Assistive Technology for Classroom Teachers

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Assistive Technology for Classroom Teachers

• MICCA
• March 20, 2002
• Baltimore, Maryland

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NETTEC Program

• New Teacher Technology
• Competency Program
• of
• Queen Annes County Public Schools

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The Superintendents Initiative
In the immediate future teachers will need to
demonstrate a basic level of technology
proficiency. Therefore, all newly hired
instructors will be assessed, then trained
according to predetermined technology
competencies.
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The first step..
. Assess existing staff development.
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Part II.ASSESSMENT
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Part III Identification of Training Pathways
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Course Offerings
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• Education Technology Outreach
• Professional Development Courses
• Davina Pruitt-Mentle

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Why UMCP Educational Technology Outreach Courses?

• Proven success in local school systems
• Graduate Credit
• 1-3 graduate credits
• Cost
• Time
• Customized curriculum
• School system
• Teacher group
• Teacher oriented
• Can change and update as needed

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Why UMCP (continued)

• Location
• Payment structure
• Time schedule-flexible
• F2F-hybrid and on-line options

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Other Advantages

• Technology Associate Certificate after completion
  of 6 modules
• Train the trainer model (optional)
• Courses are designed to aid in meeting necessary
  recertification requirements
• Credits toward existing COE degree programs
• Infrastructure for new degree program

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More Advantages

• Data collection becoming a component of modules
• New courses can be developed when needed
• Access to University Research
• Fast track for new programs and grants

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Course Offerings

• EDUC 498A Project Based Classrooms
• EDUC 498B Multimedia in the K-12 Classroom
• EDUC 498C Technology Basics for Teachers
• EDUC 498D Computers in the Science Classroom
• EDUC 498E Computers in the Language Arts
  Classroom
• EDUC 498F Integrating Technology in the
  Mathematics Classroom
• EDUC 498K Computing in the School Setting
  Teaching with Telecommunications
• EDUC 498L Integrating Technology with the Social
  Studies Curriculum
• EDUC 498M Internet Content for the Classroom
• EDUC 498N Web-Based Instructional Tools
• EDUC 498O Assistive Technology for the Classroom
  Teacher
• EDUC 498P Technology Leadership Issues in
  Educational Technology

• EDUC 498Q Desktop Publishing
• EDUC498R Internet Content for the Classroom II
• EDUC498S Internet Content for the Classroom III
• EDUC498T Cyberethics for K-12 Instruction I
• EDUC498U Cyberethics for K-12 Instruction II
• EDUC498V Cyberethics for K-12 Instruction III
• EDUC498W Distance Learning for K-12 Instruction
  I
• EDUC498X Distance Learning for K-12 Instruction
  II
• EDUC498Y Distance Learning for K-12 Instruction
  III
• EDUC498Z Designing Instruction with Technology
• EDUC698M Internet Content for the Classroom
  (3 credits)
• EDUC698T Cyberethics for K-12 Instruction (3
  credits)
• EDUC698W Distance Learning for K-12 Instruction
  (3 credits)
• EDUC 698Z Processes and Acquisition of Reading
  (3 credits)

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Three On-Line Courses

• Internet Content for the Classroom
• Distance Learning for the Classroom
• Cyberethics
• Processes and Acquisition of Reading

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Education Technology Outreach

• To Get Involved In Our Staff Development Graduate
  Outreach Program Contact
• Davina Pruitt-Mentle
• [phone]
• dp151_at_umail.umd.edu
• www.edtechoutreach.umd.edu

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SYLLABUS
DESCRIPTION OF COURSE EXPERIENCE In this
hands-on, learner-centered course, general and
special educators will be introduced to various
accommodations and assistive technology devices.
The outcomes of this course primarily focus on
the teachers developing confidence in using No
Tech, Low Tech and High Tech solutions to
meet the individual needs of their students.
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PERFORMANCE OUTCOMES

• Teachers will access the Internet to obtain
  information to address the needs of students with
  disabilities.
• Teachers will discuss the use of no tech and
  low tech accommodations to address the needs of
  students with disabilities.
• Teachers will demonstrate how a computerized
  graphic organizer can assist students with
  learning disabilities

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• Teachers will use software to develop an IEP
  (Individualized Education Plan) and exchange
  information with another professional so that
  appropriate assistive technology is identified.
• Teachers will construct a daily schedule using
  picture communication symbols.
• Teachers will use a modified keyboard.
• Teachers will explore the use of portable
  keyboards and word processors as assistive
  technology devices.

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• Teachers will use presentation software as a
  single use assistive technology device to
  incorporate students in the general education
  setting.
• Using an upcoming instructional unit, teachers
  will incorporate assistive technology into five
  consecutive lessons to integrate a student with
  disabilities in that unit.

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NO
YES