3.4 Adaptive & Assistive Technology
Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)
Artifact: ITEC 7410 Unstructured Field Experience
Reflection:
The artifact “ITEC 7410 Unstructured Field Experience” was created during the course ITEC 7410 Instructional Technology Leadership. In this artifact, I detailed my experience with a fourth grade student who has ADHD over the course of several weeks that we spent working on improving his writing skills. This student’s parent was concerned about his upcoming performance on the fifth grade CRCT due to his difficulty in structuring paragraph and essay responses. This student and I worked on improving his sentence structure, punctuation, and transitions. We utilized a variety of tools including Internet resources such as videos and Microsoft Word templates to help him in structuring responses.
The element of Adaptive and Assistive Technology under the Standard of Digital Learning Environments was clearly mastered with this artifact. I engaged in a number of field experiences, of which the ITEC 7410 unstructured field experience is one. Within this field experience, I worked with a fourth grade student with ADHD to improve his writing skills. We utilized a variety of tools, but we focused largely on the use of Microsoft Word to organize his outlines and essays. Through the various tools within Microsoft, he learned to do his own spell check and what errors to watch out for as well as how to utilize an outline template to complete future work at home and school. Clearly, I utilized adaptive and assistive technology to help this student cope with his ADHD when he is writing.
While completing this artifact, I learned a great deal about finding resources for students with ADHD. It is more complicated to keep your thoughts in order when you are dealing with an attention deficit disorder, and that is what we largely focused our time on. This student came away with some digital tools he could utilize throughout his future school years. If I could change anything about this artifact, I wish I could have spent more time with this student. He was making progress in structuring his writing, and I sincerely hope that he is able to apply some of the skills this school year that I taught him during our time together.
The work that went into creating this artifact will impact student learning as I worked one-on-one with this student to improve his writing skills. This work will also improve my own students’ learning this school year as I am more open to using a variety of tools differentiated for use with a variety of students. This is a clear learning that will help to improve my students’ learning, and this should be reflected on their increased performance in writing assignments and better scores on the EOCTs and SLOs.
The artifact “ITEC 7410 Unstructured Field Experience” was created during the course ITEC 7410 Instructional Technology Leadership. In this artifact, I detailed my experience with a fourth grade student who has ADHD over the course of several weeks that we spent working on improving his writing skills. This student’s parent was concerned about his upcoming performance on the fifth grade CRCT due to his difficulty in structuring paragraph and essay responses. This student and I worked on improving his sentence structure, punctuation, and transitions. We utilized a variety of tools including Internet resources such as videos and Microsoft Word templates to help him in structuring responses.
The element of Adaptive and Assistive Technology under the Standard of Digital Learning Environments was clearly mastered with this artifact. I engaged in a number of field experiences, of which the ITEC 7410 unstructured field experience is one. Within this field experience, I worked with a fourth grade student with ADHD to improve his writing skills. We utilized a variety of tools, but we focused largely on the use of Microsoft Word to organize his outlines and essays. Through the various tools within Microsoft, he learned to do his own spell check and what errors to watch out for as well as how to utilize an outline template to complete future work at home and school. Clearly, I utilized adaptive and assistive technology to help this student cope with his ADHD when he is writing.
While completing this artifact, I learned a great deal about finding resources for students with ADHD. It is more complicated to keep your thoughts in order when you are dealing with an attention deficit disorder, and that is what we largely focused our time on. This student came away with some digital tools he could utilize throughout his future school years. If I could change anything about this artifact, I wish I could have spent more time with this student. He was making progress in structuring his writing, and I sincerely hope that he is able to apply some of the skills this school year that I taught him during our time together.
The work that went into creating this artifact will impact student learning as I worked one-on-one with this student to improve his writing skills. This work will also improve my own students’ learning this school year as I am more open to using a variety of tools differentiated for use with a variety of students. This is a clear learning that will help to improve my students’ learning, and this should be reflected on their increased performance in writing assignments and better scores on the EOCTs and SLOs.