3.4 Adaptive and Assistive Technology
Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)
Artifact: AT Implementation, WATI FORM, AT Post Reflection
Reflection:
1. Briefly describe the artifact and the context in which it was created. What was/were your individual contribution(s)? For the assistive technology standard, I am including three artifacts that were created as part of the assistive technology field experiences in my graduate school programming. These artifacts include: my assistive technology implementation plan, my assistive technology consideration guide, and my post reflection. All of the artifacts were written based on my time coaching a blind wrestler at North Atlanta High School. Spending time with someone as a coach gives me more context as far as the adjustments that need to be made then the little time I would have spent with him if I were teaching a high school class.
2. Explain how this artifact demonstrates mastery of the standard/element under which it is placed. See the portfolio rubric and watch the videos for more details on what to include in your reflection for this question. You must respond to each of the items on the rubric in this question! It is VERY IMPORTANT that you address ALL of the criteria on the rubric. This one question may need to be several paragraphs long in order to address all of the items on the rubric.
These artifacts demonstrate mastery because they directly show how I would meet the needs of a blind student in my class. I had the privilege of coaching a blind wrestler during my time at North Atlanta High school, and I used that experience to write what amounts to a learning plan for him. This proves I can assist in developing assistive technology plans for students
3. What did you learn from completing this artifact? What would you do differently to improve the quality of the artifact or the process involved in creating the artifact? Not changing anything is NOT an acceptable response.
I can’t even quantify how much I learned from Luke. I was so lucky to be around a student who was willing to patiently let me learn what his needs where and how I could help meet them. He also was more then willing to help me learn about the technology he had with him to support his needs. I also learned a great deal in doing these activities as it helped me think through what a student like Luke would need academically.
4. How did the work that went into creating the artifact impact school improvement, faculty development, or student learning? How can the impact be assessed?
The work done with these artifacts might not directly affect students or teacher learning, but it could in the future. In my current role, I don’t have much to do with assistive technology, but that does not mean I will not some day. This unit gives me the background knowledge to make sure whatever student I affect in the future is successful
1. Briefly describe the artifact and the context in which it was created. What was/were your individual contribution(s)? For the assistive technology standard, I am including three artifacts that were created as part of the assistive technology field experiences in my graduate school programming. These artifacts include: my assistive technology implementation plan, my assistive technology consideration guide, and my post reflection. All of the artifacts were written based on my time coaching a blind wrestler at North Atlanta High School. Spending time with someone as a coach gives me more context as far as the adjustments that need to be made then the little time I would have spent with him if I were teaching a high school class.
2. Explain how this artifact demonstrates mastery of the standard/element under which it is placed. See the portfolio rubric and watch the videos for more details on what to include in your reflection for this question. You must respond to each of the items on the rubric in this question! It is VERY IMPORTANT that you address ALL of the criteria on the rubric. This one question may need to be several paragraphs long in order to address all of the items on the rubric.
These artifacts demonstrate mastery because they directly show how I would meet the needs of a blind student in my class. I had the privilege of coaching a blind wrestler during my time at North Atlanta High school, and I used that experience to write what amounts to a learning plan for him. This proves I can assist in developing assistive technology plans for students
3. What did you learn from completing this artifact? What would you do differently to improve the quality of the artifact or the process involved in creating the artifact? Not changing anything is NOT an acceptable response.
I can’t even quantify how much I learned from Luke. I was so lucky to be around a student who was willing to patiently let me learn what his needs where and how I could help meet them. He also was more then willing to help me learn about the technology he had with him to support his needs. I also learned a great deal in doing these activities as it helped me think through what a student like Luke would need academically.
4. How did the work that went into creating the artifact impact school improvement, faculty development, or student learning? How can the impact be assessed?
The work done with these artifacts might not directly affect students or teacher learning, but it could in the future. In my current role, I don’t have much to do with assistive technology, but that does not mean I will not some day. This unit gives me the background knowledge to make sure whatever student I affect in the future is successful