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Making learning accessible: The iPad and supporting students who struggle with literacy ACEC2012 Perth, Western Australia

Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

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Page 1: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Making learning accessible: The iPad and supporting students who struggle

with literacy

ACEC2012Perth, Western Australia

Page 2: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Greg O’ConnorProfessional and Consultancy Services Manager (Teacher)

Page 3: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

/

facebook.com/Spectronics

twitter.com/gregoconnortwitter.com/Spectronics

Page 4: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

spectronics.com.au/online

Page 5: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

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Page 6: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy
Page 7: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

19.6%

Page 8: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy
Page 9: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Horizon Report Time-to-Adoption Horizon: One Year

or LessMobiles and AppsTablet Computing

Time-to-Adoption Horizon: Two to Three Years

Game-Based LearningPersonal Learning Environments

Time-to-Adoption Horizon: Four to Five Years

Augmented RealityNatural User Interfaces

Page 10: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy
Page 11: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

...inhabiting a world with tools so well fitted to us that when they are with us they become transparent...Marc Prensky 2012 Brain Gain: Technology and the Quest for Digital Wisdom

Page 12: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

How is transparency built into the iPad to support

literacy?

Page 13: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy
Page 14: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

How do we determine which app are appropriate for our

struggling students?

Page 15: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy
Page 16: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Planet of the apps

Lord of the apps

Page 17: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Planet of the apps

Lord of the apps

Page 18: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Planet of the apps

Lord of the apps

Page 19: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy
Page 20: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

It Can’t Teach

Page 21: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

S.E.T.T.

Student

Environment

Task

Tools

spectronics.com.au/blog/tools-and-resources/sett

Joy Zabala

Page 22: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy
Page 23: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy
Page 24: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

spectronics.com.au/online

spectronics.com.au/blog

Page 25: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

How do we ensure our classrooms are transparent

& not one size fits all ?

Page 26: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy
Page 27: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Universal Design for Learning

Multiple Means of

Representation

Action and Expression

Engagement

Page 28: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Universal Design for Learning

Multiple Means ofRepresentation

Student - How we gather facts and categorize what we see, hear, and read.

Teacher - Present information and content in different ways

Page 29: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Read, hear and see

Page 30: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Student - Planning and performing tasks. How we organize and express our ideas.

Teacher - Differentiate the ways that students can express what they know

Universal Design for Learning

Multiple Means ofAction and Expression

Page 31: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Act and express

Page 32: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Universal Design for Learning

Multiple Means ofEngagement

Student - How we get engaged and stay motivated. How we are challenged, excited, or interested.

Teacher - Stimulate interest and motivation for learning

Page 33: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Engage

Page 34: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

SAMR Model 4-level approach to selecting, using, and evaluating technology in education

(Ruben Puentedura)

Page 35: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvementAugmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Page 36: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvementAugmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Page 37: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvementAugmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Page 38: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvementAugmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Page 39: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

diversity as a possibility

Page 40: Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

Thanks