TOT Technology Plan

Report
Technology Integration For
Students with Dyslexia
Exploring the State Plan
Workshop Goals
• To understand the research
supporting the use of technology in
the classroom
• To develop confidence in decisionmaking practices which promote
student success
• To gain knowledge of the classroom
technologies that are useful and
practical
• To understand the features of the
technology rubric and flowchart
“Is it reasonable to think that
technology can become the great
equalizer teachers have sought over
the last century?”
Julie Wood, 2004
Wood, Julie M. Literacy Online: New Tools for Struggling
Readers and Writers. Portsmouth, NH: Heinemann, 2004
Preparing for Our Journey
Marc Prensky www.marcprensky.com
The Technology Plan
Just as a map
shows explorers
how to reach their
destinations, our
teaching practices
are our students’
map to academic
success.
State Technology Plan’s History
• SB 866 was signed into law on
June 17, 2011, by Gov. Perry.
• TEC §38.0031 requires the Texas Education
Agency to establish a committee to develop
a plan for integrating technology into the
classroom and to provide this plan to school
districts.
Technology Map
• Section 1: An Overview
• Section 2: Useful Technologies
• Section 3: Methodology
• References
Steering Committee
• Dorina Bennett, Socorro ISD
• Jennifer Brock, Region 4 ESC
• Suzanne Carreker, Ph.D., Neuhaus Education Center
• Virginia Gonzalez, Region 10 ESC
• Christian Hill, San Angelo ISD
Steering Committee
• Jayne Knighton, Region 10 ESC
• Sandy Maddox, Ph.D., Region 10 ESC
• Tricia Quisenberry, Scottish Rite Hospital
• Dora Rodriguez, Pharr San Juan Alamo ISD
• Brenda Taylor, Texas A&M University
• Mary Wines, Midwestern State University
An Overview of Benefits of
Technology for Students with Dyslexia
“Technology provides a
bridge between students’
current skills and the tasks
they must perform. The
goal is to support students
in skills not yet mastered
by providing access to
instructional/assistive
technology in conjunction
with learning strategies
and targeted reading
instruction.”
Hecker & Engstrom, 2005
Destination One
Using Technology to
• Assist with Reading
• Assist the Writing Process
• Support Study Skills
Log On To
Let’s Try It
Working with a partner, use “Slatebox”
to create a concept map of one of the
following sections:
• Assist with Reading
• Assist the Writing Process
• Support Study Skills
*Be prepared to share.
Think About It
“Educators need a thoughtful process
for selecting the best technology for
students as well as introducing it in a
way that promotes success from the
start.”
Hecker & Engstrom, 2011
Think About It
“As districts begin the task of evaluating
technologies to meet the needs of
diverse learners, a thoughtful process
must be in place to ensure success.”
Hecker & Engstrom, 2011
Evaluating Sample Technology
Recommended Resources
Dave Edyburn’s annual reviews of best special
education technology articles
http://pantherfile.uwm.edu/edyburn/www/
http://people.uwm.edu/edyburn/what/index.html
Closing the Gap
http://www.closingthegap.com
AT Benefits and Outcomes
http://www.atia.org/i4a/pages/index.cfm?pageid
=3305
Dave Edyburn’s Web Page
Dave Edyburn’s
Recommended Resource
www.closingthegap.com
http://www.atia.org/i4a/pages/
index.cfm?pageid=3305
Remember
Even though some accommodations may
be appropriate for instructional use, they
may not be appropriate or allowable on a
statewide assessment. Any questions
should be directed to
test.accommodations@tea.state.tx.us
A Final Thought
“Enabling students with dyslexia to use and
even select their own beneficial tools of
technology opens the doorway to continue
success as lifelong learners.”
Julie Wood, 2004
Wood, Julie M. Literacy Online: New Tools for Struggling
Readers and Writers. Portsmouth, NH: Heinemann, 2004
Important Points to Remember
Using an Index Card
From Section One, write down something
•
that was learned,
•
that was confirmed, and
•
that needs clarification.
Destination Two
Useful Technology to Support
Students with Dyslexia
Let’s Try It
All computers have customizable options and
settings included in the standard features of
the operating systems.
• Locate the System Preferences on your Mac
or the control panel in Windows.
• Locate/Explore the customizable features .
• Discuss the features within your group for 15
minutes.
Let’s Peruse
• Digital Books
• Text-to-Speech (TTS)
• Speech-to-Text (STT)
Let’s Peruse
• Concept Mapping
• Vocabulary
• Web 2.0 Tools
Let’s Peruse
•
•
•
•
•
Technology Available for Mobile Devices
Organizational Apps
Reading Apps
Teaching Apps
Writing Apps
Using an Index Card
From Section Two, write down something
•
that was learned,
•
that was confirmed, and
•
that needs clarification.
Destination Three
A Methodology
for Providing
Technology for
Students
Using an Index Card
From Section Three, write down something
•
that was learned,
•
that was confirmed, and
•
that needs clarification.
Workshop Goals
• To understand the research supporting the use of
technology in the classroom
• To develop confidence in decision-making practices
which promote student success
• To gain knowledge of the classroom technologies that
are useful and practical
• To understand the features of the technology rubric
and flowchart
Stay Informed
@R10dyslexia
Dyslexia Digest
Listerv
Resources
• Hecker, L. and Engstrom, E. U., (2005). Assistive
Technology and Individuals with Dyslexia. Multisensory
Teaching of Basic Language Skills, 3rd Edition, 657-683.
• Puckett, K. and O’Bannon, B., (2012). Technology
Applications for Students with Dyslexia. Essentials of
Dyslexia Assessment and Intervention, 199-222.
• Wood, J. M. Literacy Online: Tools for Struggling
Readers and Writers. Portsmouth, NH:Heinemann,
2004. Print.
Region 1 Contacts
Jo Barber
ELA/Dyslexia Specialist
jbarber@esc1.net
956-984-6231
Marguerite Horney
Assistive Technology Specialist
mhorney@esc1.net
956-984-6264
Eunice Garza
ELA Program Coordinator
egarza@esc1.net
956-984-6192
Property of Region 10 Education Service Center
It is the policy of Region 10 Education Service Center not to discriminate on the
basis of race, color, national origin, gender or handicap in its vocational programs,
services or activities as required by Title VI of the Civil Rights Act of 1964, as
amended; Title IX of the Education Amendments of 1972; and Section 503 and
504 of the Rehabilitation Act of 1973, as amended. Region 10 Education Service
Center will take steps to ensure that lack of English language skills will not be a
barrier to admission and participation in all educational programs and services.

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