3.4 Adaptive and Assertive Technology
Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)
Artifact: Unstructured Field Experience Log
Reflection:
The Unstructured Field Experience Log created in ITEC 7410 is the selected artifact to represent Adaptive & Assistive Technology. In this artifact, I engaged in a lesson with five 12 year old students going through a series of obstacles while wearing a pedometer to practice dribbling skills. The goal of the assessment is to practice soccer dribbling and passing skills, while becoming aware of meeting step goals that should be met each day (10,000). On the signal, the dribbler starts and the partner jogs throughout the challenge course. The groups follow a predetermined set of rules to earn points for their team. After two minutes the teacher signals for the students to stop. The student with the pedometer records his/her steps. The technology tools used were pedometers, to count steps, and video clips to reinforce proper form.
The element of Adaptive and Assistive Technology under the Standard of Digital Learning Environments was clearly mastered with this artifact. By using the pedometer tool, I was able to clearly show the participants that learning new skills can be fun and will help to meet fitness goals, which in this case, was taking 10,000 steps a day. The other tools that were useful were the YouTube videos. These videos allowed the participants to see live situations which gave them a clear idea of what the drill should look like when completing each drill. The students learned to correct their own form and stay on task in each drill, as well as watch out for errors their teammates were making throughout the process. Undoubtedly, adaptive and assistive technology was utilized to improve form and increase awareness of individual soccer skills.
Through this artifact I was able to enhance my skills of obtaining adaptive and assistive resources for beginner soccer players. It is essential to be focused and goal oriented when working with a large group of beginners to keep them engaged so they can improve their skill set. All the students involved in this artifact obtained a new knowledge of digital tools they can use to continue to improve their soccer skills or learn a new set of skills. One thing I would change about this artifact would be to break the students out into smaller skill groups. Due to time and space constraints I had to keep everyone together, but I feel students of all levels would have benefited even more from this artifact if they were strictly with people of the same skill level.
The impact on student learning as a result of this artifact is the improvement in learning a skill, and making a personal adjustment to improve that skill. This skillset transcends sport skills and penetrates skills used in the classroom in all subject areas. The ability to make this adjustment will help individuals perform better on assessments and improve student learning. The results of this will be reflected on summative skill tests in all classes and ultimately be seen on formative assessments.
The Unstructured Field Experience Log created in ITEC 7410 is the selected artifact to represent Adaptive & Assistive Technology. In this artifact, I engaged in a lesson with five 12 year old students going through a series of obstacles while wearing a pedometer to practice dribbling skills. The goal of the assessment is to practice soccer dribbling and passing skills, while becoming aware of meeting step goals that should be met each day (10,000). On the signal, the dribbler starts and the partner jogs throughout the challenge course. The groups follow a predetermined set of rules to earn points for their team. After two minutes the teacher signals for the students to stop. The student with the pedometer records his/her steps. The technology tools used were pedometers, to count steps, and video clips to reinforce proper form.
The element of Adaptive and Assistive Technology under the Standard of Digital Learning Environments was clearly mastered with this artifact. By using the pedometer tool, I was able to clearly show the participants that learning new skills can be fun and will help to meet fitness goals, which in this case, was taking 10,000 steps a day. The other tools that were useful were the YouTube videos. These videos allowed the participants to see live situations which gave them a clear idea of what the drill should look like when completing each drill. The students learned to correct their own form and stay on task in each drill, as well as watch out for errors their teammates were making throughout the process. Undoubtedly, adaptive and assistive technology was utilized to improve form and increase awareness of individual soccer skills.
Through this artifact I was able to enhance my skills of obtaining adaptive and assistive resources for beginner soccer players. It is essential to be focused and goal oriented when working with a large group of beginners to keep them engaged so they can improve their skill set. All the students involved in this artifact obtained a new knowledge of digital tools they can use to continue to improve their soccer skills or learn a new set of skills. One thing I would change about this artifact would be to break the students out into smaller skill groups. Due to time and space constraints I had to keep everyone together, but I feel students of all levels would have benefited even more from this artifact if they were strictly with people of the same skill level.
The impact on student learning as a result of this artifact is the improvement in learning a skill, and making a personal adjustment to improve that skill. This skillset transcends sport skills and penetrates skills used in the classroom in all subject areas. The ability to make this adjustment will help individuals perform better on assessments and improve student learning. The results of this will be reflected on summative skill tests in all classes and ultimately be seen on formative assessments.