SPED 664 INSTRUCTIONAL & ASSISTIVE TECHNOLOGY
SPED 664 INSTRUCTIONAL & ASSISTIVE TECHNOLOGY
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COURSE DESCRIPTION
COURSE DESCRIPTION
This course addresses the use of instructional and assistive technology for the organization and implementation of lessons, interventions, and assessments that meet the needs of the full range of learners. In this course, pre-service educators will demonstrate competence in identifying and utilizing instructional and assistive technology to provide access to learning. Enrollees will learn to create Universally-Designed lessons and assessments for all students including students with mild to moderate and extensive support needs.
This is a three-credit course for students accepted to the Education Specialist or Concurrent Credential Programs.
This course is offered within the School of Education!
COURSE MODALITY
COURSE MODALITY
This course meets synchronously each week via ZOOM. After meeting as a class, students are assigned asynchronous activities designed to apply, practice, or reflect on concepts discussed during the lecture. Students are strongly encouraged to use the scheduled class time to complete asynchronous tasks as the instructor remains available for questions, coaching, and consultation.
COURSE DESIGN - UDL
COURSE DESIGN - UDL
Universal Design for Learning was a significant consideration in the design of this course. Students are provided options in the ways they access course information and resources, engage in lectures, and complete course assignments. Content is provided in a variety of formats and students are encouraged to interact with the format that best supports their comprehension. Community is fostered through the creative use of the SPED 664 Virtual Learning Space which provides students a headquarters to connect, as well as access materials, resources, and information.
INTERACTION & ENGAGEMENT
INTERACTION & ENGAGEMENT
Each week, students are assigned asynchronous tasks to complete in their Interactive Journal (IJ). These activities are designed to apply, practice, or reflect on concepts discussed during the lecture. Each entry in the IJ incorporates a variety of technologies and students are provided options for demonstrating their learning. The IJ consists of five sections that align with the lectures and assessments in this course. Sections include:
Instructional and Assistive Technology
Standards
Safety & Digital Citizenship
Universal Design for Learning
Accessible Lessons
Communication
Directions and guidance on these tasks are included in the IJ and reinforced in every lecture.
ASSESSMENT OF LEARNING
ASSESSMENT OF LEARNING
TEACHING PERFORMANCE EXPECTATIONS
Students enrolled in this course are on a journey to becoming a K-12 educator. The Commission on Teacher Credentialing (CTC) requires proficiency on a series of Teaching Performance Expectations (TPE) that serve as learning objectives for this course. The TPE requires students to practice specific skills applicable to adapting and modifying content to ensure accessibility for all students.
The major assessments for this course focus on the application of skills and the creation of materials that prepare pre-service educators to support student learning. Over the semester, enrollees will compile resources to create a Technology and Accessibility Toolkit - the toolkit is a resource that they will be able to take into their future classrooms. Students also submit selected lessons and reflections as a requirement of the Technology and Accessibility Portfolio. The portfolio includes the following artifacts:
Universally-Designed Lesson Assessment
Sensory-accessible Lesson
Cognitively-accessible Lesson
Communication Board
Students are instructed to share their portfolios with potential employers to highlight their knowledge, skills, and teaching abilities, and are also encouraged to use these materials in their future classrooms.
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