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Integrating Technology in Lesson Plans to Meet the Needs of Diverse Learners

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Pennsylvania Convention Center, Terrace Ballroom Lobby, Table 25

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Presenters

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Dr. Jana Gerard
Coodinator, EDvolution Center
Southeast Missouri State University
@JanaGerard
@jana_gerard
Dr. Jana Gerard is Coordinator of The EDvolution Center at Southeast Missouri State University. Jana ensures that teacher candidates at Southeast Missouri State are prepared to effectively and appropriately implement educational technology in their future classrooms. This is accomplished through providing instruction on digital literacy, digital competency, and digital citizenship through the lens of the ISTE Standards for Educators. Jana also provides students, faculty, and staff professional development on design thinking, coding, 3D printing, and virtual and augmented reality. Jana is a Google Certified Educator, Google Certified Trainer, Apple Learning Coach, Apple Teacher, Microsoft Certified Educator, and Microsoft Innovative Educator.
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Dr. Sandy Smith
Assistant Professor
Southeast Missouri State University
@DrSwaggerSPED
Sandy Smith is an Assistant Professor in the Department of Elementary, Early, and Special Education at Southeast Missouri State University. She earned her doctorate in Educational Psychology with an emphasis in Special Education from Texas A&M University. Dr. Smith began her career in education as a paraprofessional for children with emotional and behavioral disorders (EBD). After supporting students with EBD at the elementary and secondary levels, Dr. Smith began coaching teachers on classroom/behavior management. Dr. Smith’s research interests include coaching classroom management, teacher preparation, and interventions for students with developmental disabilities.

Session description

Join us to increase your knowledge of best practices for integrating differentiated technology, while adapting lesson plans and meeting the needs of diverse learners. You'll also learn about the collaboration process between instructors and technology lab leaders as part of the process.

Purpose & objective

Many educators don’t understand how to utilize the accessibility options of technology to personalize the learning based on specific student need. At the end of the session, participants will
-Understand how to integrate differentiated technology while adapting lesson plans and meeting the needs of diverse learners
-Understand the importance and process of collaboration between educators and technology support
The lesson planning activity required preservice educators to:
-Choose childrens or young adult book with character(s) different (e.g., race, socio-economic status, sexual orientation, gender identitiy, etc.) than preservice teacher
-Write lesson plans that focus on
--Social Emotional Learning/Behavior
--Content area (e.g., ELA, Math, Science, etc.)
--Case study lesson plan that targets specific disability characteristics
-Each lesson plan must also include
--Integration of technology
--Use of technology to personalize learning
--Use of technology to accommodate/modify for disability characteristics
---Use of accessibility features such as text-to-speech, Closed Captions, or magnification tools

Evidence of successful lesson planning
-Implementation of lesson in field experiences
--Cooperating Teacher Feedback
--Preservice educator feedback and reflection
--Assessment of lesson objectives

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Outline

Describe the instructional process (10 minutes)
-Guest lecture (director of technology lab) on accessibility features and -leveraging technology to personalize learning
-Pick out book from library
-Teacher educator Instructs on how to develop a personalized lesson plan
-Preservice educators create lesson plans
-Preservice educators deliver lessons during field experiences
-Collect feedback cooperating teachers
-Preservice educators assess learning outcomes and reflect on lesson plans
Discuss collaboration between instructor and director of technology lab (5 minutes)
-Include successes and roadblocks
Share Examples and Evidence of Success (10 minutes)
Questions from participants and sharing of resources (5 minutes)
We will engage the audience through Poll Everywhere.

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Supporting research

Anderson, L. K. (2022). Using UDL to plan a book study lesson for students with intellectual disabilities in inclusive classrooms. Teaching Exceptional Children, 54(4), 258–267. https://doi-org.ezproxy.semo.edu:2443/10.1177/00400599211010196

Leko, M. M., Brownell, M. T., Sindelar, P. T., & Murphy, K. (2012). Promoting special education preservice teacher expertise. Focus on Exceptional Children, 44(7), 1–16. https://doi-org.ezproxy.semo.edu:2443/10.17161/fec.v44i7.6684

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Session specifications

Topic:
Equity and inclusion
Skill level:
Beginner
Audience:
Coaches, Teachers, Teacher education/higher ed faculty
Attendee devices:
Devices useful
Attendee device specification:
Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials:
Attendees may want a device that will connect to the Internet through a web browser.
Subject area:
Special education
ISTE Standards:
For Educators:
Leader
  • Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
Collaborator
  • Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.
Designer
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

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