TEACHING WITH TECHNOLOGY

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2. TEACHING WITH TECHNOLOGY Good fortune or misfortune

3. Pros THE FORTUNATE: multiple teaching stylesno longer strictly lecture: sound, images, global aspects, learning outside of classroom multiple classroom enhancements media centers, “clickers,” Internet access multiple communication accesse-learning, email, on-line forums, course websites

4. CONS THE MISFORTUNATE: limited learning styles not 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 access cannot access e-learning, webmail, forums

5. BLENDINIG TECHNOLOGY How then, caneffectiveteaching: Blend with, Add to Comply with Support effective learning?

6. VIDEOS 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?

7. POWERPOINTS 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?

8. LECTURE WITHOUT AIDS 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?

9. CLICKERS 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?

10. EXAMPLES OF TECHNOLOGY Professor Student

11. ASSISTIVE TECHNOLOGY Types of assistive technology readingwriting Voice Over (MAC) JAWS Natural Reader (PC & MAC) Dragon (PC, MAC, Ipads, Iphones, etc) JAWS (PC) Braille Note Read & Write Gold (PC) hearing Audio Note (Apple products)Livescribe Smart Pen (can connect to PC & Apple) CART

12. TECHNOLOGY IN THE CLASSROOM ADAPT Post 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

13. TECHNOLOGY FOR THE CLASSROOM ADAPT Consider 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

14. UDI CLASSROOM ENVIRONMENT 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 methods 3. Simple and intuitive - conduct the course to be straightforward and predictable

15. UDI CLASSROOM EXPECTATIONS PLAN 4. Perceptible Information – communicate effectively 5. Tolerance for error – anticipate variation in skill 6. Low physical effort – minimize nonessential physical effort

16. UDI CLASSROOM PARTICIPATION PLAN 7. Size and Space for approach and use - consider approach, reach, manipulation and use 8. A community of learners – promote interaction and community 9. Instructional climate – provide welcoming and inclusive environment

17. SOURCES FOR UDI Information on Universal Design for Instruction University of Connecticut University of Connecticut UDI Information Additional Information from University of Connecticut University of Minnesota University of Minnesota UDI information University of Minnesota Publications DO-IT University of Washignton Do It Project

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