I have placed an article from a presentation I attended entitled "Smart Inclusion in the 21st Century Classroom; Integrating SMART Boards with Assistive Technology" in the district share folder, click on Curriculum, then go to Closing the Gap. -The focus of the article was using the smartboard along with classroom suite and AAC devices such as dynavox "within a framework of Universal Design for Learning (UDL), Differentiated Instruction (DI)..."
-"Futuresource6 states that 1 in 5 classrooms worldwide will be using SMART technology by the end of 2013. The use of interactive whiteboard (IWB) technology in schools is not new7, and the renewed focus on interactive whiteboards as a tool for 21st century classroom instruction may hold the promise to overcoming some of the difficulties encountered with technology in the past. Though the IWB simply functions as a touch screen, it forces the use of computer technology in large and smaller group instruction. This facilitates a UDL approach to instruction – multiple means of representation, expression and engagement. Use of multiple formats for representing concepts and text is made easier, including visual, auditory and kinesthetic modalities. It also allows teachers to easily incorporate the principles of natural/aided language stimulation (Goossens, 2000; Goossens, Crain & Elder, 1992) within group instruction. This can be accomplished through the integration of assistive technologies with regular education technologies and/or by using a student’s assistive technology during group instruction. While this technology was originally deemed essential for one student, all students within the classroom can often benefit from its use. In addition to the benefits it affords for representing language and new concepts, an IWB allows students who use alternate access hardware to participate in shared activities by interfacing their technology with the laptop attached to the IWB. Students who were unable to manipulate traditional objects or write on a blackboard are able to actively participate along with their peers. Finally, the use of IWBs has proven to increase the attention and engagement of all students, but especially those who have special needs (see McClaskey and Welch, 2009)." -2 "For further information about Smart Inclusion and the team contact Alison Inglis, Chief Psychologist or Alexandra Dunn, SLP via email at alison.inglis@ucdsb.on.ca; alexandra.dunn@ucdsb.on.ca"
I have placed an article from a presentation I attended entitled "Smart Inclusion in the 21st Century Classroom; Integrating SMART Boards with Assistive Technology" in the district share folder, click on Curriculum, then go to Closing the Gap.
ReplyDelete-The focus of the article was using the smartboard along with classroom suite and AAC devices such as dynavox "within a framework of Universal Design for Learning (UDL), Differentiated Instruction (DI)..."
-"Futuresource6 states that 1 in 5 classrooms worldwide will be using SMART technology by the end of 2013. The use of interactive whiteboard (IWB) technology in schools is not new7, and the renewed focus on interactive whiteboards as a tool for 21st century classroom instruction may hold the promise to overcoming some of the difficulties encountered with technology in the past. Though the IWB simply functions as a touch screen, it forces the use of computer technology in large and smaller group instruction. This facilitates a UDL approach to instruction – multiple means of representation, expression and engagement. Use of multiple formats for representing concepts and text is made easier, including visual, auditory and kinesthetic modalities. It also allows teachers to easily incorporate the principles of natural/aided language stimulation (Goossens, 2000; Goossens, Crain & Elder, 1992) within group instruction. This can be accomplished through the integration of assistive technologies with regular education technologies and/or by using a student’s assistive technology during group instruction. While this technology was originally deemed essential for one student, all students within the classroom can often benefit from its use. In addition to the benefits it affords for representing language and new concepts, an IWB allows students who use alternate access hardware to participate in shared activities by interfacing their technology with the laptop attached to the IWB. Students who were unable to manipulate traditional objects or write on a blackboard are able to actively participate along with their peers. Finally, the use of IWBs has proven to increase the attention and engagement of all students, but especially those who have special needs (see McClaskey and Welch, 2009)."
-2 "For further information about Smart Inclusion and the team contact Alison Inglis, Chief Psychologist or Alexandra
Dunn, SLP via email at alison.inglis@ucdsb.on.ca; alexandra.dunn@ucdsb.on.ca"