Technology Standard VI

Assistive Technology

 

Technology Standard

In Technology Standard VI, Assistive Technology, each teacher candidate will understand human, equity and developmental issues surrounding the use of assistive technology to enhance student learning performance and apply that understanding to practice.

 

Technology Indicators

The assessment task product will be examined in terms of two proficiency indicators. The teacher candidate will:

1.      Identify and analyze assistive technology resources that accommodate individual student learning needs.

2.      Apply assistive technology to the instructional process and evaluate its impact on learners with diverse backgrounds, characteristics and abilities.

 

Knowledge, Skills and Abilities Needed to Perform the Task

Performing the assessment task for this technology standard will require the following pre-requisite knowledge, skills and abilities:

·      Knowledge of the Student, Environments, Tasks and Tools (SETT) decision making framework

·      Knowledge of the school-based process through which discussion of particular student needs and concerns are initiated and conducted

·      Knowledge of low and high technology assistive devices

·      Knowledge and application of Multiple Intelligences Learning Theory in terms of understanding diverse learners

 

Promise and Practice of Technology

Watch the Promise of Technology 1 video for Maryland Teacher Technology Standard VI, as a preparation for this task.

Watch the Promise of Technology 2 video for Maryland Teacher Technology Standard VI, as a preparation for this task.

Watch the Practice of Technology video for Maryland Teacher Technology Standard VI to see the Standard implemented in classroom practice.

Assessment Task

The goal of the SETT Framework (see Instructor Notes for background information) is to analyze a student’s learning needs and provide a framework to guide decision making about technology tools that can address learning obstacles.  SETT is an acronym, which stands for the following: Student, Environments, Tasks and Tools. The SETT Framework Guide has two parts: Part I: Gathering Data and Making Decisions, Part II: SETT Implementation Plan. To complete this task, the candidate will:

1)      Familiarize yourself with the Scoring Tool for Evaluating Technology Standard VI: Assistive Technology. Use this tool to guide you when completing this assessment task.

2)      Select a student or group of students with similar instructional needs.

3)      Review the SETT Framework Guide.

4)     Use the SETT Framework Guide in your student data gathering. List your collaborative sources from A Guide to Evaluating Performance of Technology Scoring Tool for Standard VI: Assistive Technology.

·      Suggestions for data sources: classroom observations, work samples, student records, student(s) interview(s), collaboration with parents and professionals. Professionals could include the following: general educators, special educators, Occupational Therapists (OT), Physical Therapists (PT), Speech and Language Pathologists (SLP), Vision Specialists, Hearing Specialists, Psychologists and Assistive Technology (AT) Specialists.

5)      Based on the data gathered from your SETT Framework Guide select both low and high assistive technology resources to meet your student’s needs.

·      Low-tech devices are cost-effective, more readily available and simpler to operate. Examples include but are not limited to: pencil grips, highlighting tape, document/paper holders, adapted books, picture communication boards.

·      High-tech devices are generally more complex to operate, involve electronics and may be more costly. Examples include but are not limited to: hand-held computers, portable word processors, computer hardware and software, adapted keyboards and pointing devices, screen readers and magnifiers and electronic communication devices.

6)      Use the information from Part I – Gathering Data and Making Decisions to develop your SETT Implementation Plan in Part II.

7)      Create a final product (oral presentation, electronic document, or video) using the SETT Framework Guide and share with colleagues and include the following components:

·      A summary of Part I– Gathering Data and Making Decisions for the identified student

·      Recommendations for low- and high-tech accommodations that could improve learning for the student, including descriptions with visual aids of the recommended assistive technology devices

·      A summary of Part II—SETT Implementation Plan that includes a timeline for implementation, recommended tools and strategies, required training for teachers and students and measurement of the effectiveness of the intervention

·      Reflect on how your SETT Implementation Plan addresses equity and developmental issues to enhance student learning opportunities

Evaluation

The Scoring Tool for Evaluating Technology Standard VI: Assistive Technology, will be used to assess Parts I and II of the SETT Framework as well as the recommendations and reflections.

 

Sample Products

 

A sample product will be available as an example of student performance on this task at www.mttsonline.org/sampleproducts/.

 

Instructor Notes

Joy Smiley Zabala, M.Ed., is a nationally known consultant who provides professional development in assistive technology and leadership to support improved learning for children with disabilities. Joy developed the Student Environment Task Tools (SETT) framework as a tool to support collaborative problem solving for students, parents and a variety of professionals. The SETT framework and its history are described at the following Johns Hopkins University website: http://cte.jhu.edu/sabine/msde_pt3/index.htm.  Joy has granted permission for us to use the SETT framework for this task.

 

An equitable learning environment can be defined as a learning environment that creates learning opportunities that engage all students and does not give advantage to a given set of students.

 

Recommended Placement in Teacher Education Program

Because of the knowledge and skills needed for successful performance, it is recommended that teacher candidates complete this assessment task after they have completed learning theory and methods courses and completed at least some initial field work.

Reference

This task and its supporting materials were developed from Maryland’s Preparing Tomorrow’s Teachers to Use Technology (PT3), USDOE Catalyst Grant, May 2002. Performance assessment materials are available for each standard on the PT3 website: www.mttsonline.org. Any use of these materials should credit Maryland’s PT3 Catalyst Grant P342A990201. For additional information, please contact Dr. Louise A. Tanney, PT3 Director, 410-767-0416.