JTC Event 2012 - Designing Technology-Enhanced Inclusive Learning Environments - Belina Caissie, Toby Scott, and Karen Perdersen-Bayus
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The document provides an overview of two technology integration projects in Alberta, Canada: the Alberta Smart Inclusion Project and the 1:1 Mobile Tablet Project. The Alberta Smart Inclusion Project involved four school jurisdictions in a community of practice to research how technology can support diverse learners. The 1:1 Mobile Tablet Project explored using iPads in rural inclusive classrooms to investigate their educational benefits. Both projects evaluated the impact of technology on student and teacher outcomes through surveys and assessments. The results showed benefits to student engagement, skills, and participation, as well as teacher pedagogy, but also challenges around device management and app issues.
JTC Event 2012 - Designing Technology-Enhanced Inclusive Learning Environments - Belina Caissie, Toby Scott, and Karen Perdersen-Bayus
- 1. Designing Technology-Enabled Classrooms for Diverse Learners: An Overview of the Alberta Smart Inclusion Project and One-to-One Mobile Tablet Project Belina Caissie November 28th, 2012
- 2. Background Sept. 2008 - Sept. 2012: Innovative Classrooms Technology Funding ($56 million) June 2011: Setting the Direction Government Response, Strategic Direction 7- Increase access to technologies to support the learning of all students.
- 3. “As more and more schools integrate technology into their classrooms, how do we ensure we truly leverage the transformative nature of these modern tools to re-imagine what our schools can be and allow more children to create authentic powerful artifacts of their learning?” Chris Lehmann
- 5. “Everyone realizes that it is carpenters who use wood, hammers and saws to produce houses and furniture, and the quality of the product depends on the quality of the work.” Seymour Papert
- 8. TPACK An ability to draw from and integrate knowledge of technology, pedagogy and content (and their relationship to each other) into your curriculum and instructional practices. Mishra & Koehler
- 9. This process is impacted by every new change that is introduced into teachers’ overlapping circles of knowledge. (i.e. teaching a new subject and/or grade for the first time, new technology in their classroom) Developing TPACK is a process.
- 10. “It seemed ironic to us that legislators and architects were working very hard to ensure that educational buildings were universally accessible, but no such movement pursued universal accessibility for the methods and materials used inside the buildings; the curriculum.” Rose & Meyer, 2002 Universal Design for Learning (UDL)
- 11. Universal Design (UD) Universal Design for Learning (UDL) Proac&vely designing physical environments to reduce poten&al barriers for a wide variety of users. Proac&vely designing learning environments (goals, materials, methods and assessments) to reduce or eliminate barriers to student learning. “Consider the needs of the broadest possible range of users from the beginning.”
- 12. “Barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners’ interactions with inflexible educational materials and methods.” Rose & Meyer, 2002 One size does not fit all!!!
- 13. A key goal of UDL is to design learning environments in which ‘each and every’ student will have the opportunity to authentically participate and become expert learners.
- 14. Purpose of UDL Purpose of ATL To proactively design learning environments (goals, materials, methods and assessments) to reduce potential barriers for a wide variety of users which supports access to and progress in the Programs of Study for all students. To retrofit learning environments to reduce or remove barriers to student learning which increases, improves or maintains the functional capabilities of individual students with special needs in educational settings. Both UDL and ATL support increased educational participation and achievement!
- 17. build will upon the original Smart Inclusion Research Project in Ontario by engaging four* jurisdictions in a community of practice for the purpose of informing promising practices in the use of technology to support the learning of all students. Alberta Smart Inclusion Project Purpose The Alberta Smart Inclusion Project will:
- 18. Alberta Smart Inclusion Project Lead Team Belina Caissie (Project Manager) Cecelia Hund-Ried (Lead Researcher) Alberta Smart Inclusion Project Lead Team Belina Caissie (Project Manager) Cecelia Hund-Ried (Lead Researcher) Alberta Smart Inclusion Project Lead Team Belina Caissie (Project Manager) Cecelia Hund-Ried (Lead Researcher) Greater St. Albert Catholic Schools Implementation Team Carla Durocher (Project Lead) Inclusive Learning Implementation Team Darlene Kowalchuk (Project Lead) Parkland School Division Implementation Team Nicole Lakusta (Project Lead)
- 19. Project Objectives 1) Create a multi-district Community of Practice on the effective use of core educational technologies, assistive technology for learning, and emergent technologies to support the learning of students with diverse and complex learning needs. 2) Research the Alberta SmartInclusion Project and compile lessons learned.
- 20. Does the use of interactive whiteboards integrated with specialized software and AAC, set within a framework of Universal design for Learning, Differentiated Instruction, Aided Language Stimulation, and the Participation Model increase the academic, communication, behavior, and academic & social participation for students with communication challenges? Research Question
- 21. Will & Skill Building policy barriers, practice barriers, attitude barriers, knowledge barriers, and skill barriers The Beyond Access Model acknowledges and systematically deals with the that often inhibit the effective implementation of inclusive education.
- 23. Phase 1: Assessment Two essential questions frame the CASTS: 1) What supports are currently in place that promote the students’ full membership, participation, communication, and learning of general education core academics? 2) How does the learning team currently work together to support these outcomes?
- 24. Phase 2: Explore & Describe Two questions focus the team’s work during this phase: 1) What supports are needed for the student’s full engagement in and learning of general education curriculum content? 2) How does the learning team need to work together to support the student’s full engagement and learning?
- 25. Phase 3: Implement & Document systematically implement and gather performance data engage in professional development related to the desired student outcomes (ie Smart Inclusion Community of Practice days) provide coaching to improve the consistency and quality of the communication and instructional supports provided
- 26. Phase 4: Review & Sustain systematically review and reflect on both student and team performance data identify areas that require further exploration re: possible additions to the student and/or team supports
- 27. BA Model Outcomes Two main categories of outcomes: Clearly articulating ultimate and intermediate outcomes increases the likelihood educators collect the right data for the right purposes. 1) Ultimate Outcomes 2) Intermediate Outcomes
- 28. Ultimate Outcomes students’ membership, participation, and learning in the general education curriculum content in the general education classroom
- 29. Intermediate Outcomes 1) presuming competence 2) collaborative teaming 3) the provision of other students-level supports 4) other student or team outcomes that are not representative of changes in student membership, participation, and learning in the general education curriculum content
- 30. 5 Step Framework for Instructional Planning for Full Participation 1) Identify the subject and skill being taught. 2) Identify what classmates will do to show that they are engaged in the instruction / learning event. 3) Identify how the target student can demonstrate those same or similar behaviours through the same or alternate means of communicating and/or demonstrating engagement.
- 31. 4) Identify what supports the target student needs in order to participate and what supports would help elicit or teach the behaviours in Step 3. 5) Identify what planning must be done by team members to ensure that the supports are available and delivered at the time they are needed. Promoting full membership and utilizing the 5 step instructional planning process “sets the stage for a student’s demonstration of both anticipated and unanticipated learning” (p. 64-65).
- 32. Action Research: Setting large urban school district 2 congregated classrooms for students with ASD FM sound field system and SMARTboard school-based Inclusive Learning Team: SLP, OT & Ed Behaviour Consultants
- 33. Participant characteristics were as follows: a)a) 4 males b)b) Age 7:0-8:6 years; 3 in Grade 2, 1 in Grade 3 c)c) Medical diagnosis of ASD d)d) Severe receptive and expressive language delay e)e) Used Augmentative and Alternative Communication (AAC) supports (e.g. Pointing to pictures, Picture Exchange Communication System) and trialed Speech Generating Communication Devices and mainstream technology, including iPads, during the project f)f) Context Dependent Communicator Level 1 or 2 based on Alberta Aids to Daily Living Guidelines for Selecting Speech Generating Communication Devices Within Mid-Tech Category g)g) English spoken in the home (as reported by parents and programming staff) Participants
- 34. DATA MEASURE October 2011 December 2011 March 2012 June 2012 Norm-referenced, StandardizedNorm-referenced, StandardizedNorm-referenced, StandardizedNorm-referenced, StandardizedNorm-referenced, Standardized Kaufman Brief Intelligence Test-2 Matrices Subtest (KBIT-2 Matrices) X X Peabody Picture Vocabulary Test-4 (PPVT-4) X X Expressive Vocabulary Test-2 (EVT-2) X X Clinical Evaluation of Language Fundamentals-4 (CELF-4 ) X X Non-StandardizedNon-StandardizedNon-StandardizedNon-StandardizedNon-Standardized SI Tracking and Evaluation Questionnaire X X Participation Matrix X X Activity Standards Inventory (revised) X X X SI Project Needs/Interest Survey X X Beliefs about Learning & Teaching Questionnaire X X Student and Team Outcomes Survey X X X X Merged CAST-SETT Model X X Communication Intentions X X Motivation Assessment Scale X X
- 35. Results (Surveys) A B C D
- 36. A B C D
- 37. A B C D
- 38. A B C D
- 39. A B C D
- 40. A B C D
- 41. A B C D
- 42. A B C D
- 43. A B C D
- 44. (Receptive & Expressive Vocabulary) A B C D
- 45. A B C D
- 46. (Pragmatics Profile) A B C D
- 47. A B C D
- 48. A B C D
- 49. A B C D
- 50. small sample size multiple variables (SMARTboard, Specialized Software, AAC devices, UDL, DI, UbD, Aided Language Stimulation, Participation Model, Beyond Access Model) congregated classrooms Limitations
- 52. explore iPads in inclusive rural classrooms to investigate the efficacy of mobile tablets for teaching and learning, investigate the potential educational benefits of one-to-one mobile tablet learning. 1:1 Mobile Tablet Project Purpose The 1:1 Mobile Tablet Project will:
- 53. Inclusion Criteria rural, inclusive classroom (grades 4-9) in Northern Alberta class includes at least one student with a low incidence disability school has WiFi Principal support of the use of emergent technologies teacher(s) with demonstrated skills and confidence in using technology to facilitate learning District level IT support for the use of the iPad as a one-to-one student device District and school level support for the collection of project data
- 54. Rhythm of Support monthly Skype semi- structured conversations (45 min.) monthly on-site coaching provided by an ATL consultant (2-3 hours) DHH & Vision consultants as required regular site visits by the Project Manager
- 56. Challenges site network / firewall issues site protocol for purchasing and downloading apps submitting student work updating apps without syncing special apps for students with low incidence disabilities to the entire class set students seeing them as a gaming device
- 58. Celebrations physical space changes (ie. learning outside of the classroom, tables added to classroom to provide spaces for small group activities with the iPads) evolution of how the iPads are being used both by teachers and students (consumption, collaboration, and creation) students (in particular those with low-incidence disabilities) quickly became aware of the affordances of this tool and how to leverage iPads for their learning
- 60. TPACK Survey
- 62. Student Survey Results survey was administered by the Project Manager on May, 14, 16 & 30 response rate: 90% 71 students (43 male, 28 female) A B C
- 63. Subjects iPads are Used in During a Typical Day •Language Arts- identified by 82% of the students •Math- identified by 66% of the students •Social Studies- identified by 83% of the students •Science- identified by 93% of the students •Health- identified by 38% of the students •French- identified by 31% of the students
- 64. Misuse Why was your iPad taken away? - using wrong website/playing games - playing games in class - I was bored of the assignment so I gamed out - games - cuz I was playing games - off task - I was playing it when I wasn’t supposed to - I was not on what I was supposed to be on - I used it in the wrong time - I don’t know why - playing games - playing games - looking up Halloween pictures when I was not supposed to be
- 65. Student Perceptions of How the iPad has Impacted Their Learning
- 66. I am more involved in school when I use my iPad.
- 67. The types of learning activities I do in school has changed since getting a class set of iPads.
- 68. Using an iPad at school has been a positive experience.
- 69. Using an iPad at school has developed my collaboration skills.
- 70. Using an iPad at school has developed my literacy skills.
- 71. Using an iPad at school has developed my numeracy skills.
- 72. The iPad is a tool that supports my learning.
- 73. Teacher Survey Results survey was administered by the Project Manager on May, 14, 16 & 30 6 teachers (2 male, 4 female)
- 74. Teacher Perceptions of How the iPad has Impacted Student Learning
- 75. Students in my classroom are more actively involved when learning with iPads.
- 76. Students in my classroom are better able to meet learning objectives when learning with iPads.
- 77. Using an iPad at school has developed my students’ collaboration skills.
- 78. Using an iPad at school has developed my students’ literacy skills.
- 79. Using an iPad at school has developed my students’ numeracy skills.
- 80. Teacher Perceptions of How the iPad has Impacted Their Teaching
- 81. I am better able to access diverse teaching materials & resources for my students.
- 82. I am better able to meet the diverse student learning needs in my classroom.
- 83. I am able to explore topics in greater depth with my students.
- 84. My teaching benefits from having the iPad as a one-to-one device in my class.
- 86. Key iPad Affordances light-weight & portable with long battery life fast ‘on’ and no ‘hum’ ease of use / intuitive interface embedded accessibility features number & range of apps
- 87. iPad Constraints class set management the iTunes ecology saving and submitting work apps- number & stability Thank-You!