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Assistive Technology in the Classroom

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Monica Hernandez EDUC 630 4 May 2025

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Transcript of Assistive Technologies in the Classroom

What is Assistive Technology (AT)?

Assistive technologies refer to a wide range of devices, software, and tools designed to help individuals with disabilities overcome challenges and enhance their daily living, learning, and working experiences.

What is their intended use?

These technologies can significantly improve functional capabilities and independence for people facing various physical, cognitive, or sensory impairments.

What are current examples of assistive technologies for today’s classroom?

AT supports tasks such as reading, writing, communication, and mobility. Tools such as text-to-speech software and wheelchairs help individuals overcome specific challenges. AT can be off-the-shelf, modified, or custom-built, offering flexible solutions tailored to each user’s needs.

How are they being used?

Communication Devices: Augmentative and alternative communication (AAC) devices help individuals who have difficulty speaking to communicate effectively.

Adaptive Software: Programs that modify standard software to make it more accessible, such as screen readers for visually impaired users.

Mobility Aids: Devices like walkers, canes, and powered wheelchairs that assist individuals in moving around safely and independently.

Educational Tools: Specialized software and hardware that support learning for students with disabilities, such as speech recognition software or interactive learning apps.

What new assistive technologies are being introduced to today’s classroom?

Artificial Intelligence (AI)-Powered Tools: AI reading assistants like Microsoft Reading Progress adapt to student fluency and provide individualized feedback. Use: Supports reading comprehension and fluency through real-time analysis.

Augmented Reality (AR) for Special Education: Apps like CoSpaces EDU allow students to interact with 3D models in lessons. Use: Makes abstract concepts more concrete and engaging for neurodiverse learners.

Wearable Assistive Tech: Smartwatches with visual timers or calming prompts (like TouchPoints).

Use: Helps students with self-regulation and transition cues.

 Eye-Tracking and Gaze-Control Software: Tobii Dynavox eye-tracking systems.

Use: Enables non-verbal students to control a computer or communicate using eye movement.

Customizable Learning Platforms with Accessibility Features: Kami or Snap&Read. Use: Offers multimodal supports such as text-to-speech, language simplification, and translation.

How can these technologies be capitalized for our students?

Personalize Learning: Tailor instruction to each student’s strengths and needs. AI reading tools adjust text difficulty in real time. This is especially useful for my EC and ELL students. For students to receive the required supports, a team of educators will gather to determine what data needs to be added to the IEP or 504 plan. This process includes all stakeholders (parents, administrators, OT/PT, and inclusion staff).

Foster Independence: Students can access learning tools without constant adult support. Example: Text-to-speech readers help students work through reading tasks independently.

Improve Engagement: Interactive platforms like AR/VR make learning multisensory and exciting. Especially helpful for students with attention or processing differences.

Support Communication: Non-verbal students can use gaze-controlled or symbol-based AAC devices to express needs and ideas.

Increase Access and Equity: Tools remove barriers for students with disabilities, ensuring they can fully participate in class activities.

What benefits and challenges do these technologies bring to today’s classroom?

Benefits: Increased Access to Learning: Students with disabilities can participate more fully in lessons through tools like speech-to-text, visual support, or customizable digital content.

Improved student independence and confidence: Technology helps student’s complete tasks independently, boosting self-esteem and reducing reliance on teacher prompts.

Challenges: Cost and funding limitations: Devices like eye-tracking software or AR platforms can be expensive, and not all schools have the funding to support them. Teachers often need extra time and support to learn how to integrate assistive tools effectively into instruction.

Web-Based Assessment

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Monica Hernandez EDUC 630 27 April 2025

https://riverside.fm/dashboard/studios/monica-hernandezs-studio-XcCls/projects/680e7f03ba4f99aede91dd1d?share-token=079bd1f1096f8bb6e54f&content-shared=project

https://app.bookcreator.com/books/jU0R6_igSrOoH8KHvr60oQ/_nViisXyTtaT1LXix2Abfw

Project-Based Learning Assessment: Life Cycle of a Butterfly

Grade: 4th Grade

Curriculum Focus: Science (Life Science: Life cycles of animals)

Learning Objective:

Teacher version: Students will be able to identify and describe the four stages of a butterfly’s life cycle: egg, caterpillar, chrysalis, and adult butterfly, using the digital interactive tool Book Creator.

Student version: I can identify the 4 parts of the life cycle of a butterfly and use my spelling words to describe this life cycle.

Project-Based Assessment Idea: “Create a Digital Butterfly Life Cycle Journal”

Students will document the life cycle of a butterfly using a digital interactive tool, integrating text, images, voice recordings, and drawings.

Technology Tool (Web-Based): Book Creator https://bookcreator.com

I chose Book Creator because it has a kid-friendly, intuitive drag-and-drop interface, works on tablets, Chromebooks, and desktops. Students can draw, write, add photos, and even record their voices. Allows for creativity while guiding students through scientific content. The finished product is a digital book that they can share with family and peers.

Differentiation for EC, RTA, and ELL students: I will model and differentiate this lesson for my EC and ELL students. Students who are in RTA will be required to complete a modified lesson using 1-2 sentences and 2 spelling words.

Model/Scaffolding: I will model techniques on how each student can progress through the formative assessment using sentence strips, video and outline critical thinking of the four stages of the butterfly lifecycle.

Project steps for modified lessons: (30 minutes)

Introduction Page: Title and student’s name

Stage Pages: Choose 1-2 stages: (Egg, Larva, Chrysalis, Butterfly), add drawings or images. Write 1–2 sentences describing the stage and use 1-2 current spelling words in a sentence.

Option to record audio of their description

Project steps using Book Creator: Grade level and advanced students will use these options (60 minutes)

Introduction Page: Title and student’s name

Stage Pages- Detailed information, 1 per stage: Egg, Larva, Chrysalis, Butterfly, add drawings or images.

Option to record audio of their description.

Fun Fact Page: Include one interesting fact they learned

Reflection Page: What was their favorite stage and why?

Formative Assessment: Criteria-Write 4–5 sentences describing the 4 stages and use current spelling words with no more than 2 errors in grammar and spelling.

3- Excellent

2 -Satisfactory

1- Needs Improvement

Content Accuracy: All stages are clearly and accurately described, and drawings are included.

Differentiation: Allows my EC and ELL students to interact with this digital tool using images, drawings, or recordings to enhance the project with minimal effort in presentation, and minimal effort for students who are not familiar with this resource. The project is complete with all required pages that have been submitted.

Cover Page: My Digital Journal

Pages 2-3: First and last name

Pages 4-5: Information collected and 4 sentences about the lifecycle of a butterfly. Use at least 2 spelling words in your description of the life cycle of a butterfly.

Pages 6-7: Answer the formative assessment questions outlined in the book directions.

Pages 8-9: Select images from the website of the lifecycle of a butterfly.

Points deducted for: Missing pages, grammar, and spelling errors (no more than 2 per book). The book needs to be a minimum of 4 pages and a maximum of 5 for EC, ELL, and RTA students.

Minimum of 6 pages and a maximum of 8 pages for grade level and advanced students.

Posted to Youtube: https://www.youtube.com/channel/UCKuoq5kESbDlxSUABEEHlBQ/community

TECHNOLOGY LESSON DEMONSTRATION ASSIGNMENT NOTES

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https://riverside.fm/dashboard/studios/monica-hernandezs-studio-XcCls/recordings/7865ade2-6a52-49d5-bc1d-339475feb6aa?share-token=079bd1f1096f8bb6e54f&content-shared=recording

2nd Grade Lesson: Context Clues with Vocabulary Words Objective: Read to Achieve (RTA) students will use context clues (especially synonyms and examples) to figure out the meaning of new vocabulary words in sentences. I used a program named Riverside.fm. This program was not difficult to use, and I was able to load the Kahoot! game for my students. Kahoot is a great digital tool to use because it accommodates my ELL and EC students through the visual and auditory gaming platform.

Lesson Time: 30 minutes

Teacher statement: Students will complete a record of vocabulary words in their reading journal, and I will differentiate the lesson by adjusting what the students need to learn and provide Kahoot as the way to access that information.

Student version: I can use my vocabulary words in a sentence using pair-share.

Lesson Objective: Students will complete the context clues games-based practice. The game has 10 multiple-choice questions.

Vocabulary List:

1. Giggle

2. Huge

3. Quickly

4. Bright

5. Kind

6. Chase

7. Whisper

8. Delicious

9. Brave

10. Shiver

Mini-Lesson (10 mins)

Introduce context clues with examples on the board.

“The baby began to giggle, or laugh in a silly way, when she saw the puppy.” What does “giggle” mean? (Use clues in the sentence.)

You can use emojis or simple visuals to help support comprehension.

Game-Based Practice (15–20 mins): Kahoot!

Faith Tie-In Scripture: Proverbs 4:7 “Getting wisdom is the most important thing!” “When we learn how to figure out words, it helps us understand stories and even God’s Word better. God wants us to grow in wisdom!”

Wrap-Up & Exit Ticket: Ask students to draw a picture or write a sentence using one of the new words in context.

INTEGRATING TECHNOLOGY IN EDUCATION

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A PERSONAL PHILOSOPHY Author: Monica Hernandez

EDUC 630

Introduction

            In this assignment, I will provide a summary of technology in education and describe why it should be a part of education. I will delineate its impact on student learning while exploring a biblical responsibility using scripture from the King James bible as support. I will briefly discuss how my position dictates the outcome of my teaching style and the approach I use while incorporating technology into my lessons. Although I am not a proponent of using technology in the classroom, research has proven that if used wisely, it can be a valuable tool to use in the classroom.

Technology’s Purpose in Education

Technology plays a critical role in modern education by enhancing instructional methods, increasing accessibility to resources, and preparing students for future careers. The integration of technology supports differentiated learning, allowing educators to meet the diverse needs of students through digital tools, interactive media, and adaptive learning software (Schrum & Levin, 2021). Additionally, technology facilitates collaboration among students and educators across geographical boundaries, fostering a more interconnected and dynamic learning environment.

The inclusion of technology in education is not merely a preference but a professional obligation. The International Society for Technology in Education (ISTE) emphasizes the necessity for teachers to be competent in digital literacy to effectively engage students in meaningful learning experiences (ISTE, 2023). As educators, we are responsible for equipping students with the skills needed to navigate a digital world responsibly and effectively.

The impact of technology on student learning is substantial, but I do not agree with all the methods of technology that are used in my LEA. Introducing math and reading games has resulted in students wanting every lesson to revolve around a “game.” Using Minecraft Education has become a negative consequence for educators because laptops have been taken away due to the excessive use of this digital tool. Engagement time has suffered due to behavior issues when students are told they cannot log into a game but instead use paper and pencil to complete an assignment. Research indicates that technology, when used effectively, can improve student engagement, comprehension, and retention of information (Clark & Mayer, 2016). Digital tools such as educational apps, interactive simulations, and online assessments provide immediate feedback, enabling students to monitor their progress and adjust their learning strategies accordingly.

Responsible Biblical Perspective

The Bible provides wisdom regarding the use of knowledge, stewardship, and equipping individuals for good works. The following scriptures support the responsible integration of technology in education:

Proverbs 4:7 (NIV): “The beginning of wisdom is this: Get wisdom. Though it cost all you have, get understanding.”

This verse emphasizes the pursuit of knowledge and understanding, which aligns with the purpose of educational technology in enhancing learning and comprehension.

Colossians 3:23 (NIV): “Whatever you do, work at it with all your heart, as working for the Lord, not for human masters.”

Educators are called to teach with excellence, and using technology can enhance their ability to engage students effectively and prepare them for future challenges.

Matthew 25:14-30 (The Parable of the Talents): “For it will be like a man going on a journey, who called his servants and entrusted to them his property. 15 To one he gave five talents, to another two, to another one, to each according to his ability. Then he went away. 16 He who had received the five talents went at once and traded with them, and he made five talents more….”

This parable teaches the principle of stewardship. Just as the servants were responsible for using their talents wisely, educators must use available technological resources effectively to enhance student learning.

Given both the professional obligation and biblical perspective, my approach to technology in education is intentional and balanced. My position in teaching using technology is a grounded theory, and as information develops based on data, it can prove over time whether technology use in classrooms is a tool that educators need in the classroom. I integrate technology in ways that enhance learning, promote digital literacy, and encourage critical thinking, but sometimes using digital tools has claimed empty engagement time due to loss of internet, or students desiring to play math or reading games, with autonomy. My LEA is a low-performing school, and most students come from third and fourth-generation illiteracy. This issue becomes causational because when you refuse a student to play Roblox (a game that is not allowed to be played during engagement time), the behaviors become flagrant. Most of my students do want to play educational games, and sometimes engagement time can be held hostage by intrusive behaviors of refusing to complete lessons or listening quietly.

 I ensure that students use technology responsibly, incorporating lessons on digital citizenship and the ethical use of online resources. Furthermore, I maintain a student-centered approach, utilizing technology to support engagement, collaboration, and individualized instruction. By embracing technology in a way that aligns with both professional standards and biblical principles, I fulfill my responsibility as an educator while fostering an environment that prepares students for success in both their academic and spiritual lives.

References

Clark, R. C., & Mayer, R. E. (2016). e-Learning and the science of instruction: Proven

guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.

International Society for Technology in Education. (2023). ISTE Standards for Educators.

https://www.iste.org/standards/iste-standards-for-educators

Schrum, L., & Levin, B. B. (2021). Leading 21st century schools: Harnessing technology for

engagement and achievement (2nd ed.). Corwin Press.

WELCOME TO THE KNerdnook

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MONICA HERNANDEZ EDUC 630

About Me: I served my country faithfully and honorably as a former U.S. Marine for 22 years. I understand how people learn, and I currently serve as an Instructional Aide at an elementary school located in Jacksonville, North Carolina. My spouse was also a U.S. Marine who served proudly for 26 years, and we have two children; my son is in his 3rd year of college, and our daughter is a sophomore in high school. My hobbies include watching documentaries, crocheting, and thrifting with my daughter on weekends. My love for GOD is unwavering, and I still do not know what I want to be when I grow up.

TECHNOLOGY TYPES

The types of technology that I enjoy are the learning contextual ones that my students love to use for educational purposes. I like Boddle Learning, which is an interactive game that can be set up to teach different mathematical concepts. I also like to use IReady Math and Reading because these two sites provide students with a pathway they can work on all year. Audiobooks like Storynory, Lit2Go, and the local library resource Hoopla are great tools to use for Gen Ed and Exceptional Children (EC), providing them with headphones, so they can listen to stories and tutorials and work independently.

The Program of Worry

I remember the voice of my Shepherd today as he educated the flock about worrying. The amount of scripture that he used filled my pages, as I diligently worked to cover every one of them.  I scribbled ferociously, and I was amazed at how far I’ve succumb to the sin of worry.  Why, am I so worried about situations and issues that I can neither change nor alter?

Our Shepherd covered a plethora of scripture, like music to my deaf ears.  Micah, Luke, Matthew and Psalms; with a side portion of Proverbs, Joshua and 2 Corinthians, Revelations, and 1 Peter.  Why do I worry, I asked myself, and before I could answer, it occurred to me that I was worried I wouldn’t be able to write down everything I needed to remember from this awesome lesson.  I was worrying within a chasm of worry; creating a vacuum of the “what if’s” and “why not’s” while listening to the soothing voice of our Shepherd.  He was stating biblical facts, and I sat there in agreement, while, the worry program was running in the background of my mind.  I needed to turn this off, and stay focused on the words that would provide clarity and peace within my embittered soul, and yet, I received the knowledge and wisdom flowing through my ear canals with partiality and the cousin of worry; doubt.

I heard my mind declaring “it’s easier said than done” and if I do not worry; then who would?  The answer was plain and simple, “give it over to GOD, and leave it there.” My worry began to dissipate, and the program that had been running incessantly in the back of mind began to loose its color and depth.  That pain on the right side of my neck that would make an appearance when I was unusually disobedient with my worry factor, started to fade.  It is a simple thing to do, and yet I find myself “thinking deeply” about the next day, and what it will bring, when in reality it will never matter.  In the manner in which the Almighty GOD

Through the clearing, our Shepherd’s voice resounded with “take one day at time” with Matthew 6: 25-34, KJV:

25 Therefore I say unto you, Take no thought for your life, what ye shall eat, or what ye shall drink; nor yet for your body, what ye shall put on. Is not the life more than meat, and the body than raiment?

26 Behold the fowls of the air: for they sow not, neither do they reap, nor gather into barns; yet your heavenly Father feedeth them. Are ye not much better than they?

27 Which of you by taking thought can add one cubit unto his stature?

28 And why take ye thought for raiment? Consider the lilies of the field, how they grow; they toil not, neither do they spin:

29 And yet I say unto you, That even Solomon in all his glory was not arrayed like one of these.

30 Wherefore, if God so clothe the grass of the field, which to day is, and to morrow is cast into the oven, shall he not much more clothe you, O ye of little faith?

31 Therefore take no thought, saying, What shall we eat? or, What shall we drink? or, Wherewithal shall we be clothed?

32 (For after all these things do the Gentiles seek:) for your heavenly Father knoweth that ye have need of all these things.

33 But seek ye first the kingdom of God, and his righteousness; and all these things shall be added unto you.

34 Take therefore no thought for the morrow: for the morrow shall take thought for the things of itself. Sufficient unto the day is the evil thereof.” (www.biblegateway.com).

Children of GOD, I was reminded today to hand over our cares over to the LORD, and never pick them back up.  If we are to trust and have the faith, then I, you must know in our hearts and minds that HE will never forsake or leave us.   1 Peter 5:7  states “Casting all your care upon him; for he careth for you.”  Deuteronomy 31:6  states “Be strong and of a good courage, fear not, nor be afraid of them: for the LORD thy God, he [it is] that doth go with thee; he will not fail thee, nor forsake thee.”

Warmest Blessings…

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The Covenant

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Entering into a covenant with Jesus has allowed me to have a loving relationship with Him. I know that when the world prepares to give me a beating, Jesus is there to hold and comfort me.

Sisterhood

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              I always felt that being around too many women was never a good thing.  As you mature, and begin to understand life better, there are some habits that are hard to break.  For example, getting up early (even when you don’t have to), making Saturday your cleaning day, and accepting women as close friends.  I’ve always been the person that made friends with men before women, because men are so much easier to be friends with.  There was a time in my life when I did not want “confide” or have lunch with a woman because I feared that she would mentally judge me the whole  time.  It wasn’t until I came crawling back to Jesus that I began to understand what true sisterhood meant.
               GOD always knows what we need and when we need it.  HE lovingly removes all of the “junk” from our lives, and in my case HE saved me from myself.  GOD knew that not trusting women  was a struggle of mine, and HE brought me three sisters that not only changed my mind, but has brought so much peace into my life.  They each bring something different to the table, and our mantra is “Iron Sharpens Iron.”  I cannot put into words what they mean to me, and their love for the Lord is priceless.  I’ve given my heart over to them, and although I have biological sisters, these powerful women of the Lord keep me grounded and focused on the Lord.  I couldn’t have asked for a better gift, than to have these beautiful women of GOD to lean on and to seek advice from.  I am new at this, and I love and rely on them so much that imagining my life without them makes me shudder.  I have come to trust and believe in them, and I pray they feel the same way.  THANK YOU GOD for the precious gifts of NAT.

Your daughter,

Monica