Teaching With Technology

by CourtyAnne
Last updated 8 years ago

Discipline:
Vocational & Technology
Subject:
Electronics
Grade:
12

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Teaching With Technology

Teaching With Technology

Learn Money: Counting Coins & BillsThe YouTube video above demonstrates all the features presented in the recommended assistive technology (AT): Learn Money: Counting Coins & Bills (2011) by StudyPad, Inc. This program is being recommended taking into consideration all of Benny’s overall abilities, needs, personal desires, and current educational/transitional path. The AT aligns with many of the corresponding aspects and goals in those areas. This iPad software coincides with Benny’s learning capabilities by its instructional methods; throughout the lessons and tests, the program uses visual reinforcements, cues and materials to create a ‘virtually real-life’ learning experience. Additionally in the program, oral speech is provided using a precise, natural and clear expression to emphasize straightforward content and directions. There is also an adequate amount of time given for users to complete activities and questions, extrinsic and intrinsic incentives are provided for completing activities, and examples are given to follow. . . all of which will enhance Benny’s learning experience.The AT software will allow Benny to learn basic skills when involving money, such as currency identification, values, and amounts, without the use of fine motor-skills. Upon mastering these content areas, he will additionally learn how to add/subtract money and make change. All of these features coincide with Benny’s needs in mathematical knowledge, as well as the goal to become an independent individual. Due to Benny’s desire to acquire a professional occupation and separate residence, the attempt to utilize the technology system only increases - he should be able to gain a certain degree of proficiency upon completion. It is the overall goal, that after providing instruction on how to run the system, Benny should be able to learn without any assistance from another individual. This will eventually lead to having him practicingthe skills with concrete materials (i.e. coins, bills). View the “Assistive Technology Timeline” below to view a weekly schedule concerning the AT’s integration.

Introducing Benny CannoliBenny is a young man in high school who has Down’s Syndrome. Within the last few years, he has received straight ‘As’ on each of his quarterly reports cards in all compulsory subjects, including mathematics. His phenomenal academic performance is greatly influenced by the use of both extrinsic and sometimes and intrinsic rewards offered at school and home. As he is considered a visual learner, and has learned to read via the whole-word approach, Benny tends to require symbolism and oral instruction when completing any work. For example, Benny can complete real-life scenarios with illustrative aids present (i.e. Tom has five apples. Jane has two. If Tom gives Jane to apples, how many apples does Tom have left?). When concerning monies, Benny needs assistance; although he knows it must be used to purchase items, he possesses no knowledge of the differences in currency values. A significant portion of his IEP and post-school goals involve acquiring independent living-skills. Therefore, having knowledge in this topic is absolutely crucial. Benny currently works as a shelf-stocker at Big Lots and lives with his mother. However, with the new skills he learns over the next few years, he hopes to become a police officer and obtain his own apartment.

Assistive Technology Timeline(Weekly)

Training20 Min., 3x WeeklyStudent is trained with Ms. Roy during math, to ensure mastery throughout the AT.

Training20 Min., 3x WeeklyWith assistance from Ms. Roy during math, student will complete the entire first lesson.

Training20 Min., 3x WeeklyWith minimal assitance from Ms. Roy during math, student will complete the entire second lesson.

Implementation20 Min., 3x WeeklyStudent will independently complete the entire third lesson during math instruction.

Implementation20 Min., 3x WeeklyStudent will independently complet the entire fourth lesson during math instruction.

Implementation20 Min., 3x WeeklyStudent will independently complete the entire fifth lesson during math instruction.

Implementation20 Min., 3x WeeklyStudent will independently complete the entire sixth lesson during math instruction.

Implementation20 Min., 3x WeeklyStudent will independently complete the entire seventh lesson during math instruction.

Implementation20 Min., 3x WeeklyStudent will independently complete the entire eighth lesson during math instruction.

EvaluationMondayStudent's progress, acheivement, and attitude will be evaluated for AT effectivness.

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