Top 10 Classroom Technology Strategies
Florida Instructional Technology Training & Resource Unit—FDLRS/TECH
David Davis, Project Manager
Winter 2005
Special points of
interest:
•
Quickly highlight main
ideas with
Auto
Summarize
& Digital
Text.
•
Use a cognitive organizer
to help students
manage curriculum
content.
•
Create customized
keyboards with
IntelliKeys.
•
Use accommodations to
help students with
disabilities improve on
the FCAT.
1. Digital Text
The use of digital text greatly increases the opportunities for instructional interaction between the student and
the curriculum content. Using digital textbooks, students can quickly do keyword searches throughout a book
or throughout a group of books, pulling together related topical information. The text can easily be highlighted
or copied to support research and the use of quotes or references. Quotes, references, and other information
can be placed in lists and easily sorted or reformatted.
Tools such as
Auto Summarize
in Microsoft WORD enable students to identify the key points in a passage of
factual text quickly or create a summary of the main ideas. This tool can be used to help students who have
problems identifying main ideas, as well as helping students pull out information bullets to use in a report such as
a PowerPoint presentation. The
Auto Summarize
tool also enables teachers to make summaries of curriculum
content for students who have problems working with large amounts of
text. The summaries can become a tool to give a student the overall
concept of a passage of text, providing a scaffold to support the student in
the curriculum area.
Students who struggle with reading or have visual problems can quickly
enhance digital text to meet their needs. Foreground/background colors
can be quickly changed, fonts adjusted, and word/paragraph spacing
altered. Graphic enhancement, such as icon enhanced text, can also be
done using a program such as
Picture It
.
2. Text-to-Speech
Text-to-speech utilities convert digital text to audio or spoken text. This technology provides support for
students who are struggling readers, students who are struggling with English, and students who either need
auditory support or who find audio convenient. For example, a program like
ReadingBar
will enable Internet
Explorer to “read” any web page out loud. It will also record the web page to an audio file. Programs like
TextAloud will take any passage of text and quickly convert it to a wav or mp3 audio file. Students and teachers
can create CDs of curriculum material to listen to or can use a program like
iTunes
to put curriculum content
on mp3 players like the Apple iPod. Imagine being able to take a chapter in social studies, quickly creating a
summary of the main points using a tool such as WORD’s
Auto Summarize
, then creating an audio file of that
summary and listening to it on an iPod or other mp3 player.
Advanced text-to-speech programs include sophisticated scanning features. Programs such as
Kurzweil 3000,
WYNN, Accessibility Suite 3.4,
and
Read & Write Gold
scan pages of text and graphics, retain the original
formatting, display the pages on a computer screen, and then read the pages out loud. Students can control the
voice, rate of speech, and which sections of text they need to listen to. Some students have a much higher
auditory fluency than printed text fluency and will perform better academically in an auditory setting.
New text-to-speech formats, such as Daisy Books, can provide recorded speech that is synchronized to digital
text, giving students a natural and expressive sounding text-to-speech experience that can be used as a reading
strategy in the area of prosody; the ability to read with natural sounding inflections. Prosody is an important skill
that helps students chunk and focus on pieces of information to increase comprehension.
3. Talking Word Processors
Word processors enhance the development of writing skills through
the ease of editing text, copy and paste tools, and ability to quickly for-
mat and reformat a passage of text. Compared to pencil and paper,
these editing tools support the development of a higher level of cogni-
tive skills than basic word construction (Peet, 2004). The addition of
text-to-speech further enhances the instructional benefits of using word
processors by addressing auditory language development and providing
a scaffold for students who struggle with reading and writing.
By using talking word processors, students immediately hear what they
are writing and are able to quickly catch mistakes. They can also have a
written section read aloud as a proofing tool. The audio support en-
gages additional cognitive processes to support learning, providing
benefits over visual print writing alone. The combination of writing,
quick editing, and audio output makes a powerful instructional tool.
Write:OutLoud Solo
includes sophisticated text-to-speech, spell checker,
homonym finders, as well as word count, sentence count, and unique
word count tools.
Write:OutLoud To Go
provides a talking word proces-
sor for the
Dana
writing tool.
CAST eReader
speaks digital text, HTML, and Daisy 2.02 formatted digi-
tal talking books. It highlights text being read by word, sentence, or
paragraph. Two or more windows can be open at one time, supporting
notes and essay writing.
Classroom Suite
provides text to speech within a talking word processor,
a student friendly multimedia development program, and within a
mathematics program.
ReadPlease
is a simple text to speech utility. While it will not speak as
words are being written, it will read back text that has been written or
text that has been pasted in.
Reference: Peet, W. (2004) Why, how, and for whom we need to use talking
word processors. http://www.drpeet.com/whyhow.htm
4. Word Prediction
The writing process includes sentence structure, vocabulary, and or-
ganization skills. As skills in these areas increase, students are able to
start learning to write with their own personal style. Competent writing
skills are an important part of our language and society.
Students with disabilities and students who are at-risk can have signifi-
cant problems with basic word construction that interfere with the
development of higher writing organization skills. By struggling with
spelling issues these students are unable to concentrate on grammar,
vocabulary, and paragraph structure.
Word prediction software provides support in word selection, con-
struction, and spelling, helping students to concentrate on the overall
writing process. By monitoring what a student types letter by letter,
word prediction software list words that the student may be intending
to use. These predictions are based on the letters typed as well as rules
of grammar. Some word prediction programs also learn new words as
the student uses them and adapts to the student’s own writing style.
Co:Writer
adds quality linguistic word prediction to any word processor
or email program. The FlexSpell feature uses thousands of phonetic
spelling patterns to interpret words spelled like they sound. Custom
topic dictionaries can be created to support specific instructional activi-
ties.
Classroom Suite
from Intellitools provides word prediction within an
excellent writing environment that includes extensive scaffolding op-
tions for a highly diverse classroom.
WordQ
is another word predication
utility that works with any word proc-
essor. It also includes text-to-speech so
any writing can be read out loud as it is
written or afterwards as a proofing
strategy.
text credit: science.nasa.gov
5. Cognitive Organizers
Students with learning disabilities
Students can also input their own
mapping, note taking, and
may be good at solving problems
random thinking and then create
composition. Students are able to
but poor at describing how they
visual associations to help identify
focus on the “big picture” of what
came to their decisions. Their
organized patterns.
they are writing or jump to the
thought processes may be random
details.
Kidspiration
and
Inspiration
are two
in nature, jumping from thought to
programs that allow students to
thought or topic to topic. These
work in a free form graphic
students have the ability to
environment. Topics, notes, and
perform complex, integrated
images can be input as the student
higher level thinking, but they need
thinks of them, then arranged,
help in organizing their thoughts
associated, organized, and
and making associations.
rearranged. These graphic maps
Cognitive organizers are software
can then be transferred to text
programs that help students create
based outlines for further work.
graphic representations of
Draft:Builder
includes tools to guide
concepts and curriculum content
the writer through concept
so they can see the associations.
6. Interactive Learning Environments
Academically successful students
vides help when needed. Programs
question is easier.
Let’s Go Learn
is
are able to engage, or interact, in
from the Learning Company in-
another reading diagnostic and in-
learning environments and relate
clude the
Clue Finders
Reading and
tervention program that self-
new information to prior knowl-
Math series as well as the
Reader
adjusts assessment questions based
edge. They can generalize informa-
Rabbit
series.
on student responses. The
Unique
tion across domains and recognize
Reader
module then provides stu-
Learning Buddies software, such as
new patterns. Students with poor
dent specific interventions.
Arthur’s 2nd Grade
, adapts to the
academic performance often have
student’s skill level, reducing frus-
Another technology that increases
problems making correlations to
tration and resulting in an effective
student interaction with instruc-
prior knowledge. They may at-
and encouraging instructional ex-
tion is an interactive expert sys-
tempt to engage in a learning activ-
perience. Several Knowledge Ad-
tem.
MathXpert
is an example of
ity, but there could be minimal in-
venture titles, such as
Jump Start
this type of program. Students can
teraction with the instructional
Adventures 4th Grade
, include
enter a math equation and then get
content.
“Adaptive Learning Technology”
step by step hints of how to solve
Technology can help students find
which adjust the skill levels as the
it. Complete solutions with all
their “zone of proximal develop-
student’s skills change.
steps explained are also available.
ment”. This is the range of effec-
WebMath
is an Internet based ser-
Good diagnostic software can be
tive instruction, and it is different
vice that students can use to get
used by teachers and students to
for each student. Many software
help in solving a wide variety of
increase academic success by iden-
programs include assistive tech-
math problems, from K-8 math to
tifying the appropriate instructional
nologies to help students find their
calculus.
zone for each student.
STAR Read-
own interactive, instructional
ing
from Accelerated Reader is a
Many types of simulations also in-
range.
diagnostic tool that adjusts the
crease interaction through the ex-
Several programs from the Learn-
questions based on student re-
ploration process. Software like
ing Company include A.D.A.P.T.
sponses. If a student gets a ques-
the
Virtual Labs
enable students to
Learning Technology. These pro-
tion correctly then the next ques-
problem solve, explore, and make
grams track student progress, ad-
tion is more difficult. If the student
“smart” mistakes, a highly interac-
just the difficulty level, and pro-
misses a question then the next
tive learning experience.
7. Effective Reading Software
For students struggling with reading, technology can help in the areas of
phonemic awareness, phonics, fluency, vocabulary, and comprehension,
as well as auditory processing. Following are only a few examples.
Earobics
is a research based supplemental program. It provides interven-
tion for students who have auditory processing or attention deficit dis-
orders, struggle with language based learning disabilities
,
or have dyslexia
or hearing impairments.
Sound Reading Solutions
is based on neurological and linguistic studies of
dyslexic and fluent readers. It provides activities which target phonemic
awareness, phonological decoding, and language flexibility.
Soliloquy
listens to students as they read the stories on the computer
screen and corrects them if they make mistakes pronouncing the
words. It will also prompt them if they pause and will mark problem
words for additional instruction.
Thinking Reader
uses research based strategies to increase comprehen-
sion skills including summarizing, clarifying, visualizing, reflecting, ques-
tioning, predicting, and feeling.
8. Internet Access
The World Wide Web includes some amazing tools to help students
achieve academic success. The search engine
Google
will not only do
topical or keyword searches on the Internet, but it also includes a built
in calculator that will solve math problems and do units of conversion.
A built in dictionary will give the definition of any word when you type
“define” in front of it in
Google
.
Google’s
language tools will translate any
web page from one language to another.
Online libraries like
Questia
provide 24/7 access to searchable books
and periodicals, along with tools for highlighting text, book marking,
writing in the margins, and tools to create bibliographies quickly. When
used with a text-to-speech enabled browser, these books can be read
out loud by the computer.
Online survey tools like
Survey Monkey
enable teachers to create single
choice, multiple choice, essay, and rating scale based tests that students
can complete online with all the results compiled into one spreadsheet.
When a text-to-speech enabled browser is used, the students can have
the computer read the test questions out loud as well as have their
responses read out loud for verification. These types of tests can also
be a great study tool for students at home.
9. Alternative Keyboards
Some students have problems using a regular keyboard. Adjusting various
keyboard features, such as StickyKeys (the student can press combination
keystrokes one key at a time) FilterKeys (the student can hold a key down
and the key will not keep repeating) or ToggleKeys (the computer makes a
tone when a toggle key is pressed) can often help students who type
slowly or who type with one finger.
Sometimes a different keyboard may be needed. The student may need
larger keys. The
BigKeys
keyboard provides enlarged keys with high con-
trast print on each key. Large trackballs can also be beneficial for students
with fine motor problems.
If more customization is needed, a keyboard such as the
IntelliKeys
could be
used. The
IntelliKeys
is an extremely customizable keyboard that comes
with several types of overlays. Additional overlays can be created using the
program
Overlay Maker
. Overlays can include mouse controls, giving stu-
dents an alternative to using a mouse. For students struggling with reading
and writing, the keys on the overlay can be limited to the target letters
used in an instructional activity.
Onscreen keyboards enable students to input text using a mouse, trackball,
stylus, or mouse emulator system such as a switch control interface. On-
screen keyboards are available on regular PCs, tablet PCs, and hand-held
devices.
10. FCAT Accommodations
Many students with disabilities benefit from the use of
Setting
accommodations can include special lighting,
accommodations in the classroom that they can
adapted furniture, special acoustics, the use of a
n
FM
continue to use when taking the FCAT. Here are only
sound amplification system, noise buffers, reduction
a few examples of allowable FCAT accommodations.
of distractions, and administration of the test in a
familiar setting.
Presentation
accommodations can include Braille
versions of the test, the use of color transparencies,
Assistive devices
allowed include alternate
altered spacing of items, visual navigation cues, tabbed
keyboards, adapted calculators (such as having large
pages, highlighter tape to assist in focus, and auditory
numbers or speech output), non-sentence based
accommodations such as reading and signing, except
devices for oral or written responses, visual
for the reading items.
magnification devices, and auditory amplification
devices.
Responding
accommodations can include written,
signed, and verbal responses; dictation to a proctor;
All accommodations used must also have been used
text-to-speech technology to indicate answers; switch
as a part of the student’s general instructional
systems; alternate keyboards to generate letters or
methodology. No accommodations can be used that
words; pointing devices; communication devices; and
would interfere with the validity of the FCAT.
math grids.
For more information, go to
http://www.firn.edu/
Scheduling
accommodations can include the time of
doe/commhome/fcatasd.htm
to view a complete
day a test is taken, break schedules, and extended time.
list of allowable FCAT accommodations.
Organization
Florida Instructional
Technology Training &
Resource Unit—
FDLRS/TECH
David Davis
FDLRS/TECH
Panhandle Area Educational
Consortium
753 West Blvd.
Chipley, FL 32428
Tel: 1-877-873-7232 (ext. 2242)
Fax: 850-638-6142
E-mail: davi
d
@
fdlrstech.com
Web: www.fdlrstech.com
Web: www.fdlrs.com
The Florida Diagnostic & Learning Resources System (FDLRS) is funded by the Florida Department
of Education, K12 Public Schools, Bureau of Exceptional Education and Student Services, through
federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B funds and
through the State of Florida general revenue funds. For more information on your local FDLRS ser-
vice provider, go to www.fdlrs.com and select your school district or a specific FDLRS Center from
the drop down menus.