PRESENTATION - MULTIMEDIA
PROJECT PLAN
NEEDS ASSESSMENT
A NALYZE
Grade- Graduate Students
Age- Varies
What they know – Varies; Some students have a solid background of assistive technology while
to others this is a new concept.
Virtual and Live students

Content analysis: Learners have 3 different networks in their brain where information is stored.
And, content can be shaped to address the different networks. Think about the different networks,
and how the content is applied to each.
(http://www.cast.org/udl/)
Recognition Content
(symbols, recognizing)
PowerPoint Presentation – images/video clip/simulation
Handout of Presentation
Multiple Means of
Representation (Present
information and content in
different ways)
Strategic Content (patterns,
relationships, formulas)
Multiple Means of Action and
Expression (Different ways to
express what they know)
Oral discussion of Presentation
Information will be presented through the use of a
PowerPoint Presentation (visual/kinesthetic), a handout of
the presentation (visual/kinesthetic), and oral discussion of
the presentation (verbal/auditory). The images in the
presentation should elicit recall of a common tool – the
keyboard. The first video clip should elicit recognition of
breaking down a wall – an analogy for “breaking down
barriers”. The second video clip should elicit recognition of a
personal time that the student struggled. Lastly, the
simulation should elicit personal recognition of a difficult
task.
Oral discussion with peers on topic
Whole group discussion
“Snowball” - Write one interesting fact that you learned and
how you will incorporate this piece of assistive technology in
the future on a sticky note – throw in the center of the room –
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everyone gets up and picks one up – reads aloud to the group
Students will have opportunities throughout the presentation
to discuss with peers, in small groups and whole group,
instances where this assistive technology may be helpful
and/or how they’ve used it already (if they are currently
teaching, personally, or with their own children). Lastly, at
the end of the presentation students will play “Snowball” and
write an interesting fact they learned and how they hope to
incorporate this piece of assistive technology in the future.
Affective Content (feelings,
emotions)
Multiple means of
engagement (Stimulate
interest and motivation for
learning)
Write with opposing hand – how does it look? Are you
satisfied with it? Consider students with OT difficulties,
sensory difficulties – writing isn’t the only means of showing
mastery – consider more computer based
Raise your hand if you can type without looking at the
keyboard. Consider a beginner attempting to learn to type to
communicate – would it be easier for them to learn without
all of the distractions on a typical keyboard?
Students’ motivations will be tapped into early in the
presentation in order to gain their attention and interest for
learning the information. Students will be asked to write
with their opposing hand. They will then be asked to type a
given sentence without looking at the keyboard. Students
will be asked to volunteer how they felt. Additionally, the
FAT City video clip should elicit personal emotions that each
student should be able to connect to. Lastly, the images of the
frustrated student and successful student should also
simulate emotions that draw connections for the students.
Common misconceptions about the content and/or process that my students may have are:
Writing is necessary in the “real world”.
We are providing students with an “advantage” over other students and it’s not “fair”.
If students are in the regular education classroom they need to do what all regular education
students are doing.
My students will need to be informed about what assistive technology is and how it is a tool that can
break down a barrier that a student may have in order to access the curriculum. It is not an
advantage but rather, levels the playing field for that student.

Learner & Content Analysis: Learning Styles, Different-learning abilities
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Learning Style or
learning Ability
Learning - Teaching
Challenge
How you will accommodate
with this lesson
(with or without your
technology)
Does multimedia
help with this
challenge (yes/no)
Visual Intelligence
Student does not
attend to the
information presented
and will miss
information.
Chunk material to increase
attentiveness – provide engaging
lesson
YES – with the
ability to show
video, pictures, and
use of a
PowerPoint
presentation,
material can be
chunked and more
engaging.
Aural Intelligence
Student has sensitivity
to sound or noise level
of other peers in the
classroom impedes the
students ability to hear
material presented.
Decrease external noises.
NO
Students are asked to
sit for the
presentation.
Opportunities will be provided
throughout the presentation for
students to be up out of their
seat.
Kinesthetic
Provide opportunities for peers
to talk throughout presentation
to decrease extraneous chatter
throughout the presentation
NO
Justification
This presentation with its use of technology allows me to reach the following
learning styles of my students: Visual, Auditory, Intrapersonal and Interpersonal.
It does not however, allow me to reach those that are kinesthetic, musical, or
logical-mathematical learners. Visual students benefit from the use of the
material being presented before them instead of just being orally presented.
Auditory learners are presented with video clips that assist in their learning.
Lastly, Intrapersonal and Interpersonal learners interact on a personal level with
the PowerPoint.
LESSON
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S TATE OBJECTIVES

Academic Standard or Goal
ISTE Standards


Facilitate and inspire student learning and creativity

Engage in professional growth and leadership
Objectives
Learners will be able to describe assistive technology.
Learners will be able to identify an adapted keyboard as a piece of assistive technology.
Learners will be able to find additional information on the web about an adapted
keyboard and other pieces of assistive technology.

Time needed to complete:
10 minutes
S ELECT METHODS, MEDIA, AND MATERIALS

URL resources used and website name
National Center for Learning Disabilities
http://www.ncld.org/students-disabilities/assistive-technologyeducation/assistive-technology-ten-tips-help-your-child-ld
e-Special Needs
http://www.especialneeds.com/computer-aids-keyboards.html
South Carolina Assistive Technology Program
http://www.sc.edu/scatp/cdrom/atused.html
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
Teacher resources/ student resources

PowerPoint presentation (flash drive, computer - WWW)

Print out of PowerPoint presentation

Package of sticky notes/Paper/writing utensil
U TILIZE MEDIA AND MATERIALS

How will it be used (Individual viewing or for the class)
Multimedia will be used to present the material (Flashdrive – PowerPoint, computer,
WWW). Materials will be used to engage students in a learning activity (Snowball activity
– Sticky notes/writing utensil) and for future reference (printout of PowerPoint)
R EQUIRED LEARNER PARTICIPATION
- PROCEDURE
HTTP://EDUTECHWIKI.UNIGE.CH/EN/NINE_EVENTS_OF_INSTRUCTION
9 EVENTS OF INSTRUCTION

Gaining Attention
Students’ attention will be gained by asking them to write a quote in cursive – “The secret in
education lies in respecting the student.” Ralph Waldo Emerson – with their opposing hand.
How does it look? Are you happy with it? Was it easy for you to do?
Students will then be asked to use the keyboard in front of them and in Microsoft Word, type the
quote without looking at the keyboard.
Lastly, students will be asked to type the quote using the keyboard with their eyes open.

Informing students of objectives
Objectives will be discussed with the students at the beginning of the presentation to set the
stage for learning.
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
Prior learning
Prior learning will be stimulated through the simulation activity. Its purpose will be to engage
the affective portion of their prior learning – to relate to themselves.

Presentation of material
Material will be presented orally with the assistance of the PowerPoint to provide visuals. A
copy of the PowerPoint presentation will also be distributed.

Learning guidance
Learning guidance will be provided through a simulation activity. Through this activity students
will gain an understanding for how an individual feels with a disability and how changes to their
environment can assist them in feeling successful.

Eliciting performance
Performance will be elicited through the Snowball Activity. Students will write down a fact they
learned and how they will use assistive technology in the future.

Providing feedback
Feedback will be provided through the use of the Snowball Activity. Students will write down a
fact they learned and how they will use assistive technology in the future. Students will then
share what their peers have written. I will provide feedback to the students as the slips are read.
E VALUATION & ASSESSMENT
o
Assessment
Formative – questioning throughout presentation
Summative – At the conclusion of the presentation students will demonstrate knowledge by writing
down a fact learned and an application of assistive technology.
ENHANCE RETENTION & TRANSFER

Transfer of knowledge
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Handout and link of PowerPoint provided
Sharing of facts learned and application of assistive technology
R EFLECTION
Overall I felt the lesson went well. However, I was disappointed with myself that my clips were put
in wrong and did not play. Although it didn’t completely ruin my presentation I felt that they were
important graphics to aide in understanding of the content I was trying to convey.
I wish that I had been able to present during class the first week. I had prepped for the presentation
and felt more confident about the material. Although I did revisit it prior to the presentation, I felt
somewhat disconnected from it and felt that the audience was too seeing as we were moving on to
another topic.
If I were to do this presentation again I would have reviewed the PowerPoint from a computer other
than the one I designed it on. I would also have made myself note cards, 1 for each slide, that had
reminders and indicators of where I had put my links.
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