2/18/20141screen holder. teaching with technology good fortune or misfortune 2/18/20142
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TEACHING WITH TECHNOLOGY
Good fortune or misfortune
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THE FORTUNATE:multiple teaching styles
no longer strictly lecture: sound, images, global aspects, learning outside of classroom
multiple classroom enhancementsmedia centers, “clickers,” Internet access
multiple communication access e-learning, email, on-line forums, course websites
Pros
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THE MISFORTUNATE:
limited learning stylesnot all can see, hear, write, sit, touch or speak to
adapt to how information is presentedrestrictions by classroom enhancements
technologies are not compatible, access to information denied or limited
limited or miscommunication accesscannot access e-learning, webmail, forums
CONS
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How then, can effective teaching:
Blend with,Add toComply withSupport
effective learning?
BLENDINIG TECHNOLOGY
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Think - how best can you reach the majority?
ex: showing a video in class
Can a student see it?Can a student hear it?
Why are you showing a video?
VIDEOS
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Think - how best can you reach the majority?ex: using PowerPoint slides during lecture
Can a student see it?Can a student copy what’s on it?Can a student hear what you are saying
about it?
Why are you using slides and other graphics?
POWERPOINTS
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Think - how best can you reach the majority?ex: lecture without transparencies and other
projections
Can a student write what you are saying?Can a student hear what you are saying?
How can lecture in and of itself promote learning?
LECTURE WITHOUT AIDS
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Think - how best can you reach the majority?ex: clickers
Can a student hold the clickers?Can a student read the questions
projected to answer?
How can clickers promote learning?
CLICKERS
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StudentProfessor
EXAMPLES OF TECHNOLOGY
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Types of assistive technologyreading writing
Voice Over (MAC) JAWS Natural Reader (PC & MAC) Dragon (PC, MAC, Ipads, Iphones, etc) JAWS (PC) Braille Note Read & Write Gold (PC)
hearingAudio Note (Apple products)Livescribe Smart Pen (can connect to PC & Apple)CART
ASSISTIVE TECHNOLOGY
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ADAPTPost all materials on-line BEFORE class:
the material is available but you will expound upon the information in class
Allow recording:contract usage – most people cannot write or type as
fast as you can speak.
Allow labtops/tablets: contract usage – typing, recording, spell check, etc
TECHNOLOGY IN THE CLASSROOM
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ADAPTConsider alternatives:
projects vs. papers, oral vs. written, electronic vs. handouts
Determine ultimate outcome:4 W’s & H, SMART goals
Use technology effectively: latest not always the best
TECHNOLOGY FOR THE CLASSROOM
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PLAN – Consider UDI to work with the environment not make the students adapt
1. Equitable – provide identical experiences where possible, equivalent when not
2. Flexible – provide choice in methods3. Simple and intuitive - conduct the course to
be straightforward and predictable
UDI CLASSROOM ENVIRONMENT
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PLAN
4. Perceptible Information – communicate effectively
5. Tolerance for error – anticipate variation in skill
6. Low physical effort – minimize nonessential physical effort
UDI CLASSROOM EXPECTATIONS
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PLAN7. Size and Space for approach and use - consider approach, reach, manipulation
and use8. A community of learners – promote
interaction and community9. Instructional climate – provide welcoming
and inclusive environment
UDI CLASSROOM PARTICIPATION
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Information on Universal Design for Instruction
University of ConnecticutUniversity of Connecticut UDI Information
Additional Information from University of Connecticut
University of MinnesotaUniversity of Minnesota UDI informationUniversity of Minnesota Publications
DO-ITUniversity of Washington Do It Project
SOURCES FOR UDI
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