Design (page 2)

Staying Relevant: Using Social Media to Address Current Issues in Teacher Preparation

By Ashley Grays | November 22, 2022
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homescreen of iphone
Social media has made access to the voices of differently able individuals readily available, and they are constantly discussing perspectives and events that affect their lives. Open discussions about current issues may help pre-service teachers gain confidence in having difficult conversations about and with the students they serve.

Google Workspace for Data Collection

By Jenee Vickers Johnson | September 22, 2022
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person on ipad looking at graphs
Data-based decision making (DBDM) is the process by which professionals collect, graph, and analyze observational data to inform instructional decisions. With some modifications, Google Workspace may be a practical alternative to support DBDM for special education professionals.

Hashtags, Social Media, and UDL in Teacher Preparation

By Samantha Goldman | September 14, 2022
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person on laptop checking social media
Student choice is an important aspect of Universal Design for Learning (UDL), which is often hard to provide when you are trying to find resources that relate to your course goals. If you want all your students to receive the same background information, how can you give choice?

Using the Interactive Jagged Profile Tool to Understand Learner Variability

By Michelle Patterson | September 13, 2022
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The Jagged Profile Visualizing Learner Variability. LearningKey: Unlocking Learner Potential
Teacher educators can guide preservice teachers through the connection between learner variability and instructional design decisions. “Look at how different your profiles appear from one another- what could I do as your professor with this in mind?”

Using CIDDL’s Resources in Your Personnel Preparation Courses

By Samantha Goldman | September 1, 2022
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A dog wearing glasses sits and works at a tablet.
Within CIDDL, there are many resources that may help you provide background knowledge to your students in courses studying Universal Design for Learning (UDL), Assistive Technology (AT), Educational Technology, and overall integration of technology into classrooms.

Learning About Educational Technology Through Student Voice in Personnel Preparation

By James Basham | August 30, 2022
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People sitting arounda desktop computer
Bringing student voice into the professional preparation classroom starts with simply offering the opportunity to share. Provides a means to gather thoughts from your students about what they have experienced in their lives growing up with technology, their lives as learners, and even their early lives as pre-service professionals.

Sustainable Mixed Presence Instruction is Possible

By | August 25, 2022
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A rendering of a classroom with students participating in various activities. A teacher presents at a whiteboard while three students look on from a nearby table. The table has another student joining via video conferencing from a tablet. Two other students use a TV to watch a video and take notes on a laptop. The classroom is filled with alternative seating and various activities.
Whether or not your class is scheduled to be in person, we can expect the need for students to be away. These class settings, with on-site and online students learning together synchronously, are called “mixed presence” settings.

Counting Down from Five: Answers and Questions for Starting Special Education Teachers

By Samantha Goldman | August 23, 2022
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Three women sit at a table during a professional meeting. One works on a laptop during the discussion.
In our latest webinar, Dr. Tara Courchaine facilitates a conversation with three state and district leaders regarding both what special educators should know about technology as it relates to their future classrooms, and what questions they should ask their school sites to ensure they are a good match.

I’ll Cross that Virtual Bridge When I Come to It: Orientation and Mobility Training in Virtual Environments

By Nick Hoekstra | August 23, 2022
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One technology that has shown potential for creating safe spaces for teaching/practicing O&M skills is virtual reality (VR). According to Thevin and colleagues (2020), VR systems create immersive, interactive environments that provide students the opportunity for trial and error . Besides visual feedback, VR systems can provide both haptic and auditory information for the benefit of individuals who are blind or low vision.

Preparing for the Fall Semester: The Wrap Up

By Samantha Goldman | August 18, 2022
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Three students work on laptops and write in journals while working together around a table.
This summer, we set out to provide resources to support faculty in aligning technology standards, designing inclusive syllabi, giving tips and tricks to integrate technology, and providing specific tools that can be used in preparation programs.

We, as a national center, aim to develop, research, and use the design that promotes the positive impact of educational technology in special education, early intervention, and related services. Check out this post to read more about Design within the CIDDL framework.