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Using a Digital Learning Platform to Create a Basic Course

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How Technology Helps in the Education of Special-Needs Students

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How Technology Helps in the Education of Special-Needs Students

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Special-needs students who have, in the past, faced particular learning challenges in the classroom have benefited from the introduction of technology. Whereas once these students who were unable to receive the specialized instruction they needed in order to excel performed poorly and suffered from low motivation and confidence, they now find themselves on an equal playing field with the remainder of the class-in fact, technology has served to empower special-needs students and enable them to excel not just in the classroom but also in the community.

To learn more, check out the infographic below created by the University of Cincinnati's online Master of Education degree program.

Today, over 50 million students use some form of technology in the classroom and to assist with coursework at home. Applications such as Google Classroom help teachers stay better organized and connected with their class while also tracking a student's academic progress. This has helped to yield critical information regarding the learning process and performance of special-needs students, and subsequently, teachers can create more customized lesson plans for those students as well as determine how technological devices and software applications can better be used to assist them in their instruction.

Technological Devices and Applications Are More Engaging than Regular Lessons

Studies have already proven that blended learning, a mixture of online lessons and real teaching, can improve student performance significantly. Likewise for special-needs students, who find learning via e-readers, computers and software to be more engaging. And because lessons through such devices can be personalized for the students rather than a single lesson for the whole class, children with learning disabilities find themselves able to handle even advanced lessons and reach their fullest potential.

Advancing technology has resulted in a multitude of assistive technology and electronic teaching aids from smartphone apps to cutting-edge products, including:

Text-To-Speech Assistive Tools

Text-to-speech (TTS) software can be used to provide help to children who have difficulties reading standard print. Some of the reasons a student may have difficulty include dyslexia, a visual impairment, or a learning disability. TTS technology can also be used to assist children with autism or attention deficit hyperactivity disorder (ADHD).

Intel Reader

This mobile handheld device uses TTS technology to read printed text aloud. Equipped with a high-resolution camera, it can capture printed text and read it back to the user. The reader also highlights words as they are read aloud and can spell words for students as well.

Graphic Organizers

Available in a wide range of models with different features, the main purpose of a graphic organizer is to enable special needs students to better organize their thoughts as they write.

Assistive Listening Systems

Hearing assistive technology is ideal for students who are deaf or have other auditory issues. According to the National Association for the Deaf, assistive listening systems can be used by children who need help hearing or suffer from language delays, central auditory processing disorders and articulation disorders.

Sip-and-Puff Systems

Sip-and-puff systems enable a student who suffers from fine motor skill disabilities, paralysis or other mobility challenges to effectively operate a computer or mobile device by using his or her mouth. The student can move the joystick-like controller with their mouth and "click" on navigational tools using either a sip or a puff.

Proofreading Software

This type of assistive technology software is usually much more advanced than the kind utilized by word processing applications. It is specially designed to provide help to students with dyslexia as well as those with any type of learning disorder that causes a child to have trouble reading and writing.

Math Tools

Many students suffer from dyscalculia, a condition that makes it hard for them to understand math and grasp numbers. A wide range of assistive technology tools are available to help these special-needs students, helping them to work through math problems and better understand the concept of particular equations.

The above are just a small sampling of the assistive technology tools being used today in the classroom and at home. As technology continues to advance and students become more adept in digital fluency, special needs students will no longer feel as though they are left out or left behind, as the tools will enable them to advance just as well, if not better, than others.
Choosing the right assistive technology tools is also critical. Not every tool or software application will deliver the same results with different special needs-students. A good match will enable a student to participate in class, become more motivated to learn and converse better with peers. Many schools across the nation are becoming much more open to adopting technology in the classroom to help special-needs students, as well as any student who needs more assistance in learning.

However, it should be noted that technology itself is not the savior-teachers and parents must also work together to monitor the child's academic progress and see where the student is gaining the most value or struggling. Becoming too reliant on the tools can also be detrimental, so it is important to use the tools in an assistive fashion and not as the main and only option for teaching a curriculum.

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How Technology Helps in the Education of Special-Needs Students

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Special-needs students who have, in the past, faced particular learning challenges in the classroom have benefited from the introduction of technology.

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Various resources for app evaluation

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Deciding if an app is right for use in your classroom

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Resources | Global Digital Citizen Foundation

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The Global Digital Citizen Foundation resources list has got something for every teacher, administrator, and student living in the digital age.

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It's useful to see the Wheel as providing a series of challenges and questions, a structured set of prompts asking you to reflect on your teaching, from planning to implementation. These prompts are interconnected like mechanical gears where a decision in one area often affects decisions in other areas. Consider each area as a grid through which you filter what you are doing. There are five of these grids; let's look at each one in more detail.

Take each of your activities and think through how you will use the technology for each task. Ask yourself "Does this activity just substitute (i.e. students could easily achieve the tasks without this chosen technology) or can I augment or modify the tasks to improve the activity and increase engagement?" Finally sieve your curriculum building activities and your teaching practice through the SAMR grid of Redefinition. Is there any task you can build into the activity that without the technology would not be possible?

The Padagogy Wheel - It's Not About The Apps, It's About The Pedagogy

by Allan Carrington, TeachThought PD Workshop Facilitator

The Padagogy Wheel is designed to help educators think - systematically, coherently, and with a view to long term, big-picture outcomes - about how they use mobile apps in their teaching. The Padagogy Wheel is all about mindsets; it's a way of thinking about digital-age education that meshes together concerns about mobile app features, learning transformation, motivation, cognitive development and long-term learning objectives.

The Padagogy Wheel, though, is not rocket science. It is an everyday device that can be readily used by everyday teachers; it can be applied to everything from curriculum planning and development, to writing learning objectives and designing centered activities. The idea is for the users to respond to the challenges that the Wheel presents for their teaching practices, and to ask themselves the tough questions about their choices and methods.

The underlying principle of the Padagogy Wheel is that it is the pedagogy that should determine our educational use of apps. It's all very well to come across an exciting new app and to think to yourself, 'That's really cool, now how can I use it in the classroom?', but what you need to do at the same time is to think about how that app might contribute to your set of educational aims for the program you are teaching. It was in fact this very concern, my desire to help teachers make good decisions as to how to make the pedagogy drive the technology, and not the other way around, that led to the birth of the Padagogy Wheel.
So how does it work?
The Padagogy Wheel brings together in the one chart several different domains of pedagogical thinking. It situates mobile apps within this integrated framework, associating them with the educational purpose they are most likely to serve. It then enables teachers to identify the pedagogical place and purpose of their various app-based learning and teaching activities in the context of their overall objectives for the course, and with reference to the wider developmental needs of their students.

It's useful to see the Wheel as providing a series of challenges and questions, a structured set of prompts asking you to reflect on your teaching, from planning to implementation. These prompts are interconnected like mechanical gears where a decision in one area often affects decisions in other areas. Consider each area as a grid through which you filter what you are doing. There are five of these grids; let's look at each one in more detail.

THE FIVE GRIDS

1. Graduate Attributes and Capabilities

Graduate Attributes are at the core of learning design. Graduate Attributes address the long-term, enduring aims of our educational activity. They involve thinking about the type of people that emerge from our educational programs - their ethics, responsibility, and citizenship, for example - and their employability in our current and future society. Teachers must constantly revisit the way in which their programs are contributing to the development of these attributes. They need to do the hard yards of articulating what they expect a graduate of a program to "look like" i.e. what is it that a graduate is and does that we regard as successful and meets the expectations of their communities as change agents and leaders. How else can teachers help students know what transformation 'looks like'?

Many universities around the world are constantly working on their graduate attributes and are mapping their programs to them. The blog post " If you exercise these capabilities.. You will be employed! " where I interviewed Prof. Geoff Scott, is really eye opening for college educators as it highlights the attributes and capabilities the CEOs in the market place want in graduates, the things they look for in hiring. If educational leaders don't have a clear picture of the qualities and capabilities of an excellent graduate of their program, then how can teachers help students strive for excellence and to be leaders in their worlds?

Every teacher needs to look at their courses and pedagogy and ask, "How does everything I do support these attributes? Is there any way I can build content and activities that help students become 'excellent'?"

2. Motivation

Motivation is vital to achieving the most effective learning outcomes. It is valuable for teachers to regularly ask themselves "Why am I doing this again?" That is not a joke. I am referring to the choices of learning outcomes, development of activities and design of content e.g. writing text and even making videos. So the wheel introduces a 21st century model of motivation that science has developed and is so well presented by Dan Pink in the TEDtalk "The Puzzle of Motivation".

Thinking through the grid of Autonomy, Mastery and Purpose (AMP) and filtering everything you do from idea-creation to assessment will, I believe, significantly help your teaching be transformational. Barbi Honeycutt on her FlipIt Blog has some good ideas on how to implement Dan Pink's AMP principles in the Flipped Classroom model.

Bloom's Taxonomy is really a way of helping teachers design learning objectives that require higher order thinking. You start with 'remembering and understanding', which is the easiest category to serve with objectives but produces the least effective outcomes in achieving transformation. When supporting teachers, I recommend they try to get at least one learning objective from each category and always push towards the domain category of Creating, where higher order thinking takes place. This is the 'By the time you finish this workshop/seminar/lesson you should be able to. . .' type of thinking. Only after you have developed your learning outcomes are you ready for technology enhancement.

4. Technology Enhancement

Technology Enhancement serves your pedagogy. When you choose any app or technology remember to apply the app selection criteria. The model only suggests apps that can support the learning objectives and activities at the time of publishing. The Padagogy Wheel constantly needs updating with apps as they are released. Teachers also should think customization all the time - is there a better app or tool for the job of enhancing my defined pedagogy?

Developed by Ruben Puentedura, the SAMR model - standing for "Substitution, Augmentation, Modification, Redefinition" - is a framework that assists teachers to assess the degree to which digitally-empowered learning and teaching is (or is not) moving beyond what can be taught using analog technologies. The SAMR Model is extremely useful when considering how you are going to use the technologies you have chosen. SAMR is a widely used model with a wealth of resources online, like Kathy Schrock's excellent SAMR resources page. A very useful perspective about SAMR is through the eyes of the students. The 3.55 min Youtube video below, subtitled for when I teach about the Padagogy Wheel in China, explains:

Take each of your activities and think through how you will use the technology for each task. Ask yourself "Does this activity just substitute (i.e. students could easily achieve the tasks without this chosen technology) or can I augment or modify the tasks to improve the activity and increase engagement?" Finally sieve your curriculum building activities and your teaching practice through the SAMR grid of Redefinition. Is there any task you can build into the activity that without the technology would not be possible?
The history of the Padagogy Wheel
In 2012 on a teaching trip to the UK, I got the idea of putting apps around the outside of Bloom's Taxonomy Wheel and organizing them according to his cognitive domain categories. The taxonomy was based on Kathwohl and Anderson's (2001) adaption of Bloom (1956) and it was their work that combined Remembering and Understanding.

The first version of the Padagogy Wheel had at its core Bloom's cognitive domain categories and teachers started their exploration of the wheel by making decisions about learning outcomes from each of those categories. They were aiming for those outcomes that promoted higher order thinking skills, in the 'Analyse' and 'Create' domains. I was the first to show 65 educational apps around the outer rim of the wheel. These apps were categorized by their strengths in helping learners reach better outcomes. I knew I was onto something useful by the requests for my permission to use this info-graphic after the seminars.

Back in Australia I thought about 'what is good teaching' and 'what is its core concept'. I added Graduate Attributes and Employable Capabilities for version two, then Motivation and the SAMR Model for version three. Two years and 150,000 downloads later I updated the apps and doubled the number available per category for version four. I also added further advice on app selection criteria.
I want to issue you with a challenge
Spend time thinking through how you can apply all five of the grids to your curriculum design, lesson plans and teaching practice. Learn more about each grid and take the Padagogy Wheel out for a spin. Please share your best practice examples. I would love to hear from you.

This year an objective is to build an online resource of how teachers have used the model, showcasing best practice and including research projects. We learned from our recent trip to China that they have over 14.5 million teachers. Yes, just teachers! And they all are extremely committed to change, hungry for professional development and collaboration. Your own work on the Padagogy Wheel could help many thousands of educators in China, as well as others around the world. This will help students become excellent practitioners and graduates, leading their communities into transformational change and could make the world a better place. After all isn't that why you became a teacher?
*Previously published at TeachThought.com

The Padagogy Wheel - It's Not About The Apps, It's About The Pedagogy

by Allan Carrington, TeachThought PD Workshop Facilitator

The Padagogy Wheel is designed to help educators think - systematically, coherently, and with a view to long term, big-picture outcomes - about how they use mobile apps in their teaching. The Padagogy Wheel is all about mindsets; it's a way of thinking about digital-age education that meshes together concerns about mobile app features, learning transformation, motivation, cognitive development and long-term learning objectives.

The Padagogy Wheel, though, is not rocket science. It is an everyday device that can be readily used by everyday teachers; it can be applied to everything from curriculum planning and development, to writing learning objectives and designing centered activities. The idea is for the users to respond to the challenges that the Wheel presents for their teaching practices, and to ask themselves the tough questions about their choices and methods.

The underlying principle of the Padagogy Wheel is that it is the pedagogy that should determine our educational use of apps. It's all very well to come across an exciting new app and to think to yourself, 'That's really cool, now how can I use it in the classroom?', but what you need to do at the same time is to think about how that app might contribute to your set of educational aims for the program you are teaching. It was in fact this very concern, my desire to help teachers make good decisions as to how to make the pedagogy drive the technology, and not the other way around, that led to the birth of the Padagogy Wheel.
So how does it work?
The Padagogy Wheel brings together in the one chart several different domains of pedagogical thinking. It situates mobile apps within this integrated framework, associating them with the educational purpose they are most likely to serve. It then enables teachers to identify the pedagogical place and purpose of their various app-based learning and teaching activities in the context of their overall objectives for the course, and with reference to the wider developmental needs of their students.

It's useful to see the Wheel as providing a series of challenges and questions, a structured set of prompts asking you to reflect on your teaching, from planning to implementation. These prompts are interconnected like mechanical gears where a decision in one area often affects decisions in other areas. Consider each area as a grid through which you filter what you are doing. There are five of these grids; let's look at each one in more detail.

THE FIVE GRIDS

1. Graduate Attributes and Capabilities

Graduate Attributes are at the core of learning design. Graduate Attributes address the long-term, enduring aims of our educational activity. They involve thinking about the type of people that emerge from our educational programs - their ethics, responsibility, and citizenship, for example - and their employability in our current and future society. Teachers must constantly revisit the way in which their programs are contributing to the development of these attributes. They need to do the hard yards of articulating what they expect a graduate of a program to "look like" i.e. what is it that a graduate is and does that we regard as successful and meets the expectations of their communities as change agents and leaders. How else can teachers help students know what transformation 'looks like'?

Many universities around the world are constantly working on their graduate attributes and are mapping their programs to them. The blog post " If you exercise these capabilities.. You will be employed! " where I interviewed Prof. Geoff Scott, is really eye opening for college educators as it highlights the attributes and capabilities the CEOs in the market place want in graduates, the things they look for in hiring. If educational leaders don't have a clear picture of the qualities and capabilities of an excellent graduate of their program, then how can teachers help students strive for excellence and to be leaders in their worlds?

Every teacher needs to look at their courses and pedagogy and ask, "How does everything I do support these attributes? Is there any way I can build content and activities that help students become 'excellent'?"

2. Motivation

Motivation is vital to achieving the most effective learning outcomes. It is valuable for teachers to regularly ask themselves "Why am I doing this again?" That is not a joke. I am referring to the choices of learning outcomes, development of activities and design of content e.g. writing text and even making videos. So the wheel introduces a 21st century model of motivation that science has developed and is so well presented by Dan Pink in the TEDtalk "The Puzzle of Motivation".

Thinking through the grid of Autonomy, Mastery and Purpose (AMP) and filtering everything you do from idea-creation to assessment will, I believe, significantly help your teaching be transformational. Barbi Honeycutt on her FlipIt Blog has some good ideas on how to implement Dan Pink's AMP principles in the Flipped Classroom model.

Bloom's Taxonomy is really a way of helping teachers design learning objectives that require higher order thinking. You start with 'remembering and understanding', which is the easiest category to serve with objectives but produces the least effective outcomes in achieving transformation. When supporting teachers, I recommend they try to get at least one learning objective from each category and always push towards the domain category of Creating, where higher order thinking takes place. This is the 'By the time you finish this workshop/seminar/lesson you should be able to. . .' type of thinking. Only after you have developed your learning outcomes are you ready for technology enhancement.

4. Technology Enhancement

Technology Enhancement serves your pedagogy. When you choose any app or technology remember to apply the app selection criteria. The model only suggests apps that can support the learning objectives and activities at the time of publishing. The Padagogy Wheel constantly needs updating with apps as they are released. Teachers also should think customization all the time - is there a better app or tool for the job of enhancing my defined pedagogy?

Developed by Ruben Puentedura, the SAMR model - standing for "Substitution, Augmentation, Modification, Redefinition" - is a framework that assists teachers to assess the degree to which digitally-empowered learning and teaching is (or is not) moving beyond what can be taught using analog technologies. The SAMR Model is extremely useful when considering how you are going to use the technologies you have chosen. SAMR is a widely used model with a wealth of resources online, like Kathy Schrock's excellent SAMR resources page. A very useful perspective about SAMR is through the eyes of the students. The 3.55 min Youtube video below, subtitled for when I teach about the Padagogy Wheel in China, explains:

Take each of your activities and think through how you will use the technology for each task. Ask yourself "Does this activity just substitute (i.e. students could easily achieve the tasks without this chosen technology) or can I augment or modify the tasks to improve the activity and increase engagement?" Finally sieve your curriculum building activities and your teaching practice through the SAMR grid of Redefinition. Is there any task you can build into the activity that without the technology would not be possible?
The history of the Padagogy Wheel
In 2012 on a teaching trip to the UK, I got the idea of putting apps around the outside of Bloom's Taxonomy Wheel and organizing them according to his cognitive domain categories. The taxonomy was based on Kathwohl and Anderson's (2001) adaption of Bloom (1956) and it was their work that combined Remembering and Understanding.

The first version of the Padagogy Wheel had at its core Bloom's cognitive domain categories and teachers started their exploration of the wheel by making decisions about learning outcomes from each of those categories. They were aiming for those outcomes that promoted higher order thinking skills, in the 'Analyse' and 'Create' domains. I was the first to show 65 educational apps around the outer rim of the wheel. These apps were categorized by their strengths in helping learners reach better outcomes. I knew I was onto something useful by the requests for my permission to use this info-graphic after the seminars.

Back in Australia I thought about 'what is good teaching' and 'what is its core concept'. I added Graduate Attributes and Employable Capabilities for version two, then Motivation and the SAMR Model for version three. Two years and 150,000 downloads later I updated the apps and doubled the number available per category for version four. I also added further advice on app selection criteria.
I want to issue you with a challenge
Spend time thinking through how you can apply all five of the grids to your curriculum design, lesson plans and teaching practice. Learn more about each grid and take the Padagogy Wheel out for a spin. Please share your best practice examples. I would love to hear from you.

This year an objective is to build an online resource of how teachers have used the model, showcasing best practice and including research projects. We learned from our recent trip to China that they have over 14.5 million teachers. Yes, just teachers! And they all are extremely committed to change, hungry for professional development and collaboration. Your own work on the Padagogy Wheel could help many thousands of educators in China, as well as others around the world. This will help students become excellent practitioners and graduates, leading their communities into transformational change and could make the world a better place. After all isn't that why you became a teacher?
*Previously published at TeachThought.com

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The Padagogy Wheel - It's Not About The Apps, It's About The Pedagogy - TeachThought PD

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The Padagogy Wheel is designed to help educators think - systematically, coherently, and with a view to long term, big-picture outcomes - about how they use mobile apps in their teaching. The Padagogy Wheel is all about mindsets; it's a way of thinking about digital-age education that meshes together concerns about mobile app features, learning transformation, motivation, cognitive development and long-term learning objectives.

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Directions: How to Create Your Own Creative Commons License

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Building on the best of existing state standards, the Common Core State Standards provide clear and consistent learning goals to help prepare students for college, career, and life. The standards clearly demonstrate what students are expected to learn at each grade level, so that every parent and teacher can understand and support their learning.
The standards are:

1. Research and evidence based

2. Clear, understandable, and consistent

3. Aligned with college and career expectations

4. Based on rigorous content and the application of knowledge through higher-order thinking skills

5. Built upon the strengths and lessons of current state standards

6. Informed by other top-performing countries to prepare all students for success in our global economy and society

According to the best available evidence, the mastery of each standard is essential for success in college, career, and life in today's global economy.

With students, parents, and teachers all on the same page and working together toward shared goals, we can ensure that students make progress each year and graduate from high school prepared to succeed in college, career, and life.

The standards focus on core concepts and procedures starting in the early grades, which gives teachers the time needed to teach them and gives students the time needed to master them.

The standards draw on the most important international models, as well as research and input from numerous sources, including educators from kindergarten through college, state departments of education, scholars, assessment developers, professional organizations, parents and students, and members of the public.

Because their design and content have been refined through successive drafts and numerous rounds of state feedback, the standards represent a synthesis of the best elements of standards-related work in all states and other countries to date.

For grades K-8, grade-by-grade standards exist in English language arts/literacy and mathematics. For grades 9-12, the standards are grouped into grade bands of 9-10 grade standards and 11-12 grade standards.

While the standards set grade-specific goals, they do not define how the standards should be taught or which materials should be used to support students. States and districts recognize that there will need to be a range of supports in place to ensure that all students, including those with special needs and English language learners, can master the standards. It is up to the states to define the full range of supports appropriate for these students.

No set of grade-specific standards can fully reflect the great variety of abilities, needs, learning rates, and achievement levels of students in any given classroom. Importantly, the standards provide clear signposts along the way to the goal of college and career readiness for all students.

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Building on the best of existing state standards, the Common Core State Standards provide clear and consistent learning goals to help prepare students for college, career, and life. The standards clearly demonstrate what students are expected to learn at each grade level, so that every parent and teacher can understand and support their learning.

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ISTE Standards for Students, 2016 - Permissions and Licensing - Permitted Educational Use.pdf

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Lesson plan search engine

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Bring TED-Ed Student Talks to Your School

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Transform your classroom with TED-Ed! Discover hundreds of animated lessons, create customized lessons, and inspire your students to share their big ideas.

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Lesson plan search engine

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Not your everyday calendar, here you can find important events in literary history, authors' birthdays, and a variety of holidays, all with related activities and resources that make them more relevant to students.

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Not your everyday calendar, here you can find important events in literary history, authors' birthdays, and a variety of holidays, all with related activities and resources that make them more relevant to students.

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The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning.

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interactive simulations for science and math

PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

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ISTE Standards for Educators 2017 (Permitted Educational Use).pdf