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Learning Goals and
Instructional Strategies
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Target Technologies or Desired Tool
Functions
could support
your planned strategies
(possible
assistive technologies in parentheses)
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Constraints Identified from
Instructional Analysis
that might
limit or restrict your use of those technologies
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Decisions
whether your targeted technologies
are a match or a mismatch within the constraints of your
instructional situation
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1. Identify and
organize elements of short story
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Presentation (teacher)
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PowerPoint and Presentation Station (computer with LCD
projector or television monitor
(PPT loaded on student computer with screen magnifier
for visual impairment
Microphone for hearing impairment)
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LCD projector might be checked out of library—teacher will
use television in class as a substitute
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Match because her enthusiasm will overcome her fear,
television might be more comfortable since it can be permanently
connected to computer.
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Defining (students)
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Textbook, pen, paper
(Large print text for visual impairment,
Highlighted text, Kurzweil
with headphones, Portable word processor for learning disabled, dyslexia)
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Students might forget supplies
Campus does not currently have Kurzweil,
will be getting it in 2004-2005
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Match
Mismatch—stories on ancillary CD or tape is an
alternative
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Oral reading
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Textbook, stories
(microphone for hearing impairment
large print text for visual impairment)
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No constraint
How will students switch microphone as readers change?
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Match
Mismatch
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Silent reading
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Textbook, stories
(Large print text for visual impairment
Kurzweil, headphones for
learning disabled)
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Students might forget books
Campus does not currently have Kurzweil,
will be getting it in 2004-2005
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Match—teacher may use class set
Mismatch—stories on ancillary CD or tape is an
alternative
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Discussion/ demonstration
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Inspiration at Presentation Station
(Inspiration notes loaded on student computer with screen
magnifier for visual impairment
Microphone for hearing impairment)
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Teacher will need to practice revealing subtopics of
diagram during discussion
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Match—perhaps the teacher will allow a student to “navigate”
Inspiration notes
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Individual Practice
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Inspiration at 30 lab computers
(Diagram view appeals to learning disabled, dyslexic
students,
Screen magnifier for visual impairment,
Microphone for hearing impairment)
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Teacher might feel uncomfortable in lab setting
Use wireless labs as alternative
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Match—Make sure tech facilitator provides support
Mismatch—battery, networking issues make teacher feel
helpless—more training/support is needed
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Reflecting/questioning
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Paper and pen for student journaling
Lounge area
(Portable word processor for learning disabilities,
dyslexia
Microphone for hearing impairment)
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Students might forget supplies
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Match—students will face class/teacher consequences
Match—change in setting will help students feel comfortable
moving to the affective domain
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Learning Goals and
Instructional Strategies
|
Target Technologies or Desired Tool
Functions
|
Constraints Identified from
Instructional Analysis
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Match or Mismatch
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2. Use the
elements of short story in a creative way
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Presentation/discussion
|
PowerPoint and Presentation Station (computer with LCD
projector or television monitor
(PPT loaded on student computer with screen magnifier
for visual impairment
Microphone for hearing impairment)
|
LCD projector might be checked out of library—teacher will
use television in class as a substitute
|
Match because her enthusiasm will overcome her fear,
television might be more comfortable since it can be permanently
connected to computer.
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Facilitating/collaboration
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Pen and paper for all stages of writing process
(Portable word processor for learning disabilities,
dyslexia
Microphone for hearing impairment)
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Students might forget supplies
Will students in peer editing group feel comfortable using
assistive technology?
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Match—students will face class/teacher consequences
Match—kids adapt, especially after seeing
teacher/students using it
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Reflecting/questioning
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Paper and pen for student journaling
Lounge area
(Portable word processor for learning disabilities,
dyslexia
Microphone for hearing impairment)
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Students might forget supplies
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Match—students will face class/teacher consequences
Match—change in setting will help students feel comfortable
moving to the affective domain
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Learning Goals and
Instructional Strategies
|
Target Technologies or Desired Tool
Functions
|
Constraints Identified from
Instructional Analysis
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Match or Mismatch
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3. View the
literary elements as a visual construct for every genre they read
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Discussing/reflecting
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Paper and pen for student journaling
Lounge area
(Portable word processor for learning disabilities,
dyslexia
Microphone for hearing impairment)
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Students might forget supplies
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Match—students will face class/teacher consequences
Match—change in setting will help students feel comfortable
moving to the affective domain
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4. See benefits
of technology
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Discussing
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Paper and pen for student journaling
Lounge area
(Portable word processor for learning disabilities,
dyslexia
Microphone for hearing impairment)
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Students might forget supplies
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Match—students will face class/teacher consequences
Match—change in setting will help students feel comfortable
moving to the affective domain
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5. Perceive
ways a technology tool can be used for other learning
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Discussing/reflecting
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Paper and pen for student journaling
Suggestion box
(Portable word processor for learning disabilities,
dyslexia
Microphone for hearing impairment)
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Students might forget supplies
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Match—students will face class/teacher consequences
Match—students will enjoy having input into lesson
planning
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