FREEmium Tech Tools to Meet Student Needs in All Areas
Participants will learn about FREE assistive technology tools that they can use immediately to meet the needs of their diverse learners. These tools include speech-to-text, text-to-speech, ad-blockers, annotation tools, graphic organizers, translation tools, customizable reading content based on Lexile level, interactive videos, and more! Participants will utilize all of these tools on Chromebook or other personal devices and develop practical ways that they can use these tools with their students. Emphasis will be put on easy application of assistive technology tools – no need to reinvent the wheel when it comes to lesson planning! Each weekly module will include a live virtual meeting. All tutorials will be recorded and subsequently shared with the class to ensure that all course participants will be able to view video content.
Goals
At the end of this course, participants will be able to:
- Use various iOS/Android apps, Chrome extensions, and websites to assist students with reading and/or language needs, writing needs, math and spatial needs, and attention/executive function needs.
- Explain how the various assistive technology tools covered in this course allow for teachers to easily design lessons to meet the needs of students.
- Identify specific students within their K-12 classes to implement the use of assistive technology tools and evaluate how these tools make the curriculum more accessible to these students.
Expectations
In order to get full credit for participation, you will have to complete your discussion assignments on a timely basis. Each week, you will be required to view a class meeting, post your discussion response for that week, and respond to two other course participants. Please be respectful of the opinions of others. Live meetings will take place on Tuesdays (7/12, 7/19, 7/26, and 8/2) and will be recorded to ensure all participants can access live meetings.
The final project will consist of describing and modifying a current lesson within their curriculum. Participants will select three students from their previous or current class(es), describe the needs of their three students, choose assistive technology tools to meet each student’s needs for the lesson, and reflect on how these tools will help these students to overcome learning barriers.
REGISTRATION DEADLINE: July 5, 2022
Course Details
| Audience | K-12 Classroom Teachers & Specialists |
| Level | Beginner and Intermediate |
| Instructor | Erin Foley |
| Dates | July 12, 2022 – August 2, 2022.
Weekly Live, Virtual Meetings 7/12, 7/19, 7/26, 8/2 |
| Times | 2:00 P.M. – 3:00 P.M. |
| Earn | 15 PDPs |
| Location | Online with Weekly Live Virtual Meetings at 2:00 P.M. (self-paced) |
| MassCUE Member Cost | $150 |
| Non-Member Cost | $190 (Purchase a MassCUE Membership for $40 first at the registration link) |
| Limit | 25 Participants |
| Prerequisites | All course materials and discussions will take place on the Google Classroom platform. In addition, it is recommended that participants have an iOS device, though this is not required. |
| Optional Graduate Credit | At the first class, participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125. |
Erin Foley
Erin Foley is the Digital Literacy Specialist at Hanover Middle School in Hanover, MA, and is a professional development course instructor for MassCUE. Erin is also a Google Certified Educator and a Google for Education Certified Trainer. She has 16 years of experience as a classroom teacher with 13 of those years specifically in the field of instructional technology. Erin is a member of the Hanover Public Schools Technology Committee and has led multiple trainings to assist teachers in transitioning to a hybrid learning environment. Erin has a M.A.T. degree from Quinnipiac University and holds 4 Massachusetts teaching licenses: Digital Literacy/Computer Science (5-12), Instructional Technology (K-12), Elementary (1-6), and Mathematics (5-8).
Images and Social Media Handles for Promotion: Twitter @erinfoleyedtech
Course Outline
Week #1: 7/11 – 7/15
Assistive Technology, Reading/Language Disabilities, and ELL Students
Participants will learn about the following:
- Reading, expressive language, and mixed expressive-receptive language disorders and their differences
- ELL students and their language needs
- Various apps, Chrome extensions, and websites including Snapverter, SpeakIt, Read&Write, Rewordify, NewsELA, Khan Academy, and Google Translate to meet the needs of students with reading and/or language-based disabilities and ELL students.
Assignments:
- Read Language-Based Learning Disabilities and 6 Essential Strategies for Teaching English Language Learners.
- Participate in discussion thread related to the reading above. Post response and respond to at least two other participants.
- View or participate in Google Meet live tutorial related to the above apps, Chrome extensions, and websites.
Week #2: 7/18 – 7/22
Assistive Technology, Dysgraphia, and Expressive Language
Participants will learn about the following:
- The similarities and differences between dysgraphia and expressive language disorders
- Various apps, Chrome extensions, and websites including SnapType iOS/Android app, Google Docs mobile and desktop versions, Google Slides graphic organizers, LucidCharts Grammarly, Voki, and Blabberize to meet the needs of students with dysgraphia and/or expressive language disabilities.
Assignments:
- Read The Difference Between Dysgraphia and Expressive Language Issues.
- Participate in discussion thread related to the reading above. Post response and respond to at least two other participants.
- View or participate in Google Meet live tutorial related to the above apps, Chrome extensions, and websites.
Week #3: 7/25 – 7/29
Assistive Technology, Math, and Science
Participants will learn about the following:
- Dyscalculia and how students with dyscalculia and/or NVLD diagnoses vary in their learning needs
- Various apps, Chrome extensions, and websites including Equatio, virtual graph paper, MathLearningCenter.org, Explore Learning, and McGraw-Hill virtual manipulatives to meet the needs of students in the areas of math and science.
Assignments:
- Read What is Dyscalculia? and explore embedded links within the article.
- Participate in discussion thread related to the reading above. Post response and respond to at least two other participants.
- View or participate in Google Meet live tutorial related to the above apps, Chrome extensions, and websites.
Week #4: 8/1 – 8/5
Assistive Technology, Attention, and Executive Functioning
Participants will learn about the following:
- Understanding the various ways that executive function skills are categorized.
- Various apps, Chrome extensions, and websites including Remind, Class Dojo, AdBlock, and Symbaloo to meet the needs of students with attention and/or executive functioning difficulties.
Assignments:
- Read The 3 Areas of Executive Function and try the simulations contained in Understanding.org’s Through Your Child’s Eyes.
- Participate in discussion thread related to the reading above. Post response and respond to at least two other participants.
- View or participate in Google Meet live tutorial related to the above apps, Chrome extensions, and websites.
Project Description for Graduate Credit Option:
Participants will select a lesson and three students from their class(es), describe the needs of their three students, choose assistive technology tools to meet each student’s needs for the lesson, reflect on how these tools will help these students to overcome learning barriers. This can be done in written, presentation, or video form. See here for final project rubric.
Rubric for Grading (WSU Grad Credit only):
| Assessment | Total Points |
| Participation over the course of 4 weeks | 25% |
| Final Project (See here for final project rubric) | 75% |
| Total—Final Grade Submitted | 100% |
Late Assignments: Assignments not handed in to the instructor by the required due date will be considered late. 10% of the total number of points will be deducted for all late assignments. Exceptions will be made on a case-by-case basis.
Massachusetts Digital Literacy and Computer Science Standards
This course supports the following Massachusetts Digital Literacy and Computer Science standards:
K-2.DTC.b.3 Use a variety of digital tools to present information to others.
3-5.DTC.a.3 Use digital tools (local and online) to manipulate and publish multimedia artifacts. 3-5.DTC.b.1: Communicate key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using digital tools and media-rich resources.
6-8.DTC.a.4: Individually and collaboratively, use advanced tools to design and create online content (e.g., digital portfolio, multimedia, blog, webpage). 6-8.DTC.b.1: Communicate and publish key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using a variety of digital tools and media-rich resources.
9-12.DTC.a.1: Use digital tools to design and develop a significant digital artifact (e.g., multipage website, online portfolio, simulation). 9-12.DTC.b.1 Communicate and publish key ideas and details to a variety of audiences using digital tools and media-rich resources.
Sign Up for This Workshop
FREEmium Tech Tools to Meet Student Needs in All Areas
July 12, 2022 through August 2, 2022
Online with weekly live, virtual meetings at 2:00 P.M.
Register Now
Registration Deadline: July 5, 2022
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