.
• The Electronic Portfolio promoted reflective practice, and participants were able to share resources through their presentations.
• Personal improvement over time was evident.
• Participants expressed a belief in the value of using an electronic portfolio to support professional development.

Class Profile Matrix

• Participants were able to complete the Matrix with support from their colleagues and the project facilitator. Follow up support was available.
• Facilitators were able to connect the use of the Matrix to the school's current focus on differentiation and integrate the consideration of assistive technology in the Matrix. They modeled instructional strategies that could be implemented in classrooms.
• Active participation from school's department chairpersons was important.
• Of the teachers surveyed, 86% reported an increased understanding of the learning needs of their students through the use of the Class Profile Matrix.

Assistive Technology Considerations Module

• Although special educators were actively involved, as was the school's assistive technology liaison, this implementation emphasized the role of the general educator when considering assistive technology.
• The module provided a detailed definition and explanation of assistive technology, including the law.
• Participants were shown a variety of low and high tech assistive technology devices, with emphasis on the low tech.
• Of teachers surveyed, 100% reported an increase in use of assistive technology as a result of the training and implementation.

Electronic Learning Community

• The ELC served to support project management.

What didn't work and why?

Electronic Portfolio

• The Electronic Portfolio was seen as an add-on; it must be integrated into what teachers are doing everyday and be a school-wide implementation.
• Technology didn't suit all needs to share resources. Technology levels of teachers varied.
• Changes in school staff and administration, as well as changes in CTE staff, had an adverse affect on project. Role of school administration needs to be expanded in future implementation.

Class Profile Matrix

• More support and strategies were needed to identify teacher-selected interventions for general education students.
• More information about the participants ahead of time would have allowed more customization of professional development.

Assistive Technology Considerations Module

• More time was needed for Module implementation and support

Electronic Learning Community

• Consortium collaboration was supported less than project management.

What will they do next?

Based on the results and feedback from this implementation, project personnel plan to

• Enhance the Assistive Technology Considerations Module;
• Implement the Module, including the Class Profile Matrix, with a wider audience;
• Present the "lessons learned" regarding the electronic portfolio to JHU faculty and professional organizations to improve the implementation in pre-service and in-service settings;
• Archive the ELC.