Technology Proficiencies Design of Learning Experiences and Environment 

Technology has become a leading intervention in education today (Nepo, 2017). Video modeling and computer-assisted instruction (CAI) are two evidence-based teaching strategies that enhance learning using technology. Technology is an effective way to deliver instructional content for students with disabilities and diverse learners (Nepo, 2017). Video modeling is effective for learning new skills or steps, such as social skills for diverse learners in K-12 settings across all academic areas. CAI, including tablets and Chromebooks, are also effective interventions, although they require more of systematic instruction.

Video modeling is a great resource to incorporate in the classroom for students who are struggling with a learning disability (LD). Video modeling is a way to build onto a skill set by using a clip of a task or step in a process and having the student perform that task or step (Kellems & Edwards, 2016).

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Video modeling has been particularly successful in reading and math content areas with student who have been diagnosed with LD (Kellems & Edwards, 2016). Video modeling is a great universal technique which can be used in a wide setting of diverse learners. Specifically, this intervention can be narrowed down or broadened depending on the skills being taught for a students’ needs.

CAI can enhance classroom instruction and delivery in many ways. CAI programs help students understand visual concepts through interactive animations and demonstrations (Damavandi, Hassaskhah, & Zafarghandi, 2018). CAI programs also allow students to work at their own speed with immediate feedback and has instruction on how to correctly answer the roblem. CAI offers teachers a unique method in activities they use in the classroom for a change of pace to capture the students’ attention (Damavandi et al.

, 2018). CAI is a great resource for diverse students due to its ability to differentiate lessons. Specific CAI programs for writing help students develop their ideas by providing templates in brainstorming, outlining, and organizing (Damavandi et al., 2018). This allows students to focus on the content rather than their writing disability. Some CAI programs for writing include: word prediction, speech-to-text, spell-checker, and thesaurus (Damavandi et al., 2018). The main one speech-to-text allows students, who our physically unable to write or do not have on target writing skills but their thought process is developed, the ability to speak into the microphone and have the program type the words for them (Damavandi et al., 2018). This intervention is extremely accessible (phones) to all and allows for simple implementation in any setting.

Computer-based technologies have become important in education due to the increase of access of knowledge and vast resources to be independently successful. Using video modeling and CAI to increase student engagement and explore real-world situations is a tremendous pedagogical tool, rich with information and supports student’s capabilities in learning. Schools are using video modeling as a motivation tool for learning and the application of real-world problems in mathematics (Seshaiyer & Solin, 2017). The visualization of these real-world problems allows students to engage and enhance their learning in mathematics as well as increase student exploration in solving real-world issues (Seshaiyer & Solin, 2017).

CAIs, specifically for underdeveloped skills, within the classroom to enhance student engagement and learning outcomes by using real-world situation (Kang, Hahn, Chung, 2015). Currently Journalism students in Ohio are using iPads to prep for real world initiatives taking place in the profession (2017). In addition, schools across the country are using mobile technologies to support the various traditional classroom learning environments and engage students in real-world problems. Research shows that using mobile technologies in a traditional classroom improves learning performances as well as engagement across multiple sciences (Yen-Ting, 2016). There is a wide-spread of use for mobile technology in classrooms and among educators. Virginia is currently using mobile technologies in K-12 classrooms to engage and increase students spatial thinking and problem-solving in real-world applications across various content areas (Kolvoord, Keranen, & Rittenhouse, 2017).

Research has shown a number of examples of students who are positively increasing their engagement and understanding of real-world situations to build their own projects in problem-solving efforts (Kolvoord, Keranen, & Rittenhouse, 2017; Yen-Ting, 2016; Kang, Hahn, Chung, 2015). Both mobile technology usage and the use of various CAI’s have been noted to increase students who struggle with writing and fine motor skills. Read&Write Gold (RWG) is a current free CAI program using speech-to-text software that allows students with dyslexia and learning disabilities (LD) support in effective writing and studying for all content areas and all age levels (2016). RWG allows for real-world engagement and the continuous use of speech-to-text later in life.

Typical classrooms are filled with students who have diverse learning needs, interests, cultural, and language backgrounds (Nepo, 2017). Technology offers opportunities for diverse students and equitable access for all by bridging the gap of student’s socioeconomic status and r

esources (Nepo, 2017). For schools to provide authentic learning experiences, educators need technology practices implemented into their classrooms effectively. One evidence-based practice is one-to-one Chromebook supplied by the district to aid in the “homework gap”, which is used to describe the lack of internet access in low-income families (Noguerón-Liu, 2017). When a systematic plan of action, for one-to-one Chromebook, are designed and applied throughout a school technology will increase the impact of effective practices. The shared vision of technology rich teaching environments allows educators to meet the needs of all learners (equity and accessibility).

One-to-one Chromebook allows students to explore a wide range of technology-based tools and activities for all grade levels and all content areas. One-to-one Chromebook allows for technology-enabled assessments that support the learning-teaching relationship through communication of progress monitoring (Zheng, Warschauer, Chin-Hsi, & Chang, 2016). This insight provides educators with the knowledge and resources to effectively and quickly support a students’ needs or make adjusts in a students’ learning plan. When one-to-one is implemented, there is an increase in student-centered, individualized, project-based learning and more autonomous control over their learning (Zheng et al., 2016). Research showed that older students with one-to-one Chromebook implemented in school have higher grades and an increase use of diverse technology related activities than schools where one-to-one is not implemented (Zheng et al., 2016).

Areas include common planning times and professional learning communities (PLC) (McCubbin, Fincher, Gilbert, Kalili, Kovatovich, Mathieu, & Pasternak, 2015; Turner, Christensen, Kackar-Cam, Fulmer, & Trucano, 2018). Both of which are designed to advance and support educators learning, problem-solve issues, foster collaboration and community between all stakeholders, and lead educators to a shared vision with current technology. Due to the size of East Coweta High School (ECHS), 3,500 students, ECHS will incorporate professional learning teacher’s teams during common planning times with specific content areas (ie. Math department, English department, etc.). During the common planning times teacher teams will analysis the needs of students and create a shared vision within their team (content area) including technology-based instruction and technology best practices (McCubbin et al., 2015). The more educators invest in collaborative work and making a shared vision for their team increases ownership in the process (Turner et al., 2018). Identifying the team’s shared vision on student achievement and using current technology to set goals and objectives on how to reach those goals as a collaborative team will cultivate a sense of community among educators, and a sense of safety (McCubbin et al., 2015; Turner et al., 2018).

When working with colleagues to create a shared vision on technology, creating a safe environment that encourages educators to speak up is the first step of our goal in reaching teacher collaboration during PLC (Turner et al., 2018). A safe environment leads to a professional dialogue regarding the integration of technology, safe practices, and a discussion on how to stay current with best practices. As the PLC team explores innovative ideas for staying current on responsible use of technology (goal 2), leaders should manage conflict and advocate for educators to keep the shared vision in mind. Our main goal is to increase student achievement and ensure their safety, as well as implement video modeling and CAI’s effectively. The goal of the PLC is to effectively integrate technology that supports a continuous learning culture within the school (Turner et al., 2018).

As an advocate for special education, maintaining and upholding ethical principles are a legal responsibility (Council for Exceptional Children, 2018). Encouraging educators to use evidence, instructional data, and research to implement practice and technology is necessary and ethical in protecting and supporting all students. All educators should keep in mind that all student data and information is private, and this practice should translate to all technology practices in the classroom (Council for Exceptional Children, 2018). In a sense, educators should only use evidenced-based practices on a technology-based activity to ensure that all students have a safe, effective, and culturally responsive learning environment (Council for Exceptional Children, 2018).