Journal 4: One Size Never Fits All

Journal 4: "One Size Never Fits All" NETS-1

Courduff, J. (June/July 2011). One size never fits all. Learning and Leading with Technology, 38(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2011.aspx

        In this article, Courduff explains how the use of technology is the key to learning especially for students with special needs. Also the idea of integrating technology into the curriculum is not so difficult as it seems.  The Etiwanda School District in California implemented a district wide technology integration program for all teachers.  The training included Intel Teach to the Future and the application included effective use of Microsoft Office Programs in teaching and learning activities.  Some of these activities included digital storytelling, e-portfolios, and integrating emerging technologies such as interactive white boards.  The program was then offered to special needs and created a practical technology support plan for teachers working in specialized academic instruction programs.  

        The program was designed as a Community of Practice model that allows a scaffolded learning approach that provided assistive technology toolkits.  Results showed that it takes more than three years for teachers to make the transition from knowing how to use technology to integrating it into learning tasks.  Courduff states that in order for technology to be integrated meaningfully, teachers needed individual and group mentoring and flexibility, so the program was divided into three tiers. In tier one, the teachers participate in hands on workshop sessions to learn how to use the technology. Moving on to tier two, a teacher's training moves to the development of e-portfolios to student led conferences. For tier three, a teacher's face to face support and collaboration continues, but online collaboration becomes a larger component of the training.  
        The training was effective with positive results.  Students met their IEP goals faster and student performance on district benchmark improved.  Teachers learned to  match specific curricular tasks with technology resources that engaged students, increased their understanding, and enhanced their learning experience.  The goal was to create an environment that is engaging and inspiring for teachers and students, increases student achievement, and addresses students’ learning goals.  Some technology tools learned were to implement programs such as speech to text feature in Microsoft word, word prediction, and text to speech programs which changed the students’ attitudes toward writing.  The implementation of technology into learning and teaching is a slow progress, but the tools help address students’ needs.

Question 1:  Why does it take more than three years for teachers to integrate technology into learning activities?

Some of the complexities result from not focusing on students needs, IEP goals, time restraints on teachers, school culture, and administrative support.  If integration is less than three years, the focus on the students needs may not be as high because the teachers may become so involved in utilizing the tools learned.  More than three years gives the program enough time to integrate it meaningfully within the classroom, while being aware of the school’s culture and earn administrative support.

Question 2:  How are AT toolkits important to the learning and engagement of students?

AT toolkits consist of digital storytelling, Fusion Writers, and microphones to engage students.  The importance of the toolkits is that it increases content understanding and allows for students to meet their IEP goals.  For example, students who have difficulty organizing their thoughts and putting them into words on paper may not be motivated to write at all.  A program speech to text feature from Microsoft word allows students to dictate their stories on paper.  Students then visually see their stories come to life and their attitudes towards writing change because of the boost of confidence that a learning tool helped them achieve a goal.  After the story has been dictated, the student then can creatively go back and edit until the story is a finalized product.  Engagement is the first step through dictation and the learning comes from the practice of editing stories.