Spring 2014 Special Education Technology SPED 528 Tuesdays 7:10-9:40 pm Course Instructor: Candace Mulcahy, Ph.D. Office: AB-235 Phone: (607) 777-4169 Email: cmulcahy@binghamton.edu Office Hours: 3:30-5:30 pm Tuesdays and by appt Course Overview: Explores practical issues in using technology to support or supplement instruction for students with disabilities, including assistive technology and instructional technology. The course is grounded in principles of universal design for learning and IDEA mandates for assistive technology. Prerequisites: SPED 500/501; access to and competence with personal computer for email, word processing, and internet searches. Required Texts/Materials 1) Webcam and speakers (or access to them for class) 2) Readings will be available on Edmodo. Course Objectives Upon completion of readings, assignments, and study related to the course topics, the student will use technology to: I. II. III. IV. V. VI. VII. VIII. IX. X. Articulate personal philosophy of special education Participate in the selection and use of appropriate instructional materials, equipment, supplies, and other resources needed in the effective practice of their profession Identify models, theories, philosophies, and research methods that form the basis for special education practice Research laws, policies, and ethical principles regarding special education service delivery Plan and manage the teaching and learning environment Select, adapt, and use research-based instructional strategies and materials according to characteristics of the individual with exceptional learning needs Identify supports needed for integration into various program placements Prepare lesson plans Access information on exceptionalities Incorporate and implement instructional and assistive technology (CEC Initial Level Content Standards, 2009) Other Expectations: 1) Attend all class sessions and keep up with assignments and readings. Participation in class is essential as the course involves group activities, lectures, video and/or guest presentations, and online activities. 2) Pay close attention to your writing form and content. Poor writing will result in grade penalties. 3) Resume & Assignment List All students will develop a professional resume, highlighting experience with children in educational and non-educational settings. The resume should include: name, address, phone number, email address; current education courses with brief description; previous school placements, including type of school, setting, level, dates; volunteer work with children; work experience with children; special skills, talents you bring to the experience; minimum of two (2) goals for the experience. In addition, students will develop a list (with short descriptions) of ALL assignments (i.e., from every class) that require fieldwork hours. Due dates must accompany each assignment on the list. Students will give the resume and assignment list to their cooperating teacher or administrator at your first meeting. At the meeting, make sure to review the assignments and due dates. 4) Homework: There will be homework assigned regularly. At times, the homework may require accessing materials and information from your school. Additionally, you will complete 6 webquests developed by your peers and turn in the task to the webquest developers on the night it is due. All assignments should be typed unless otherwise directed. Plan accordingly. 5) Webquest Development: Pairs of students will create a webquest about a particular disability category. The topic of each webquest is, “What’s so special about…?” The webquest should be a tool for teaching characteristics of the disability to fellow teachers, classmates, and parents, as well as emphasizing the use of instructional and assistive technologies, application of instructional strategies, and potential accommodations and modifications required of students with the disability. The webquest will be completed by your classmates; be sure to include an interactive task that results in a permanent product. The webquest and task should take participants no more than 2 hours to complete. 6) Lesson Plans (2): Each week, we will cover a different technology topic. You will develop a lesson plan using a technology topic covered to that point. You must identify AT and/or IT considerations within the lesson plan. The same technology topic should not be used more than once. 7) Technology Teach: Each student (or pair of students) will create and lead a class session to demonstrate utility and mastery of at least one technology topic. If you choose to work with a partner, you should sign up for TWO sessions. The technology teach should last approximately 90 minutes and be interactive, informative, and engaging! Considerations for assistive and instructional technologies and UDL must be included. One week prior to the presentation session, readings for class should be shared with the group via email or Blackboard. You must consult with the instructor in planning and preparing for your presentation. Grading Procedures Grades will be assigned according to the following values: Resume/Assignment List 0 Homework/Webquests (8) 40 Lesson Plans (2) 10 Technology Teach 20 Webquest Development 20 In-Class Activities/Participation 10 A AB+ B BC+ C CF = = = = = = = = = 95% to 100% 90% to 94% 88 - 89% 83 - 87% 80 - 82% 78 - 79% 73 - 77% 70 - 72% 0 - 69% Grades are based on the successful completion of all course requirements in a timely manner. Grades are based on performance, not effort. Everyone puts forth a great deal of effort during class experiences. Those who do not put forth a great deal of effort typically do not manage to complete the experience. Despite the great efforts put forth by all, not all performances are equal. Some students are exceptional in their performance while others are satisfactory. Your grade is based on your performance, i.e., your performance in the classroom, your performance on written assignments, and your ability to display appropriate professional dispositions, per the GSE expectations for dispositions (http://www2.binghamton.edu/gse/current-students/index.html#prof-dispositions). Assignments are due at the beginning of class on the date listed in the course syllabus. Assignments received by the instructor within 24 hours of the original due date/time (i.e., the start of class) can earn only 1/2 of the total value of the assignment. After that 24 hour period, I will provide feedback on the assignments but you will have already earned a grade of 0. There will be a possible total of 100 points; there will be no extra credit, so please do not ask. STUDENTS WITH DISABILITIES Students who have a documented disability and wish to discuss academic accommodations should contact Dr. Mulcahy as soon as possible to explore alternative arrangements in completing assignments or taking exams for this class. Additional assistance also is available through the Office of Services for Students with Disabilities (SSD) at 777-2686. Their office is at UU-119. The SSD office makes formal recommendations regarding necessary and appropriate accommodations based on your specific diagnosed disability. Information about your disability will be treated in a confidential manner. ACADEMIC HONESTY Binghamton University enforces a Code of Academic Honesty. All members of the University community have the responsibility to maintain and foster a condition and an atmosphere of academic integrity. Specifically, this requires that all classroom, laboratory, and written work for which a person claims credit, is in fact that person’s own work. The University Student Handbook publication has detailed information on academic integrity. Students assume responsibility for the content and integrity of the academic work they submit. Students are in violation of academic honesty if they incorporate into their written or oral reports any unacknowledged published or unpublished or oral material from the work of another (plagiarism); or if they use, request, or give unauthorized assistance in any academic work (cheating). (GSE Academic Honesty Policies) Plagiarism and cheating will not be tolerated in this class. Incidents of either will result in a failing grade for the assignment in question. Please see me if you have questions concerning what constitutes cheating or plagiarism. CLASSROOM ENVIRONMENT The faculty and staff in the Graduate School of Education are committed to serving all enrolled students. The intention is to create an intellectually stimulating, safe, respectful and enjoyable class atmosphere. In return, I expect that each of you will honor and respect the opinions and feelings of your fellow students. Course Schedule Note: This is a proposed schedule, which is subject to change as some presentations/activities may require more or less class time. Additional course readings may be provided in class or on Bb. Date Topic Homework/Readings 1 1/28/14 Technology Self-Assessment Hudson, High, & Al Otaiba (2007) AT vs IT cast.org Universal Design for Learning UDLcenter.org Partnership for 21st Century Skills (n.d.) 2 2/4/14 You’re Such a Smart-y Pen! PBS Video: Digital Media – New UDL, AT, and IT, part 2 Learners of the 21st Century Skylar et al. (2007) 3 2/11/14 Online Webquests zunal.com webquest.org thirteen.org Work on Webquest with partner HW: Webquest development Youtube: Education (browse & discover!) 4 2/18/14 Lesson Plan Camtasia Video 5 2/25/14 Online Lights, Camera, Action! Videos and Still Cameras Movie Maker, iMovie YouTube, TeacherTube You Want Me to Use Social Media to Teach? (SEC) Technology for the Little Guys? (EC & EL) Emotional Disturbance Webquest 6 3/4/14 7 3/11/14 Online 8 3/18/14 Digital Storytelling: Animoto, Storybird, Xtranormal, littlebirdtales Creating Cartoons: Pixton, ToonDoo, Toontastic Autism Webquest Mobile Devices, Tablets, and E-Readers, Oh My! Virtual Scavenger Hunts, Field Trips Gaming and Education 3/25/14 Traumatic Brain Injury Webquest Make ‘Em Believe: TED & TED-Ed 9 4/1/14 Online 10 4/8/14 11 4/15/14 Stick ‘em up: Special Education Technology and the LAW Specific Learning Disabilities Webquest Flipped “Out” Classrooms: Khan Academy, Knewton, Knowmia Intellectual Disability Webquest SPRING BREAK storycenter.org digitalstorytelling.coe.uh.edu HW: Technology Across Grade Levels WORD CLOUD HW: School Technology Inventory TED Video: Temple Grandin, Arthur Benjamin, Salman Khan HW: Lesson Plan 1 WOOHOO! Relax and recharge. 12 4/22/14 13 4/29/14 14 5/6/14 Get Funky & Interactive: Prezis, Vokies, Glogster Other Health Impairments Webquest Data Collection is Your Friend What the Apps?!?! Speech or Language Impairments Webquest HW: Lesson Plan 2 SOOT Wrapping it all up…could there be more?! Scavenger Hunt Enjoy your summer!!! Richtel, 2011 Web Resources BrainPop brainpop.com CAST www.cast.org/ Center for Implementing Technology in Education http://www.cited.org/index.aspx Class Dojo classdojo.com Council for Exceptional Children: Link to Red Book http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/ Edmodo edmodo.com IDEA http://idea.ed.gov/ Intervention Central http://www.interventioncentral.org/ Khan Academy http://www.khanacademy.org/ Knewton www.Knewton.com Knowmia www.knowmia.com Prezi prezi.com National Center on Universal Design for Learning udlcenter.org Webquest sites: webquest.org zunal.com Readings Hudson, R.F., High, L., & Al Otaiba, S. (2007). Dyslexia and the brain: What does current research tell us? The Reading Teacher, 60(6), 506-515. Partnership for 21st Century Skills. (n.d.). Learning for the 21st century: A report and mile guide for 21st century skills. Washington, DC: Author. Richtel, M. (2011, October 22). A Silicon Valley school that doesn’t compute. The New York Times. Retrieved from www.nytimes.com. Skylar, A.A., Higgins, K., & Boone, R. (2007). Strategies for adapting webquests for students with learning disabilities. Intervention in School and Clinic, 43(1), 20-28.