teaching
with technology - 2006 recipients
Department of Theory and Practice in Teacher Education
Differentiating Instruction in Inclusive Classrooms with Technology
The primary focus of these modules will be University of Tennessee students and faculty--specifically, undergraduate students seeking teacher education licensure or education interpreting . Students from other majors would also have access and benefit from these instructional modules. Although these modules will be pilot tested with pre-service teachers in the College of Education, Health and Human Sciences, the content covered in each module can be applicable to a variety of audiences and classes at the University of Tennessee. An ever-present challenge for our course instructors is to provide students with optimal learning experiences, balancing acquisition and application of skills within a given, and often limited, period of time. Students completing online modules are not confined by the limits of scheduled face-to face class time.
Module 1: Teaching Strategies for Inclusive Education
Recent changes in federal legislation (No Child Left Behind, 2001 and Individuals with Disabilities Education Act, 2004) have changed the landscape of educational assessment. The inclusion of almost all students in high stakes testing makes inclusive educational planning a necessity. This module has two major foci: (a) building a repertoire of common teaching strategies that can empower students to be more proficient learners, and (b) developing knowledge and skills to use technology to help teach all students. This three part module will first address strategies that allow teachers to effectively differentiate instruction. The second part will focus on an evolution of special education and technology; the final part will focus on how technology can be used as a tool to help students become more proficient learners.
Module 2: Language Assessment and Observation Techniques
This instructional module will provide a comprehensive in-depth exploration of linguistic topics especially important for students majoring in education, educational interpreting, and linguistic related disciplines (e.g., teaching English to speakers of other languages, audiology and speech pathology, speech communication, etc.). This module will include a multidisciplinary overview of the linguistics field and how the different levels of language are inter-related. Students will be introduced to the fundamentals of linguistic inquiry and will examine phonology, morphology, syntax, semantics, and language use. This module will be designed to provide the foundation needed to understand language, and to apply this knowledge to teaching, interpreting, observing, and assessing language. Issues of second language learning, cross-cultural factors, and language in society will be included. On-line learning activities (for example, WebQuest and interactive quizzes) will be included to enhance awareness of these issues and to allow students to explore and make application of linguistic principles and best practices for teaching, interpreting, and assessing language. These on-line activities will provide important insights into language assessment, structure, grammar, acquisition, interpreting, teaching, culture, and cognition.
Module 3: Assistive Technology
As students of all abilities are learning together in increasing numbers in pubic schools, the use of technology as an instruction, learning and supportive tool is changing the way teachers teach and children learn. Although computer technology is increasingly available, students with disabilities, especially those in inclusive education programs, often cannot access it or lack appropriate training to benefit fully from technological innovations to education programs. Assistive technology, specifically services or devices that enable people with disabilities to do things they could not do before, frequently provides the only means for students with disabilities to independently achieve educational goals. This module provides an overview of assistive technology used by students with disabilities. This three-part module will first focus on defining and providing examples of assistive technology as well as briefly explaining the laws that support the use of assistive technology for students with disabilities. The second part will focus on how assistive technology can be used to promote independent participation in classrooms. The third part will focus on an assistive technology decision-making process.
Module 4: Applied Behavioral Analysis for Teachers
Applied Behavior Analysis is truly “applied” because it works toward the goal of producing student behaviors that maximizes learning outcomes. The ultimate goal of applied behavior analysis is to increase the ability of students to function effectively in both their immediate classroom setting and the larger society environment. Its principles can be used to teach academic skills, functional skills, and appropriate social behaviors. This model provides technically sound, systematically organized, and readable text for future-educators (our students). Future-educators will understand concepts of applied behavior analysis and how to apply those concepts in classrooms and other settings. This seven-part module will first focus on the foundation and roots of applied behavior analysis. The second part addresses preparing behavioral objectives of a student’s IEP. The third part focuses on data collection techniques and procedures. The fourth part addresses single-subject designs appropriate for evaluating and interpreting the efficacy of teaching strategies and intervention applications. The fifth part addresses strategies and techniques for increasing and decreasing behavior. The sixth part focuses on functional behavior assessment and positive behavioral supports. The seventh part addresses planning for generalization and teaching students to self-regulate.
Module 5: Bringing Digital Video into the Classroom for Diverse Learners
Advances in digital video technology combined with user-friendly software allow educators at all levels to utilize video in instructionally creative ways. This module provides insight into instructional applications for the classroom along with instruction in pre and post-production techniques and resources. The first component of the module will introduce students and faculty to the concept of pre-production by creating a storyboard and list of what equipment is required for a video production. The second component is designed to introduce participants to basic film techniques in order to help them understand and use more effective shooting techniques in their video productions. The third component will introduce post production skills including video editing and streaming and the last component will provide ideas for using video production projects as part of their instructional activity.
Link to Full Theory and Practice in Teacher Education Proposal (DOC)
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