University of Delaware
Human Development and Family Studies
IFST 350:
Technology and Assistive Technology in Early Childhood
Credits:
Class Meeting Times & Room:
Instructor:
Office:
Phone:
email:
Office Hours:
Sakai:
Course Website:
3
Wednesday, 6:00pm-9:00pm; MEM 110
Christine H. Barthold, Ph.D., BCBA
114 ALW
831- 2836
cbarthol@udel.edu
TBA
http://www.udel.edu/sakai
http://udel.edu/~cbarthol/hdfs350
Textbooks:
Johnston, L., Beard, L.A., & Carpenter, L.B. (2007). Assistive technology: Access for all
students. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. ISBN: 0-13-117569-6.
Sandall, S.R., & Schwartz, I.S. (2008). Building Blocks for Teaching Preschoolers with
Special Needs, Second Edition. Baltimore, MD: Brookes. ISBN: 978-1-55766-967-4
Materials:
Access to a laptop or computer.
2 1GB Flash Drives – all work must be backed up to both drives! “My computer crashed”
will not be an acceptable excuse for late work. All assignments must be word processed
and backed up digitally on both flash drives.
Boardmaker CDs (will be distributed in class)
Electronic Mail/Internet Use: Assigned reading outside of the texts listed and course
materials will be presented via SAKAI, and you will need to conduct searches on
educational websites to locate the readings. Course correspondence outside of class will
be conducted via email. It is STRONGLY SUGGESTED that students log into SAKAI
within the first class meeting, and check their UD email at least weekly.
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
If you have a documented disability and need to discuss academic accommodations,
please contact me as soon as possible.
STATEMENT CONCERNING ACADEMIC DISHONESTY:
Please refer to the policies regarding academic dishonesty as described in the Student
Guide to University Policies. There is supplemental information for you on my website:
http://udel.edu/~cbarthol/blockc/honesty.html. This policy includes dishonesty in
assignments (e.g., concocting observations/examples), plagiarism (i.e., using other
people’s work without giving them credit), forgery, e.g., signing attendance sheets for other
students, faking teachers’ signatures on field placement sheets), or cheating in any way in
exams or assignments. In accordance with University policy, failure to follow these roles
will be dealt with utmost seriousness. Please ask the instructor if you have specific
questions or concerns in this regard. (Bagdi, 2006).
Course Description:
The purpose of this course is to introduce developmentally appropriate uses of technology
in early childhood and early childhood special education. Emphasis will be placed on
practical and efficient uses of technology to meet the educational needs of young children
in early childhood settings. The course will include the operation of computers, digital
cameras, and a variety of adaptive devices to improve student achievement, assessment,
and curriculum development. The course will be directly linked to early childhood settings,
activities, and situations through student participation in a practicum.
Standards Addressed:
See course schedule for NETS and CEC Standards addressed in this course.
Course Requirements:
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All assignments must be submitted through Sakai. Emailed and hard copies of
assignments will not be graded unless approved in advance by the instructor.
All assignments must be self-evaluated using the rubrics on Sakai or they will NOT
be graded.
All assignments are due by midnight of the due date to receive full credit.
Revisable assignments are due one week after they are returned to the student.
Questions about assignments should be posted on the Forums in Sakai, so that
everyone has the benefit of your questions.
Detailed information about each assignment is posted in Sakai and on the course
website: http://udel.edu/~cbarthol/hdfs350.
Software Evaluations, Webquest, and podcast (75 total points): Students will choose a
study partner for the semester. Each partner will evaluate a different piece of software
using the forms and criteria discussed in class. Together you will compare the 2 pieces of
software and decide which piece of software is most appropriate for use with young
children. Using the peer review process, you will decide whether the software of quality
and applicable to the students that you teach. Evaluations are worth 10 points each, for a
total of 20 points.
The second portion of this assignment is a webquest. As a team, you and your partner will
undertake a Webquest designed by the instructor. Instructions and forms will be presented
in class. After the webquest is complete, you will design and “make live” a website of three
pages that presents the results of your webquest. As part of this process, you will host a
3-5 minute podcast that highlights the important points and reflects upon the process of the
webquest. Your website should be of some educational value to children, families or
teachers and be developmentally appropriate. The podcast should highlight your best work,
but should be geared towards either parents or children as appropriate. Webquest is worth
30 points.
The third portion of this assignment is a digital presentation of the results. Your team will
create a blogsite using Wordpress to display your results, and record a 3-5 minute podcast
that summarizes the results of your research in a family-friendly manner. You will be
graded on the quality of your information, your reflection process, and the creativity of your
presentation. The blog and podcast is worth 25 points.
The ability to work as a team will be evaluated as part of the process, and team members
will be required to provide proof of equal participation.
Power Point Portfolio/Presentation (80 total points). You will independently create a
Power Point assessment portfolio on one child in your practicum placement and present it
to the class.
In order to complete this assignment, you must obtain parent consent. You will write and
distribute an informed consent letter in order to get permission to complete the above
assignment on a specific child. Writing this letter will demonstrate your understanding of
the ethical implications involved in using technology in early childhood assessment, as well
as your ability to engage in written communication with families. This is worth 10 points.
You will develop and write a list of assessment criteria to use in creating your digital
portfolio presentation. This list will be made up from the Delaware Content Standards,
curricula currently used in your placement, and Individualized Education Plan goals where
appropriate. Criteria will include content from all developmental domains including, social
development, cognitive development, language development, and physical development.
This is worth 25 points.
The presentation should contain at least 20 slides, with Text, Animation, Slide Transitions,
and Graphics accompanying each slide. You will save the presentation to a flash key or
CD. It is worth 25 points.
During the last 2 classes of the semester, students will have the opportunity to present
their portfolios to the class. Each presentation will be a maximum of 7 minutes in length.
The presentation will be graded on the quality of the presentation, the information
presented, and the use of PowerPoint and other visuals (e.g., video and audio). It is worth
20 points.
Assistive Technology Assessment, Device and Reflection Paper (70 total points):
During class, you will create 1 assistive technology device to meet special need/s for 1 or
more children in your placement. Examples of an AT device include; building a simple
switch, creating a board using Boardmaker, creating a Podcast and/or adapting classroom
materials or environments so that children can participate as independently as possible.
Assistive Technology Device must stem from a need in the classroom, and must be
approved by the instructor before implementation. Using the Building Blocks model, you
will complete the “Quality Classroom Assessment Form”, the “Classroom Action
Worksheet”, the “Child Assessment Worksheet” and the “Planning Worksheet” to clarify the
problem, issue or concern. These forms will be submitted along with your AT Device and
reflection paper and should provide the rationale for your choice of AT Device and plan.
There should be a clear connection between Assessment and Planning forms. (Remember
to bring these completed form with you to class when you seek instructor’s approval of your
AT device and plan.) Each form is worth 5 points for a total of 20 points.
You will create a daily schedule for the entire class and/or a sequence that enhances a
specific child’s ability to complete a task using Boardmaker. Software and instructions will
be provided in class. The final product will be worth 20 points.
Based upon the Building Blocks forms, you will create an AT device or borrow the device
from DATI. Prior to implementation of the Assistive Technology Device, you must write a
lesson plan that delineates how you will introduce the device (including any pre-instruction
necessary) and how you will take objective data on whether the AT device was effective.
The AT device MUST be used for at least 5 days. You will then write a 2-3 page reflection
on the use of the device as well as present your objective data. This assignment is worth
30 points.
Lesson Plans (20 total points; an additional 20 points for non-block students): You
will obtain a two-pocket folder to store all documents pertaining to your practicum
placement. On the outside of the folder, you will write your name, your cooperating
teacher’s name and contact information (phone number, e-mail address) as well as the
name of the school and the school phone number. In one side of the folder you will place
your lesson plans and self-evaluations. All other documents will go in the other pocket.
You will bring your practicum folder to every class. Practicum folders will be collected at
midterm and final and random checks will be made during class throughout the semester.
When you first contact your cooperating teacher thank him/her for allowing you to work in
his/her classroom.
For non-Block Students A Cooperating Teacher Final Evaluation is worth 20 points.
Three lessons will be completed in the practicum setting. One lesson plan is your assistive
technology lesson plan, described above in #5. One lesson plan should integrate
technology in the presentation of content, and one should be direct instruction of a
technology-related concept (e.g., input/output, how to use a digital camera).
Your cooperating teacher must approve each lesson at least one week before it is to be
implemented in the classroom. You will also place a copy of your lesson plan in your
Practicum Folder. Lesson self-evaluations must be completed within one week after a
lesson is completed in the classroom. One copy of the self-evaluation should be placed in
your practicum folder, one copy should be given to your cooperating teacher, and one copy
should be retained for your records. If you are installing new software for your lesson, be
sure to try the software on the computer that you will be using one week before you plan to
use it. This will ensure that you arrive prepared on the day of your lesson, and will help you
work out any “bugs” in advance. Be sure to uninstall software when the children are
finished using it in the classroom.
A tentative schedule for implementation of each lesson plan is due at the beginning of
class, and all lesson plans and reflections are due ONE WEEK after implementation.
Lesson plans will not be accepted after the “last day” posted on the schedule unless
arrangements are made with the instructor prior to the due date. If you need to change
a due date, you must contact the instructor PRIOR to the due date to avoid late penalties.
Chapter Summaries (10 points): Each student will be assigned a class reading.
Assigned students are required to summarize the chapter using the wiki found at
http://hdfs350.pbwiki.com.
Attendance and Participation (22 points). Each week after class, a short question will be
posted on the Sakai site that assesses your understanding of the material. Questions will
be based upon your guided notes and class discussion. To receive credit for attendance,
you must answer this question within 24 hours of the class – extensions will be given for
documented illness, childcare issues, religious observances, and situations described in
the student handbook. It is the student’s responsibility to make up all missed work and
complete the attendance question. Under no circumstances will the instructor give
students class notes or handouts. Course materials, guided notes, and audio podcasts
of lectures will be posted in Sakai and on the course website.
Late arrivals (defined as arriving more than 5 minutes after the start of class) will result in
the loss of one attendance point per occurrence. Cell phones should be turned off or
placed on vibrate, and text messaging during class will not be tolerated. Computers can be
used for notetaking or viewing course materials ONLY. Students using computers for
purposes other than notetaking or viewing course materials or using class time to complete
tasks not related to HDFS 350 will be asked to leave the class and will forfeit 1 attendance
point.
More than three late arrivals (defined as arriving more than 5 minutes after the start of
class) will result in 5 points off the attendance grade. Cell phones should be turned off or
placed on vibrate, and text messaging during class will not be tolerated. Computers can be
used for notetaking or viewing course materials ONLY.
Assignment quiz and academic honesty quiz (30 points). At the beginning of the
semester, students will complete a short, multiple choice quiz on the set up of the course
and the assignments (10 points). The purpose of this quiz is to familiarize you with Sakai,
the course website, and the requirements of the course. Students will also complete a
multiple-choice quiz on academic honesty (20 points). The purpose of this quiz is to be
sure that you are familiar with what constitutes academic honesty. Both quizzes will be
posted on Sakai. You may use any course materials to complete the quiz, but cannot
confer with any of your classmates about the quiz.
GRADING
Point values are assigned to exams and assignments. Letter grades will subsequently be
assigned on the basis of overall class performance. That is, percentages will be
determined by dividing the TOTAL number of points earned by the total possible points.
Late papers will result in a loss of 5 points per class meeting unless arrangements are
made with me prior to the due date.
Grading Criterion:
Grade
%
A
94100%
B+
8789%
C+
7779%
D+
6769%
F
59%
and
below
Grade
A-
%
90-93%
Grade
B
83-86%
B-
C
73-76%
C-
D
63-66%
D-
%
8082%
7072%
6062%
Course Schedule
Date
NETS Standards
9/3
Overview of course – trip to Library schedule for overview of equipment available
Decide upon teaching and learning partner for semester
I.A. – develop
CC5K1:
 Definition of
introductory
Demands of
Technology and
knowledge, skills
Learning
assistive
and understanding
Environments
technology
of concepts related
TE2K1: Impact of
 Overview of Skills
to tech (standards
technology at all
 Common Terms
included)
stages of
in technology and
development on
assistive
individuals with
technology
exceptional
 Hand out
learning needs
Boardmaker
9/10
9/17
CEC Standards
TE2K1: Impact of
technology at all
stages of
development on
individuals with
exceptional
learning needs
TE5S3: Identify
the demands of
technology on the
individual with
exceptional
learning needs
TE7S4: Design,
fabricate, and
install assistive
technology
materials and
In-class
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
History of
Technology and
Assistive
Technology 1900present
Review Assistive
Technology
Design Guidelines
in Class
Introduce Building
Blocks Forms
Homework Due
Readings
Due
View DATI website
Tell instructor who
teaching and
learning partner is
Sandall &
Schwartz,
Ch. 2
O’Bannon &
Puckett, Ch.
1
Johnston, et
al., Ch. 1
Assessment Quiz
and Academic
Honesty Quiz Due
Complete Building
Blocks forms in your
placement
Identify child in your
placement that has
assistive technology
needs
Sandall &
Schwartz,
Ch. 4
Johnston, et
al., Ch. 2,
Ch. 3
9/24
10/1
IV. Apply
technology in
assessment of
student learning of
subject matter
using a variety of
assessment
techniques
VI. Social, Ethical,
and Legal
Considerations
devices to meet
the needs of
individuals with
exceptional
learning needs.
CC5S6: Use
performance data
and information
from all
stakeholders to
make/suggest
modifications in
the learning
environment
CC8S8: Evaluate
instruction and
monitor progress
of individuals with
exceptional
learning needs
CC8S3: Use
technology to
conduct
assessments
TE3K1: Issues in
diversity and in
the use of
technology
TE5K1:
Procedures for
the organization,
management,
and security of
technology
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Overview of
Developmental
Portfolio and
informed consent
Overview of
Assistive
Technology
Device
Draft Informed
Consent Letter
Bring Completed
Building Blocks
forms (will be used
for AT device and
Boardmaker
Schedule)
Sandall &
Schwartz,
Ch. 5-7
Review Informed
Consent Letter
with Partner and
Instructor –
complete in class
NETS for
Teachers
NETS for
Students
CEC Knowledge
and Skill
Competencies
Draft Informed
Consent Letter Due
Laffey,
2004
Johnston, et
al., Ch. 10
Bitter &
Legacy, Ch.
1
10/8
II. Planning and
Designing
Learning
Environments and
Experiences –
Teaching
Technology
CC8S8: Prepare
lesson plans



10/15
10/22
II. Planning and
Designing
Learning
Environments and
Experiences
III. Teaching
Learning and the
Curriculum –
Facilitating
TechnologyEnhanced
Experiences
II. Planning and
Designing
Learning
Environments and
Experiences
III. Teaching
Learning and the
CC5S54: Design
Learning
Environments
that Encourage
Active
Participation
TE5S2: Use
technology to
foster social
acceptance in
inclusive settings

CC5S54: Design
Learning
Environments
that Encourage
Active
Participation
GC5S2: Use and
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
Lesson Planning
– finding evidence
and using the
lesson plan
template
Differentiation
between: 1)
technology as a
tool for teaching
2) technology as a
tool to be taught
3) technology as a
portal for access
Data collection
and acceptable
evidence
Informed Consent
Revisions Due
Developing
Assessment
Criteria for
Developmental
Portfolio
Developing a
Daily Schedule or
other classroom
management
device using
Boardmaker
Bring Curriculum
Used in your
placement to class
(do not bring IEPs
– only goals)
IEP goals for
portfolio and AT
device
Implement Lesson
Plans
Stoner, et
al., 2008
Thompson,
et al., 2007
Select Software
and websites for
evaluation
Introduce criteria
for website and
software
AT device approval
(including ideas for
introduction
lesson plan and
data collection
procedure)
Nikolopoulou,
2007
Forcier &
Descy, 2007
Johnston et
al., Ch 9
Continue to Design
first Lesson Plan
Second lesson plan
is on your own
Mitchell,
v46
NAEYC,
1996
Parette, et
al., 2007
King-Sears
&
Evmenova,
2007
Use both
Curriculum –
Facilitating
TechnologyEnhanced
Experiences
10/29
II. Planning and
Designing
Learning
Environments and
Experiences
III. Teaching
maintain assistive
technology
TE7K1:
Procedures for
evaluation of
computer
software and
other technology
materials for their
potential
application in
special
education.
TE5S1: Evaluate
features of
technology
systems
TE7S5: provide
consistent,
structured training
to individuals with
exceptional
learning needs to
operate
instructional and
adaptive
equipment and
software until
they have
achieved
mastery.
CC7S9:
Incorporate and
implement
instructional and
assistive
technology into



Accessibility and
Hardware,
Software and
Websites
Continue to work
on website and
software
evaluations
Continue to work
on lesson plans
Assessment
Criteria Draft Due
Assessment
Criteria Revisions
Due
Implement Assistive
Technology Device
Sandall &
Schwartz
and
Johnston, et
al., as ideas
for your AT
device
11/5
11/12
Learning and the
Curriculum –
Facilitating
TechnologyEnhanced
Experiences
educational
program
II. Planning and
Designing
Learning
Environments and
Experiences
III. Teaching
Learning and the
Curriculum –
Facilitating
TechnologyEnhanced
Experiences
V. Use technology
to communicate
and collaborate
with peers,
parents, and the
larger community
in order to nurture
students learning
CC7S9:
Incorporate and
implement
instructional and
assistive
technology into
educational
program
in the classroom.
Implement Lesson
Plans
Boardmaker
schedule due





Continue to work
on webquest and
software
evaluation
Introduce
podcasting and
voice recording –
tool for instruction
and
communication
Implement Assistive
Technology Device
in the Classroom.
Using Blogging,
podcasting, email
technologies,
social networking
and other
technologies to
communicate with
parents and the
community –
issues and ideas
Introduce blog site
for the project
Continue to work
on webquest and
software
evaluation as well
as Podcast
Implement Assistive
Technology Device
in the Classroom.
Last day to turn in
introducing
technology
lessons
Last day to turn in
integrated
technology
lessons
11/19
12/3
12/10
V.A. Continually
evaluate and
reflect on
professional
practice to make
informated
decisions
regarding the use
of technology in
support of student
learning.
Portfolio Presentations
Portfolio Presentations
TE1S1: Articulate
a personal
philosophy and
goals for using
technology in
special education
Last day to turn in assistive technology lessons


Work on portfolio
presentations.
Review and
commentary on
others’ webquests
and podcasts
Implement Assistive
Technology Device
in the Classroom.
Implement Lesson
Plans.
Webquest and
Podcast Due