DIGITAL TEXT

Michael Cole

Jacquie Criger

DON’T WORRY…IT’S A MATCH!

Not ‘one more thing to do’ on an already crowded plate

Using the information from this session fits Danielson’s Frameworks for Teachers

DANIELSON’S FRAMEWORKS FOR TEACHERS

DOMAIN 1:Planning & PreparationDESIGN for Learning Component

Component Id:

Demonstrating Knowledge of Resources• Resources for teaching• Resources for students

DANIELSON’S FRAMEWORKS FOR TEACHERS

DOMAIN 3:InstructionENGAGEMENT in the Classroom

Component 3c

Engaging Students in Learning• Representation of content• Activities and assignments• Grouping of students• Instructional materials and resources• Structure and pacing

DANIELSON’S FRAMEWORKS FOR TEACHERSDOMAIN 4:Professional ResponsibilitiesREFLECTION on Teaching

Component 4e:

Growing and Developing Professionally• Enhancement of content knowledge and pedagogical skill• Service to the profession

DANIELSON’S FRAMEWORKS FOR TEACHERS

Common Themes

• Equity

• Cultural Competence

• High Expectations

• Developmental Appropriateness

• Attention to Individual Students

• Appropriate Use of Technology

• Student Assumption of Responsibilities

REMEDIATION VS. COMPENSATION

Focus on remediation of students with reading disabilities

The Matthew Effect Rich get richer and the poor get poorer

Curriculum progresses

Students are left behind

Focus continues on remediation of skills rather than curriculum

Want to continue remediation

Have to decide when to look at compensation

ACCESSIBLE INSTRUCTIONAL MATERIALS…WHO SAYS?

AIM “It’s complicated…”

IDEA 2004NIMAS files

No Child Left Behind

Section 504 of the Rehabilitation Act

Frequently discussed as part of Universal Design for Learning

ACCESSIBLE INSTRUCTIONAL MATERIALS… WHAT IS IT?

Formats include:

Braille

Large print

Audio files

Digital texts• Not just textbooks online

ACCESSIBLE INSTRUCTIONAL MATERIALS… …FOR WHOM?

Students who have print disabilities in order to meet the requirements of FAPE

(Free Appropriate Public Education)

Such formats are provided to students when they are unable to access the traditional print based curriculum (Hohulin, 2011)

ACCESSIBLE INSTRUCTIONAL MATERIALS…

WHO DECIDES? A person certified in the area of

disabilities who can competently verify a print disability.

School professionals School psychologist, special education

teacher, or teacher of the visually impaired (Bookshare.org)

A medical professional physical therapist, doctor,

ophthalmologist, or clinical psychologist (Bookshare.org)

HOW MUCH OF OUR STUDENT POPULATION DOES THIS REALLY EFFECT?

44% of 4th graders and 27% of 8th graders were reading below basic level (2007 report card)

Simulation of reading disabilities

ARE WE HELPING OR HURTING BY FOCUSING ONLY ON REMEDIATION? 35% of US and 25% of British

Entrepreneurs are dyslexic (DeCoste, 2010)

Learning to Read – K-3rd

Reading to Learn – 4th grade and beyond

• But, what if a student can’t read it??

DIGITAL TEXT VS. STATIC TEXT

Digital Text Static Text Dynamic Flexible Malleable Searchable Portable New features to

match 21st Century reading

Non-linear Multi-media Interactive

One dimensional Unchangeable Inaccessible for some ‘Unforgiving’ A traditional view of

reading

FLEXIBILITY OF DIGITAL TEXT

Use with supported reading software (SRS) Convert text files to audio file (MP3)  Imbed text supports Use adaptive computer access to turn

pages, "hold" book Magnify text Change colors Embed audio and video supports Embed Hyperlinks to additional scaffolds

or content

TYPES OF DIGITAL TEXT E-Text• From Internet, MS Word docs, Text in

PowerPoint• Can use SRS with that, copy and paste etc

Digital Talking Book (DTB) NIMAS Daisy Format Graphics are tagged • Hover over it and hear what the graphic is

Bookmarking is easier Can be read with text reader software

MORE INFO ABOUT DIGITAL TEXT

Commercial Digital Text

o May have supports built in

o Created by other publishers and other sources

o Available for purchase or the Internet

o Proprietary format

o Cannot usually be read with Text reader software

o May be just an audio recording

TEXT READERS

Benefit students with poor decoding abilities

Benefit students with good auditory comprehension

Not as beneficial to those with poor listening comprehension

DISADVANTAGES Training required for teacher and student

Time to work with the support, apart from assignments with high cognitive loads

Learn the software (or device) when the user is not struggling with content

Once the student is comfortable with the support…THEN, use it to access content

Access to computers or other players may be an issue

GET DIGITAL TEXTBOOKS ONLINE

Bookshare.orgo Must have identified print disabilityo A person who cannot effectively read print

because of a visual, physical, perceptual, developmental, cognitive, or learning disability (George Kerscher, 1988-89)

o Copyright issueso Download textbooks individually for students

MORE ONLINE DIGITAL TEXTBOOKS

Infinitexto Subscriptiono For students with identified print

disabilities Project Gutenbergo Free books• expired copyright• Public Domain

AUDIO RECORDING

Learning Ally (formerly RFB&D)o Must have a certifying professional

determine a print disability

Audio.com

NOW….LET’S GO LOOK AT SOME OF THESE SUPPORTS!

http://technologyfortheclassroom.pbworks.com