Technology In Education Presentation

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T E C H N O L O G Y I N T E G R AT I O N

Using Technology to Empower Students With Special Needs Learn how one educator uses G Suite for Education to help students overcome their negative self-images and embrace learning.

By Kathryn Nieves

November 8, 2016

© iStock.com/gradyreese

One of the biggest problems I encounter as a resource room teacher is the self-esteem of the students in my

classes. After years of disappointing academic experiences, their confidence is low and their motivation has

declined. Combine those points with the peer pressure, bullying, and stresses of middle school, and the students do

not have a positive outlook on their education.

In my classroom, technology is a tool for empowerment—it creates a collaborative and innovative space for all

students. Along with over 50 million educators and students, I am primarily using Google’s G Suite for Education

. The suite is a bundle of Google’s key products, such as

Drive, Docs, Slides, and Forms, along with new tools like Google Classroom. While I used these applications in a

middle school classroom, the following strategies are appropriate for any age from upper elementary students to

high school seniors.

Use Google Classroom for Choice and Personalized Learning

(https://edu.google.com/k-12-solutions/g-suite/?modal_active=none)

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5/13/22, 8:23 PM Using Technology to Empower Students With Special Needs | Edutopia

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My special education students typically miss out on taking courses of personal interest. Electives are often replaced

with supplemental math or reading classes to bring the students up to grade-level expectations. So I decided to

bring student interests into my resource rooms. While we still have to follow the curriculum and I have to modify it

based on individual needs, I wanted to implement more choice and personalized learning in my instruction.

© K athryn Nieves

A Choice Board used in the author’s classroom

I typically share a choice board or a HyperDoc to Google Classroom in order to provide my

students with their own avenues for learning. A choice board is a graphic organizer that offers students options of

tasks to complete. A HyperDoc is a digital lesson plan that also incorporates choice in student learning. I provide

students with tasks they are required to complete and a variety of tasks they can choose from and can complete at

their own pace. This individual pacing helps to increase student ownership and accountability for their learning—

traits that all students need, especially students with special needs.

Sometimes the HyperDoc is as simple as a multimedia text set from which students choose what they would like to

read and view. For some assignments, students use YouTube to view a video I’ve created about the topic. Then they

have their choice of an article to read based on their own individual interests. Students can choose to use Google

Slides, their own YouTube video creation, a Google Form to survey others, or other technology tools to show what

they’ve learned before sharing with their peers via Google Classroom. Students are given the freedom to

demonstrate their knowledge in their own way and tend to feel more invested in learning because of the choices

they are given.

Create “20 Percent Time” for Passion Projects

Based on Google’s philosophy of having employees devote part of their work time to projects of personal interest, I

have my students choose an area of passion that is not in the curriculum. They develop a step-by-step plan to help

them reach their goal and set timeframes to measure their progress. For some students, organization is a challenge.

Since they have to keep track of all of their materials and work, as well as plan their project step by step, the project

gives them the tools they need to practice organization. This project is a long-term assignment, so I give my

students about half of the school year to complete their work.

The students excel at these projects. I had a student draft an entire graphic novel on paper, scan it to her Google

Drive, and then use the PDF annotation extension Kami to add text to the thought and speech

bubbles. Technology enabled her to create a professional-looking manuscript that she can add to her portfolio as

she pursues art in high school. Other students completed their experience by sharing their projects with their peers

through Google Slides, video recordings, and other presentation software.

(http://hyperdocs.co/)

(https://www.kamihq.com/)

 

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5/13/22, 8:23 PM Using Technology to Empower Students With Special Needs | Edutopia

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Technology Integration Special Education 3-5 Upper Elementary

6-8 Middle School 9-12 High School

Though there were challenges, my students enjoyed the opportunity to work on these passion projects and were

able to use problem-solving skills to overcome obstacles. The concept of problem solving is tough for special

education students to grasp, but having them work on their own choice of project helps unlock their ability to work

through challenges.

Use Tools to Aid Discussion and Collaboration

Because of the nature of some of their disabilities, my students struggle with communication. Group work is difficult,

and discussions are often one-sided. I knew my quiet students had insightful comments to share but were reluctant

to speak up in class, and my outgoing students needed to take more time to craft their responses. Again, technology

helped all these students work through their challenges.

I use the Google Slides Q&A feature during class presentations. The students access a question-based page

associated with the presentation and can post questions, which the presenter can refer back to at the end of the

presentation. My quieter students felt more empowered from behind a keyboard, and they actively shared ideas and

asked questions. For my students anxious about speaking in front of others, the anonymity made them feel relaxed

during discussions. My eager speakers were also aided by technology. Because they had to take the time to type an

answer, as opposed to just saying whatever popped into their heads, they paused and reflected before typing. They

began to think about their words carefully as a result of the digital discussions.

Verso is another way I’ve encouraged collaboration and discussion. Through this Chrome app, I

can post questions for my students. They cannot see each other ’s responses until they post something themselves.

Since responses are anonymous, my students with anxiety feel at ease about their contributions.

Technology has eased the disappointment and frustration that my students feel when faced with academics. It has

helped me reach out to my students, rekindled their passion for learning, and empowered them to not only find

success but also feel confident in the classroom.

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Lesson Planning For English Language Learners

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 GCU College of Education

LESSON PLAN TEMPLATE

 

Section 1: Lesson Preparation

Teacher Candidate Name:

 

 

  
Grade Level:

 

  

 
Date:

 

  
Unit/Subject:

 

  
Instructional Plan Title:  

 
Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

 
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

 

 

 

 
National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.

 

 

 

 

 

 
Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

· Who is the audience

· What action verb will be measured during instruction/assessment

· What tools or conditions are being used to meet the learning

 

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

 

 
Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

 

 

 

 

 

 

 

 
Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

 

 

 

 

 

 

 

 

 

 

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

 

For example:

· I will use a visual of the planet Earth and ask students to describe what Earth looks like.

· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

 

 Time Needed
Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

 

For example:

· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

 

 

 

 

 

 

 

 

 

 

 

Explain how you will differentiate materials for each of the following groups:

 

· English language learners (ELL):

 

 

 

· Students with special needs:

 

 

 

· Students with gifted abilities:

 

 

 

· Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

 Time Needed
Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

 

For example:

· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.

· I will model one example of solving a number sentence on the white board before having students search for the matching card.

· I will then have the partner who has the number sentence explain to their partner how they got the answer.

 

 

 

 

 

 

 

 

Explain how you will differentiate activities for each of the following groups:

· English language learners (ELL):

 

 

 

· Students with special needs:

 

 

 

· Students with gifted abilities:

 

 

 

· Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

 Time Needed
Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

 

 

 

 

 

 

 

 

Explain how you will differentiate assessments for each of the following groups:

· English language learners (ELL):

 

 

 

 

· Students with special needs:

 

 

 

· Students with gifted abilities:

 

 

 

· Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

 Time Needed
   
Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

 

 

 

 

 

 

 Time Needed

 

 

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What are some strengths and limitations of each theory?

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Please create a new thread to respond to the follow questions. Then reply to one classmate’s post.

  1. How are the theories similar and different?
  2. What are some strengths and limitations of each theory?
  3. What are some ways that each theory is compatible and incompatible with Christian concepts? (Use Tan textbook)
  4. Based on each theory’s concept of psychopathology, discuss any limitations as far as creating measurable outcomes for clients. (Use Switzer and Rubin textbook to help with case conceptualization prior to discussing measurable outcomes)

*(Hint: While you will use the Corey book to help understand the theories, it is helpful to use the Switzer and Rubin textbook to guide case conceptualization; using this can help to understand measurable outcomes in prompt four. The Tan book is helpful for question three, regarding compatibility with Christian concepts).

Visual Arts Scavenger Hunt Matrix

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ARTS/100 v9

Visual Arts Scavenger Hunt Matrix

ARTS/100 v9

Page 2 of 2

 

C:\Users\djshirey\OneDrive - University of Phoenix\F_Drive\Style Guides\UPX Logos\Horizontal format\UOPX_Sig_Hor_Black_Medium.pngVisual Arts Scavenger Hunt Matrix

Scenario: You and a group of your friends have been talking about going on a trip to some different museums around the world. Before booking travel plans, you want to get a better idea of the types of artwork being featured in some of the museums. You have each decided to do some research before you come back together as a group to discuss where you want to go.

You have decided to research the following locations – the Louvre, the British Museum, and the Smithsonian – by completing a virtual tour of each location.

 

Go on a virtual scavenger hunt of these locations and complete the matrix below to gather information about the following genres within the visual arts: architecture, ceramics, crafts, design, drawing, filmmaking, painting, photography, printmaking, sculpture, and video.

 

Write a 50- to 75-word description of each genre and provide at least one example. Be sure to describe the medium in a way that will make sense to others. An example has been provided for you to help you get started!

 

Genre/Medium Notes from Virtual Tour Description of Genre/Medium Example(s) of Genre/Medium (Include the name and/or a picture of each genre.)
Example: Printmaking · Create designs with ink

· Most are on paper

· Can be on fabric, plastic

· Can include engraving or etching

· Three major processes – relief, intaglio, and surface

 Printmaking involves the process of creating designs or images with ink and is usually done on paper. Printmaking may also include the creation of designs on fabrics or plastic, as well as engraving or etching on other surfaces. There are three major printmaking processes: relief, intaglio, and surface printing. A profile drawing of Guillaume Apollinaire by Pablo Picasso.

Apollinaire by Pablo Picasso

Source: Calligrammes; poèmes de la paix et da la guerre, 1913-1916, by Guillaume Apollinaire. Image by Pablo Picasso. 1918; Paris.
Architecture      
Ceramics      
Crafts      
Design      
Drawing      
Filmmaking      
Painting      
Photography      
Sculpture      
Video      

 

 

Copyright 2021 by University of Phoenix. All rights reserved.

Copyright 2021 by University of Phoenix. All rights reserved.

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