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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