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Weeks 1-2: Getting Started with Tech Basics

Begin with a quick tech check to see where everyone’s at. Can students log in on their own, or do some need a extra help?

Introduce the basics: logging into Chromebooks, opening the browser, and finding curriculum websites.

Weeks 3-4: Building Skills with Targeted Practice

Stations for different skill levels:

Station 1: Extra help with basics for those still learning.

Station 2: Intermediate tasks on navigation and assistive tech tools.

Station 3: More advanced tasks for students ready to problem solve independently or help others.

Pair advanced students with beginners to work on tasks together.

Weeks 5-6: Working Together

Focus on teamwork and encourage students to support each other. Advanced students help their peers, reinforcing their skills.

Create group activities with roles matched to skill levels (e.g., one student logs in while another navigates website).

Weeks 7-8: Wrapping Up and Reflecting

Students complete tasks on their own to show how much they’ve improved.

Offer feedback and have a group discussion about how far they’ve come with their tech skills.

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Weekly Chromebook Skills & Assistive Tech Tracker

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Weekly Chromebook Skills & Assistive Tech Tracker

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Weekly Chromebook Skills and Assistive Tech Tracker

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***I did not create this***

This could still be utilized in lesson planning OR with individual students OR when working with stations

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Navigating the Digital World Lesson Plan

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Navigating the Digital World Lesson Plan

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Objective:

Students will independently log into their Chromebooks and navigate to assigned web pages.

Assessment:

Students will complete a visual checklist:

1. Logging into their Chromebooks

2. Accessing assigned web pages

3. Answering a few questions about the web page content

Main Idea

Digital Literacy: Introduction to using technology effectively and responsibly

Logging In: Steps for entering usernames and passwords, with visuals as needed

Navigation Skills: Using web browser (Chrome) and bookmarks to get to certain pages

Online Safety: Clear rules for internet safety (e.g., not sharing personal information)

Problem-Solving: How to deal with common tech issues (e.g., “If you forget your password, ask the teacher” or “If the webpage doesn’t load, try refreshing”)

Lesson Structure:

1. Opening:

Introduce agenda/schedule for the period of the lesson.

Discussion on when and how people use technology in their daily lives (i.e., what is technology? when do you use technology?)

Use visuals (e.g., Chromebooks, browsers, websites) and sentence starters to help answer questions like, "What can we learn from using a computer?"

Show a video with digital literacy in action, and or additional video of students using computers independently in classroom

Visual poll on previous Chromebook use (e.g., thumbs up/down (e.g., can you log in? can you get to your email? can you get to (name website)?)

2. Introduction to New Material:

Demonstration: Display the Chromebook login screen, guide students step-by-step. Using visual icons and for each step, could also be printed to go on chromebooks or desks for future use

Guided Practice: Students then follow along on their own devices, students could have checklists available to them

Navigation: Show students how to use the address bar and bookmarks

3. Guided Practice:

Pair Practice: Students can practice logging in and using bookmarks in pairs.

Visual problem solving guide with simple “if-then” choices (e.g., “If you forget your password, then raise your hand.”, students assist in solving/creating.

Question: "What do you do if you forget your password?" and use thumbs-up/thumbs-down response

4. Independent Practice:

For the digital scavenger hunt, provide a visual checklist for each item to be found

5. Closing:

(Whole Group) Share one fact from the scavenger hunt, use sentence starters to help with responses

Review the lesson and the skills learned (e.g., logging in, navigating pages, staying safe online)

Standards Addressed:

ISTE Standard 1: Empowered Learner - Students use technology to actively engage in achieving and demonstrating their learning goals.

ISTE Standard 2: Digital Citizen - Students understand their roles and responsibilities in a digital world.

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For Navigating Digital World Lesson Plan

Instructions:

1. Use the checklist to keep track of your progress.

2. Open each website by selecting the bookmarks on your Chromebook.

3. Find the answer to each question on the websites.

4. Write down one fact or answer for each question in the space provided.

Scavenger Hunt Checklist:

Step 1: Log into your Chromebook

Step 2: Open the web browser (Chrome)

Step 3: Use bookmarks to open each website

Step 4: Complete the question for each site

Step 5: Turn in your worksheet

Assigned Websites and Questions

1. Epic! (GetEpic.com)

Question: Find a book about animals. What is the title of the book? Write down one fact you learned from the book.

2. Typing.com

Question: Start a typing lesson or practice activity. How many words per minute (WPM) did you type? Write down your score.

3. IXL

Question: Complete a math lesson you were assigned. What topic did you practice, and how many questions did you answer correctly?

4. Prodigy

Question: Log into Prodigy and complete one battle. What kind of monster did you battle?

5. Schoology

Question: Check the “Assignments” section. What is the name of one of your assignments?

6. Clever

Question: Explore the apps or programs available in Clever. Name one app you see that is not on this list.

7. Code.org

Question: Start one coding activity or game. What is the name of the activity?

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This could be used in a lesson, I would use it most likely as an extension activity for my "higher" students that do not necessarily need to learn as basic and fundamental skills. This could be used as a pick two before you get to be done with work. I do not think most of the students in my room will be able to use this, only three to four may even get to this step.

This could also look different, it could just be "approved" sites students can use. I could include code.org or typing.com also if I wanted to keep the focus on computer related sites.

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Building a Flexible Environment for Teaching Technology Skills

This unit was created specifically for students with Autism in more restrictive classroom settings in mind. The goal isn’t just to teach how to use tech but to increase confidence in navigating tools that will support them later in life.

A Flexible Approach
Ideally teaching a technology lesson 2-3 times a week, and they’re kept short and focused about 15-25 minutes maximum. With the support of Educational Assistants or Paraprofessionals, students will get the help they need while working at their own pace. The lessons are designed to be “loose”, no pressure to get everything perfect. Instead, the focus is on building skills over time, celebrating progress, and giving students the freedom more freedom.

How Students Work
Each student has the chance to work on activities that match their current skill level. For some, that might mean practicing basics. For others who are ready for a challenge, there’s space to take on independent projects. It’s all about making sure every student has something meaningful to work on, whether they’re just starting or into more advanced tasks.

Why It Matters
This isn’t just about teaching tech for the sake of it. These are skills my students can use every day to communicate, to find information, or even just to enjoy their favorite activities online. The world is digital, and I want to make sure my students feel equipped to be part of it.

By keeping the lessons flexible and supportive, I hope to create an environment where they feel safe to try and to learn. Following basic skills is how to stay safe in a always changing online world. There are many ways to expand on this topic that would be meaningful to students.

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Instructional Problem and Needs Analysis

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Instructional Problem and Needs Analysis

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Instructional Problem Needs Analysis Assignment

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Google Read & Write Lesson Plan

Objective:

Students will be able to use Google Read&Write features like text-to-speech and speech-to-text to use in and out of their special education classrooms in order to complete coursework

Assessment:

Students will complete a self-assessment checklist to show they can use the two main features in an activity.

Main Idea:

Google Read&Write Tools: Understanding the purpose and function of tools

Independence: Steps for accessing digital content using Google Read&Write

Active Engagement: Using this specific assistive tools to stay engaged with digital content

Familiarity: Practicing Read&Write on different curriculum platforms

Support Strategies: Recognizing when to ask for help if challenges arise

Opening

1. Start with a Question: “Have you ever used tools that make reading or writing easier?”

2. Video Demonstration: Show a brief video demonstrating how Google Read&Write can help students read, write, and engage with digital content.

3. Discussion: Emphasize that these tools make learning more accessible for everyone, helping with reading, writing, and understanding information.

Introduction to New Material

Feature-by-Feature Introduction: Go over each key feature of Google Read&Write

Text-to-Speech: How it reads aloud selected text

Speech-to-Text: How it helps turn spoken words into written text

Word Prediction: How it suggests words to assist with spelling and writing

Hands-on Demonstration: Show students how to use each feature with a short text or assignment, if availible use a students Schoology page

Visual Support: Provide visual aids, like screenshots or icons, showing where to find each tool within Google Read&Write

Address Misconceptions: Emphasize that assistive tech benefits everyone, not just those who need help with reading or writing

Guided Practice

Setting Expectations: Explain that students will work in pairs to try out each tool, with each person getting a chance to use Google Read&Write.

Practice Scenarios:

Start with simple tasks, like logging in and opening a document

Move to using the text-to-speech feature to listen to an assigned reading passage

Guide students through the speech-to-text feature to compose a short sentence

Teacher Support: Circulate around the room to assist with any difficulties and encourage each student to try using the tools independently

Independent Practice

Digital Assignment with Google Read&Write: Students will complete a reading and writing assignment using at least two Read&Write tools they’ve practiced

Clear Expectations: They must use the tools (e.g., text-to-speech to listen to text or speech-to-text for writing) to demonstrate understanding and independence

Rubric for Assessment: Provide a clear rubric so students know how their use of Google Read&Write will be assessed

Closing

Ask students to share one new thing they learned about using Google Read&Write

Ask about where and when students could use this outside of school

Standards

- ISTE Standard 5: Digital Citizenship – Students understand and practice responsible use of technology.

- ISTE Standard 6: Technology Operations and Concepts – Students demonstrate an understanding of technology systems, including the features of assistive tools.

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Differentiated Assignment: Digital Literacy with Google Read&Write

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Differentiated Assignment: Digital Literacy with Google Read&Write

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Foundational Support

Task 1 (Text-to-Speech): Open a short, pre-selected passage from Epic! (e.g., a simple story). Use the Text-to-Speech tool to listen to the text. With teacher or peer support, identify one fact and share it verbally or with a visual aid.

Task 2 (Speech-to-Text): Use the Speech-to-Text tool to write a single sentence about something you enjoy. Receive assistance as needed.

Intermediate Support

Task 1 (Text-to-Speech): Open a passage from Epic! and use the Text-to-Speech tool to listen. Write down two facts you learn, either independently or with minimal support.

Task 2 (Speech-to-Text): Use the Speech-to-Text tool to create a short paragraph (2–3 sentences) about a topic of your choice. Use Word Prediction to correct or add one sentence.

Independent Learners

Task 1 (Text-to-Speech): Choose a passage from Epic! or Newsela, use Text-to-Speech, and independently identify three facts to write down.

Task 2 (Speech-to-Text and Word Prediction): Use the Speech-to-Text tool to write a full paragraph (4–5 sentences). Improve writing using the Word Prediction tool to add details.

Self-Assessment Checklist and Rubric

Instructions: After completing the assignment, reflect. Check the boxes that are true to you.

Checklist Questions

1. Text-to-Speech:

I used Text-to-Speech to listen to a passage.

I understood what was read to me and could identify key facts.

I feel confident using this tool again.

2. Speech-to-Text:

I used Speech-to-Text to create a sentence or paragraph.

I reviewed what I wrote to ensure it matched what I said.

I feel confident using this tool again.

3. Word Prediction (if applicable):

I used Word Prediction to add or fix a sentence.

It helped me spell or choose better words.

I feel confident using this tool again.

4. Independence and Problem-Solving:

I needed little or no help to complete my assignment.

If I had a problem, I tried to solve it first before asking for help.

I feel more independent using Google Read&Write now than before.

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Self Assessment Rubric for Google Read&Write

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Self Assessment Rubric for Google Read&Write

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Visual that could be used for Chromebook, created with LessonPix

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Visual that could be used for Technology, created with LessonPix

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Technology Basics

1. Common Sense Education – Digital Literacy Curriculum

- Free lessons and activities for teaching students foundational digital literacy skills.

2. Google for Education Training Center

- Tutorials and videos on using Chromebooks and Google tools.

3. BrainPOP – Technology Videos

- Engaging animated videos covering internet basics, online safety, and tech navigation.

Assistive Technology and Accessibility

1. Google Read&Write Tutorials from Text Help

- Guides and videos for using this assistive technology tool for digital literacy.

2. CAST UDL Exchange

- Resources to help incorporate Universal Design for Learning into your technology lessons.

3. National Center on Accessible Educational Materials

- Strategies and resources for integrating assistive tech in classrooms.

Station-Specific

Basics Practice

- TypingClub

- Interactive typing practice for building foundational skills.

- Chromebook Simulator

- Online tool to practice basic Chromebook skills.

Intermediate Skills

- Khan Academy

- Tutorials on navigating websites and using web-based tools.

- EdPuzzle

- Interactive video learning; good, practice navigation.

Advanced Practice

- Code.org

- Introduces students to problem-solving and basic coding skills.

- Tynker

- Activities designed for students who want to explore independent problem-solving.

Collaboration and Reflection Tools

1. Padlet

- A digital bulletin board for group discussions and reflections.

2. Flip (formerly Flipgrid)

- Video discussion tool.

3. Google Forms

- Create self-assessments, peer evaluations, and exit tickets.

Professional Development

1. ISTE (International Society for Technology in Education)

- Access to webinars, lesson plans, and teaching standards for tech integration.

2. Edutopia – Technology Integration

- Articles and tips on effective tech use in classrooms.

3. Understood.org

- Strategies for supporting students with disabilities in technology use.

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Extension Activity: Create Your Own Slideshow

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Extension Activity: Create Your Own Slideshow

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**This was written as a group or team activity but could also be used as an independent activity**

Objective:
You will work on a team to create a Google Slides presentation that teaches others about a topic you choose. Each group member will have a specific role, and together you’ll research, design, and present your project.

Step 1: Form Your Group and Choose a Topic

1. Form a Team:

Groups should have 2-3 people.

Each person will have a role

2. Choose a Topic as a Group:
Pick something everyone is excited to learn about. Examples:

An animal (e.g., dolphins, elephants).

A place (e.g., Australia, Mount Everest).

A hobby or interest (e.g., space, art, video games).

3. Assign Roles:
Each person in the group will have a job:

Researcher: Finds information about the topic.

Designer: Creates the slides and adds pictures.

Editor/Presenter: Checks for spelling, grammar, and flow and helps present the slideshow.

Step 2: Research Your Topic

How to Research:

1. Work together to find information using these websites:

Google Search: Type in your topic to explore.

Kiddle: A safe search engine.

National Geographic Kids: Great for animals, places, and nature.

2. Write down or type:

3-5 facts about your topic.

Save 2-3 pictures to use in your slideshow.

Example Questions:

What are the most important things to know about your topic?

What does it look like, and where is it found?

Is there anything surprising or unique about it?

Step 3: Open Google Slides and Start Your Project

How to Get Started:

1. Go to Google Slides.

2. One person in the group will create the presentation and name it: “Our Research Project - [Your Topic].”

3. Click “Share” in the top-right corner and add your group members’ emails so everyone can work together.

Step 4: Build Your Slides

Create a minimum of 5 slides as a group. Use this guide:

1. Slide 1: Title Slide

Write the title of your topic (e.g., “All About Sharks”).

Add your group members’ names.

Choose a theme to make it colorful.

2. Slide 2: Introduction

Write 2-3 sentences explaining why your group chose this topic.

Example: “We chose to research sharks because they are amazing animals. Sharks have lived in the oceans for millions of years. We wanted to learn more about them.”

3. Slide 3: Facts About Your Topic

Write 3-5 interesting facts.

Include at least 1 picture.

Example: “Sharks can have up to 3,000 teeth at one time!”

4. Slide 4: Pictures and Captions

Add 2-3 pictures related to your topic.

Write a short caption under each picture.

Example: “This is a great white shark swimming in the ocean.”

5. Slide 5: Fun or Surprising Details

Add one or two fun or surprising details about your topic.

Example: “Did you know some sharks can glow in the dark?”

Step 5: Make It Look Awesome

Use these tools to improve your slideshow:

Choose a Theme: Click on the “Theme” button to change how your slides look.

Add Transitions: Go to “Insert” > “Transition” to make your slides more dynamic.

Check for Errors: The editor should check spelling and grammar.

*Optional Step 6: Present Your Slideshow

1. Practice as a group. Decide who will say what for each slide.

2. Take turns presenting during class. Everyone should share at least one slide.

You Are Done When These Are Finished:

Does your presentation have at least 5 slides?

Does each slide have clear writing and at least 1 picture?

Did you check for errors and practice presenting?