Ten Inviting Tips

"Ten Inviting Tips for Trainers!: Getting Teachers, Therapists, and Caregivers Started with Technology" Scott Marfilius 1) Make Connections!

Technology, when paired with effective teaching strategies: • leads to improved learning outcomes for many students. • supports different learning preferences, speeds, and styles • helps teachers do what they are required to do more quickly and easily… after the learning curve!

2) Address their agenda before yours… integrate yours into theirs!

Make sure they know what’s in it for them!

3) Integrate technology training into existing initiatives… local, state, national

RTI, Accessible Instructional Materials, Participation in Large-scale assessment, Literacy, etc. Universal Design for Learning • Multiple representations of material • Multiple means of engagement • Multiple means of response Programs that are universally designed do not = UDL Universal Design for Learning Is not always computer-based Intersect between AT and UDL • Assistive Technology looks at the specific barriers a student may face in whatever environment they find themselves • Universal Design looks to make the learning environment as flexible and accommodating as possible • Both approaches strive to insure the access, participation & progress of students with disabilities.

4) Start Small and Build on Success

Don’t try to do it all at one time • Match training content and strategies to what the learner can handle. • Develop environment in which participants feel capable & able and with that in mind… • During training, the trainer should NOT manipulate the participant’s mouse! • Teachers are in charge! They lead the technology… it needs to learn to mind them!

5) Provide access to the technology tools used in training

Consider this in planning • How can they practice? • Check out? • Take?

6) Provide access to “Just in Time” support before it is needed

• • • • • •

Onsite Teachers? Students? Local contact person? Electronic “Just in Time” help? QIAT Web Site - http://www.qiat.org QIAT List − collegial conversations − new information and updates − handouts and feedback

Developed by: Marfilius, S & Zabala, J.S. (2009) Ten Inviting Tips for Trainers!: Getting Teachers, Therapists, and Caregivers Started with Technology

7) Use an inquiry based model for technology integration.

"Sit and Get" Won't Grow Dendrites by Marcia Tate • NTeQ • Integrating Computer Technology into the Classroom Morrison & Lowther • Decisions about technology use are being made constantly • Use a decision-making process that views technology as a part of a system of tools to reach goals… not BE goals The SETT Framework Student, Environments, Tasks, then Tools • The goal of SETT Framework is to help collaborative teams identify student-centered, environmentally-useful, and tasksfocused tool systems that foster the educational achievement of students with disabilities. • When a team can describe the student, the environments and the tasks, they can describe the tools that are needed to support success! • After building shared knowledge about the student, the environments, and tasks, ask, “If there were something that would help this student, do these tasks in these environments, what would it be like?

8) The least complex solution that supports achievement should be a first consideration and solving are essential.

• • • • •

9) Technology does not eliminate the need for instruction

Toward a Definition of Communicative Competence for Individuals Using Augmentative And Alternative Communication Systems Janice Light, Journal of AAC, 1989, p. 137-143 • Functional Competence • Operational Competence • Strategic Competence • Social Competence

10) There are many ways to do it right!

Use technology when it is needed! Technology should not be the only tool in the chest. Technology is not always “high” Tech tools are “things”… “Things” break…Have a low-tech back-up!

Quality Indicators for Assistive Technology Services in Schools AT Professional Development and Training: • Supports the understanding that assistive technology devices and services enable students to accomplish IEP goals and objectives and make progress in the general curriculum • Identifies the audiences, the purposes, the activities, the expected results, evaluation measures and funding • Addresses all aspects of the selection, acquisition and use • Is aligned with other local, state and national professional development initiatives • provides ongoing learning opportunities that utilize local, regional, and/or national resources • Uses research-based models for adult learning • Is evaluated by measuring changes in practice that result in improved student performance QIAT (http://www.qiat.org)

Developed by: Marfilius, S & Zabala, J.S. (2009) Ten Inviting Tips for Trainers!: Getting Teachers, Therapists, and Caregivers Started with Technology