what is assistive technology and how can it help students? an instructional module addressing...
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What is Assistive Technology and How Can It Help Students?
An Instructional Module Addressing Language-Processing Differences for
Future Educators
What is Assistive Technology and How Can It Help Students?
An Instructional Module Addressing Language-Processing Differences for
Future Educators
Mike Travis
Master’s Presentation
May 2, 2007
Mike Travis
Master’s Presentation
May 2, 2007
BUT, this amount only includes students that have been diagnosed.
Learning DisabilitiesLearning Disabilities
From 1977 to 1999
Students identified as learning disabled doubled to over 2.8 million
Represents over half of all students with disabilities
– Hallahan and Mercer (2001)
From 1977 to 1999
Students identified as learning disabled doubled to over 2.8 million
Represents over half of all students with disabilities
– Hallahan and Mercer (2001)
Learning DisabilitiesLearning Disabilities
Language Processing Disorders Sub-set of learning disabilities
o Dyslexia (receptive and expressive language)
o Dyscalculia (math facts, time and money)
o Dysgraphia (organizing ideas, handwriting)
o Dyspraxia (fine motor skills and coordination)
o Auditory processing disorder (language development)
o Visual processing disorder (reading, writing and math)
– Miller, 1998
Language Processing Disorders Sub-set of learning disabilities
o Dyslexia (receptive and expressive language)
o Dyscalculia (math facts, time and money)
o Dysgraphia (organizing ideas, handwriting)
o Dyspraxia (fine motor skills and coordination)
o Auditory processing disorder (language development)
o Visual processing disorder (reading, writing and math)
– Miller, 1998
The “Tech Act” defined assistive technology as any item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.
The Technology-Related Assistance for Individuals With Disabilities Act Amendments of 1994, Pub. L. No. 100-407, §3, A (1994)
Assistive TechnologyAssistive Technology
Assistive technology in use for decades
Key Moment -The Technology-Related Assistance for Individuals With Disabilities Act (1994)
Assistive technology in use for decades
Key Moment -The Technology-Related Assistance for Individuals With Disabilities Act (1994)
Assistive Technology - Re-DefinedAssistive Technology - Re-Defined
The “Tech Act” defined assistive technology as any item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.
The Technology-Related Assistance for Individuals With Disabilities Act Amendments of 1994, Pub. L. No. 100-407, §3, A (1994)
The “Tech Act” defined assistive technology as any item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.
The Technology-Related Assistance for Individuals With Disabilities Act Amendments of 1994, Pub. L. No. 100-407, §3, A (1994)
Assistive technology is any item, piece of equipment, or product system that is used to capitalize on, compensate for, or remediate the functional capabilities of an individual’s learning strengths and weaknesses.
Assistive technology can benefit ALL learners.
Assistive TechnologyAssistive Technology
Two teaching approaches
Remedial Approacho Improve areas of deficiencyo Typing tutor - practice skills
Compensatory Approacho Circumvents deficitso Speech-to-text software - weakness in hand/eye
coordination
Two teaching approaches
Remedial Approacho Improve areas of deficiencyo Typing tutor - practice skills
Compensatory Approacho Circumvents deficitso Speech-to-text software - weakness in hand/eye
coordination
Writing Aids
Compensatory ApproachCompensatory Approach
Four types for reading and writing Four types for reading and writing
Speech to Text (ViaVoice)
Text to Speech (Kurzweil) Organizational Tools (Inspiration)
Future EducatorsFuture Educators
A great point to start -
“… few teachers are adequately prepared to use technology themselves or to help students use technology in the classroom. Thus, we need to enhance present technology preservice to further integrate technology in today’s schools.”
– Smith and Robinson, 2003, p. 154
The key is to train future educators
A great point to start -
“… few teachers are adequately prepared to use technology themselves or to help students use technology in the classroom. Thus, we need to enhance present technology preservice to further integrate technology in today’s schools.”
– Smith and Robinson, 2003, p. 154
The key is to train future educators
Online Module?Online Module?
Access anywhere by anyone
Interactive
“Teachers, administrators, and parents are in desperate need of easy-to-use decision-making tools that help them identify categories of products that may be useful for individual or groups of struggling students.”
- Edyburn, 2003, p. 22
Access anywhere by anyone
Interactive
“Teachers, administrators, and parents are in desperate need of easy-to-use decision-making tools that help them identify categories of products that may be useful for individual or groups of struggling students.”
- Edyburn, 2003, p. 22
MethodologyMethodology
Online Instructional Module
Goals: Define assistive technology (compensatory and remedial)
Understand tools for reading and writing
Learn more about learning disabilities
Match tools to learning strengths and weaknesses (Key - these are suggestions!)
Target Population - future educators
Sample Population - future educators at a university in the western region of the United States
Online Instructional Module
Goals: Define assistive technology (compensatory and remedial)
Understand tools for reading and writing
Learn more about learning disabilities
Match tools to learning strengths and weaknesses (Key - these are suggestions!)
Target Population - future educators
Sample Population - future educators at a university in the western region of the United States
Let’s Look at the Module!Let’s Look at the Module!
http://www.travis-family.com/mike/atmodulehttp://www.travis-family.com/mike/atmodule
Testing doneTesting done
One-on-one testing (3 learners) - Oct, 2006
Small group testing (15 learners) - Nov, 2006
11 Education Majors, 11 Female / 4 Male
Prior experience with AT - 12 (none to basic)
Prior experience with LD - 11 (none to basic)
Average Testing Time - 56 minutes total
Additional reviews - ETEC 688
One-on-one testing (3 learners) - Oct, 2006
Small group testing (15 learners) - Nov, 2006
11 Education Majors, 11 Female / 4 Male
Prior experience with AT - 12 (none to basic)
Prior experience with LD - 11 (none to basic)
Average Testing Time - 56 minutes total
Additional reviews - ETEC 688
Assistive TechnologyAssistive Technology
1) Define AT
2) Define compensatory approach
1) Define AT
2) Define compensatory approach
3) Define remedial approach
4) Pick example of compensatory
5) Pick example of remedial
3) Define remedial approach
4) Pick example of compensatory
5) Pick example of remedial
Questions 1-5: What is Assistive Technology?
0%
20%
40%
60%
80%
100%
1 2 3 4 5
Question Number
Correct Learner Responses (%)
PreTest
PostTest
n=15
Writing AidsWriting Aids
6) Writing aid
7) Use of pencil grips
8) Use of raised paper
6) Writing aid
7) Use of pencil grips
8) Use of raised paper
9) What can computer spellers do?
10) What can word prediction do?
11) Match writing aid to student learning
9) What can computer spellers do?
10) What can word prediction do?
11) Match writing aid to student learning
Questions 6-11: Writing Aids - Examples and Uses
0%
20%
40%
60%
80%
100%
6 7 8 9 10 11
Question Number
Correct Learner Responses (%)
PreTest
PostTest
n=15
Speech-to-Text SoftwareSpeech-to-Text Software
12) Speech-to-text and typing skills
12) Speech-to-text and typing skills
13) Speech-to-text and other student strengths and weaknesses
13) Speech-to-text and other student strengths and weaknesses
Questions 12-13: Speech-to-Text Software Examples and Uses
0%
20%
40%
60%
80%
100%
12 13
Question Number
Correct Learner Responses (%)
PreTest
PostTest
n=15
Text-to-Speech SoftwareText-to-Speech Software
14) Text-to-speech and listening comprehension
14) Text-to-speech and listening comprehension
15) Speech-to-text and other student strengths and weaknesses
15) Speech-to-text and other student strengths and weaknesses
Questions 14-15: Text-to-Speech Software Examples and Uses
0%
20%
40%
60%
80%
100%
14 15
Question Number
Correct Learner Responses (%)
PreTest
PostTest
n=15
Organizational ToolsOrganizational Tools
16) Examples of organizational tools
17) What can outliners do?
16) Examples of organizational tools
17) What can outliners do?
18) What can graphic organizers do?
19) What can PDAs do?
20) Match organizational tool to student learning
18) What can graphic organizers do?
19) What can PDAs do?
20) Match organizational tool to student learning
Questions 16-20: Organizational Tools - Examples and Uses
0%
20%
40%
60%
80%
100%
16 17 18 19 20
Question Number
Correct Learner Responses (%)
PreTest
PostTest
n=15
Terminal ObjectiveTerminal Objective
21) Match assistive technology tool to student learning strength or weakness
21) Match assistive technology tool to student learning strength or weakness
Question 21 - Terminal ObjectiveMatch Assistive Technology with Learner Strength or Weakness
40%
67%
0%
20%
40%
60%
80%
100%
21
Question Number
Correct Learner Responses (%)
Pre-TestPost-Test
n=15
Scoring by SectionScoring by Section
Percent increase pre-test to post-test
1) +23%
2) +18%
3) +17%
4) +16%
5) +16%
6) +27%
Percent increase pre-test to post-test
1) +23%
2) +18%
3) +17%
4) +16%
5) +16%
6) +27%
Average Scores by Section
0%
20%
40%
60%
80%
100%
1- Define AT2- Writing Aids
3 - Speech-to-Text4 - Text-to-Speech
5 - Organizational Tools6 - Match AT and Learner
Section Type
Correct Learner Responses (%)
Pre-Test
Post-Test
n=15
Individual Learner IncreaseIndividual Learner Increase
All learners showed an average increase in scoring!All learners showed an average increase in scoring!
Individual Learner Pre-Test to Post-Test Increase
0%
20%
40%
60%
80%
100%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Avg.
Learner Number
Correct Learner Responses (%)
Post-Test IncreasePre-Test
n=15
Survey CommentsSurvey Comments
“Information was very useful and will help me right away”
“I thought the module was very easy to understand; however, it did lack in excitement for me. I would have enjoyed seeing more examples through pictures or videos.”
“Many of my problems were due to viewing it in the wrong resolution.”
“Information was very useful and will help me right away”
“I thought the module was very easy to understand; however, it did lack in excitement for me. I would have enjoyed seeing more examples through pictures or videos.”
“Many of my problems were due to viewing it in the wrong resolution.”
Survey FindingsSurvey Findings
Some technical problems - instructions not read, resolution size, rollovers
Technical Difficulties - 6 out of 15 learners
Instructions clear - 3.2
Module helpful - 3.3
Attained info and skills unknown before - 3.3
Some technical problems - instructions not read, resolution size, rollovers
Technical Difficulties - 6 out of 15 learners
Instructions clear - 3.2
Module helpful - 3.3
Attained info and skills unknown before - 3.3
Key:4 = Strongly Agree 2 = Disagree3 = Agree 1 = Strongly Disagree
Recommended RevisionsRecommended Revisions
Resolution problem - fixed!
Rollover problem - fixed!
Pages too text heavy - need to fix
Want more videos - v2.0
No learner objectives - added
Resolution problem - fixed!
Rollover problem - fixed!
Pages too text heavy - need to fix
Want more videos - v2.0
No learner objectives - added
ConclusionsConclusions
Pre-Test scores averaged at 67%
Consider more challenging non-examples
Guessing might be a problem (add “don’t know”)
Overall scores increased an average 19%
Terminal Objective increased an average 27%
Can it go higher than 67% post-test?
Learners gained information!
More is needed (based on surveys)
Pre-Test scores averaged at 67%
Consider more challenging non-examples
Guessing might be a problem (add “don’t know”)
Overall scores increased an average 19%
Terminal Objective increased an average 27%
Can it go higher than 67% post-test?
Learners gained information!
More is needed (based on surveys)
Future EnhancementsFuture Enhancements
Create other instructional modules
Create a Web site portal with links
Create a discussion board for teachers
Make suggestions to College of Education
Create other instructional modules
Create a Web site portal with links
Create a discussion board for teachers
Make suggestions to College of Education
What I Learned …What I Learned …
Good practice for big projects
Research perspective vs. observational
Still a lot of people with low tech skills
Good practice for big projects
Research perspective vs. observational
Still a lot of people with low tech skills
What Went Right …What Went Right …
Results better than expected!
Surprised myself with creativity
Great feedback, especially Dr. Yamashita!
Nice standalone module created!
Results better than expected!
Surprised myself with creativity
Great feedback, especially Dr. Yamashita!
Nice standalone module created!
What Would I Do Differently …What Would I Do Differently …
Resolution size - no problems until small groups
Writer’s Block!!!!!
Research problems
Resolution size - no problems until small groups
Writer’s Block!!!!!
Research problems
Thank You!Thank You!
Questions?
Suggestions?
Thoughts?
Questions?
Suggestions?
Thoughts?