|
Week |
Subject |
Related Preparation |
1) |
Orientation |
|
2) |
AT Overview: Laws and Continuum
Role of AT in the Classroom
Definition of AT, areas of application identified, overview of the AT Act of 2004 |
Ch. 1 pp.2-20 (Beard, Carpenter & Johnston) |
3) |
Universal Design (UD)
Accessibility
Universal Design for Learning (UDL) |
Ch. 1 pp. xi-11 (CEC) |
4) |
Content Area AT & UDL
UD & UDL Relationship |
Ch. 3 pp.21-40 (CEC)
Ch. 4 pp.41-50 (CEC) |
5) |
AT Evaluation
Exploration of major tools and frameworks used in AT assessments |
Ch. 3 pp. 32-51 (Beard, Carpenter & Johnston) |
6) |
IEP
Present Levels of Academic Achievement & Functional Performance; Goals & Objectives |
Standards-Based IEPs Goal Development http://ilearning.esc20.net |
7) |
AT & Autism |
The Horse Boy: Film & Discussion |
8) |
AT for the Young Child
Discuss and demonstrate “low tech” assistive technology solutions
Using Microsoft Office in Inclusion
Computer Output Considerations
Identification of screen and speech output methods
Options and positioning considerations for the computer screen |
Ch. 4 pp. 52-69 (Beard, Carpenter & Johnston) |
9) |
AT for High Incidence Disabilities
Authoring Tools for Writing
Authoring Tools for Keyboard Alternatives
Authoring Tools for Mouse Alternatives
Explore visual learning to organize information
Explore picture communication symbols
Explore text to voice software |
Ch. 5 pp. 70-85 (Beard, Carpenter & Johnston) |
10) |
AT: Positioning & Mobility
AT Device Exhibition – Guest Speaker |
Ch. 6 pp. 86-101 (Beard, Carpenter & Johnston) |
11) |
AT for Communication
Introduction to Augmentative Communication
Switches, battery interrupters and toys
Talking photo albums and frames |
Ch. 7 pp. 102-122 (Beard, Carpenter & Johnston) |
12) |
AT: Sensory Impairments
Assistive Technology for Communication
Technology for alternative and augmentative communication
Low/High-tech solutions for children with disabilities |
Ch. 8 pp. 124-149 (Beard, Carpenter & Johnston) |
13) |
AT for Distance Learning
Web Accessibility |
Ch. 10 pp. 172-186 (Beard, Carpenter & Johnston) |
14) |
AT Observation Presentations |
|
|
Program Outcomes |
Level of Contribution |
1) |
To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. |
|
2) |
To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. |
|
3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
|
3) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
|
4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
|
5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
|
6) |
To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. |
|
7) |
To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. |
|
8) |
To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. |
|
9) |
To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. |
|
10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
|
11) |
To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. |
|
12) |
To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. |
|
13) |
To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. |
|
14) |
To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. |
|
15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
|