No...do not adjust your set...this post is not in chronological order! lol This is merely a reflection of how "busy" my day job has been and the need to prioritize, which, in a way, ties into this discussion.
On May 9th, we discussed, at great length the various models used to assess the various assistive technologies and their suitability for a particular student. I was one of the unfortunate 3 classmates that had to actually present her powerpoint on the 4 models! lol :)
A common thread throughout the models was to "focus on the student". Their needs are paramount. I agree wholeheartedly. There was lots of discussion in the models about the need to consider the "task" that the student is being asked to perform and the "environment" in which they will be working, etc. These were all excellent models "under perfect conditions".
The unfortunate reality, however, is that most educators have received zero training on how to use the assistive technology in their classroom. The other, more constraining variable that I have previously alluded to, is the issue of time, specifically educator's time. Teachers are not uncaring, irresponsible, unprofessional individuals. It is simply that the demands of the job are constant. There are typically 25+ other students in the room, and if the student that requires assistive technology needs one-on-one attention to operate the device, it is not likely to happen on a consistent basis. Let's just do a little math on this one. In my school, we have 42 minute periods. I have, on average 27 students in my class. That's around 1 minute and 40 seconds of "individual teacher time" per student IF the phone doesn't ring, no one arrives at the door, no one is missing a pencil, everyone just arrives, sits down in less than a second and we get right to it! (Did I mention I teach Junior High?) Ha! (You catch my drift, I'm sure.)
So, again, the road to Hell is paved with good intentions.
So, I was pleased when I read the article by Karen Morrison entitled Implementation of Assistive Computer Technology: A Model for School Systems. She acknowledges the MANY barriers to successful implementation of ACT; however, she is also a strong proponent of ACT. She says, "if all elements of learning are not considered then technology will not be adequately matched to student need." In her concluding statement, she says, "to insure that ACT is being utilized to fulfill its potential to support learning...all stakeholders need to make a committment to the ACT implementation process and align their efforts to insure that students with learning problems are provided with equitable access to learning using Assistive Computer Technology."
This involves a complete paradigm shift. Some educators think that it is "cheating" to give students additional support. "They need to learn to do it on their own!" It also means employing "best practices" for ALL students. In fact, I've found more great apps for my "Red Zone"-highly volatile behaviour students while looking for sensory regulating apps for Autism. We need to SHARE more as a profession. I'm sure there are amazing strategies that are being employed in the special education program that I could be using to improve learning for students at all levels! Additionally, it means LETTING ALL KIDS USE THEIR ELECTRONIC DEVICES!!! There. I've said it folks, but, really, we do need to crawl out of the Dark Ages. Why not make use of the great technology out there. If there's "an app for that" then let the app do the work! Save your brain for more important matters!!! I don't know. I'm rambling.
However, it is an exciting time! Education is changing! That's great! Educators LOVE to re-invent the wheel! This is the perfect opportunity! Change your lens, change your practices, change your attitude. Hey! It might even be fun!!?? :)
