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?”
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.
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.
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.
Special education teachers and related service providers are tasked with developing and maintaining high-quality data to support student progress towards goals. This means that the burden of exploring options to collect high quality data is on educator preparation programs (EPPs) and personnel. Beyond teaching how to write legally defensible goals and maintain high-quality data sheets from them, EPPs must also provide pre-service teachers with the skills to create and/or find resources to assess the assigned goals. Boom Cards™ by Boom Learning are interactive task cards that can be used in the brick-and-mortar classroom and virtually to provide teachers and related service providers with meaningful feedback for progress towards goals.
This is post 10 of 10 in the series “Assistive Technology” Assisting Teachers in Understanding Assistive Technology: What Recent Research Says Introducing the Assistive Technology…
This is post 8 of 10 in the series “Assistive Technology” Assisting Teachers in Understanding Assistive Technology: What Recent Research Says Introducing the Assistive Technology…
This is post 7 of 10 in the series “Assistive Technology” Assisting Teachers in Understanding Assistive Technology: What Recent Research Says Introducing the Assistive Technology…
This is post 6 of 10 in the series “Assistive Technology” Assisting Teachers in Understanding Assistive Technology: What Recent Research Says Introducing the Assistive Technology…
This is post 5 of 10 in the series “Assistive Technology” Assisting Teachers in Understanding Assistive Technology: What Recent Research Says Introducing the Assistive Technology…
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. C