Kalynn Twist's ID Portfolio

This is a template for the ID portfolio page, where you will document your instructional design work in progress during this semester. This template is used to organize your own portfolio page. See the video guide on how this project works and how to set up your ID portfolio page: Zoom Video If you need to see examples, see Gërt Arnold Portfolio Page; Sarah Stolberg's Portfolio Page.

Navigation links: ETAP 623 Fall 2024 | Link to my mini-course front page

About Me

Hello, my name is Kalynn Twist. I am a Universal Pre-K Teacher in the Islip School District and am currently working towards my masters in Curriculum Development and Instructional Technology through SUNY Albany. In my current position, I create lessons and activities for students to learn and work on. I am also the Universal Pre-K's PTA teacher representative. I attend PTA meetings, share what is happening in UPK and relay messages or happenings back to the other Pre-K teachers.

When I am not teaching, I spend my time crafting, seeing friends, traveling, baking and attending country concerts. I currently live in the town of Huntington, which is a city located on Long Island. I completed my Bachelors degree in childhood education and special education (B-6) at St. Joseph's University in Patchogue, New York. With the help of both my Bachelors and Masters degree my hope is to run my own elementary classroom in a nearby city on Long Island.

My Topic and Purpose

The intent of the course will be to support educators in the use of technology in both general education and special education classrooms. This an immensely important topic for teachers to learn considering the constantly changing use of technology in the classroom.

Topics Covered:

1. How can we integrate the use of technology in the classroom?

2. Why is it important to integrate technology in the classroom?

3. How does assistive technology impact learning and development?

4. How can technology be used in special education classrooms?

Scope of Learning Outcomes and Content

Students will explore relevant tools to create an engaged environment.
Students will explore resources to assist in assistive technology.
Students will explore a wide variety of types of technology that can be incorporated into the classroom.
Students will identify indicators of a successfully ran classroom with the use of technology.

Needs Assessment

Educational Problem

This course addresses how technology can be incorporated not only in general education classrooms but also mainly in special education classrooms. Recently, technology has grown to new heights and teachers now need to incorporate it in different ways throughout their lessons. The new standards in education have them using technology in more ways than described. This is a necessary course since teachers are learning just as fast as students with the new technology concepts and ways of using it.

What will be learned?

In this course, learners will be exposed to the necessary components of using technology in both general and special education classrooms. They will be exposed to different types of technology not only in the classroom but also outside of the classroom. Learners will be able to research new types of technology that classrooms may not have and that they can benefit from if they incorporate it. After completing this course, learners will know the basics of technology in the classroom and how to adapt it for special education classes and general education classes. Many educational resources will be explained to the learner to promote an effective classroom communication and engagement strategies. Each classroom incorporates technology differently and it is important to make sure each room is running effectively.

Analysis of Learners

Due to the importance of this topic, learners will include more than K-12 classroom teachers who may interact daily with students. Below are some of the learners who may have interest in this course:

K-12 Classroom Teachers (General/Special Education)
K-12 Classroom Aids/Assistance
School Administrators (Principal)
School Specialists (Art, Physical Education, Music, Library)

Because of the wide variety of learners and their knowledge, this course will be formatted to include information for classrooms on both the elementary and secondary levels. This course will also be formatted among all four groups of learners as it involved all of them. If only one group implements the resources found within the course, it could lead to confusion not only amongst students but the teachers too.

Context for Learning

This course will be taught in an online format and will contain 4 units for discussion.

There will be mini quizzes throughout the mini course to check for comprehension and ways for learners to expand on prior knowledge. Learners will need access to a technological device as there will be videos and photos incorporated into the course. To complete this course, learners must have a computer or mobile table/device.

Exploring the Problem and Solution

The solution to the instructional problem would be to educate all individuals who interact in general education and special education classrooms in an educational setting of grades K-12. Learners should be accessing the NYS Learning Standards and the NYS Department of Education laws or rules that correspond to this topic. Learners will be provided with educational resources and ways to implement the use of technology and adaptive technology into their lessons and lesson plans. This mini course will hopefully be able to be utilized for all teachers and learners who are willing to incorporate technology and assist in adaptive technology in their classrooms.

Goals

The main goal of this course is to prepare educators to support the needs of both general education students and special education students as technology is evolving daily. With the support of this course, teachers will be able to incorporate different programs and instructional methods into their lessons using different technological resources. In addition, some other goals of this course are to assist learners in the use of technology and assistive technology for those who use it to communicate. Learners will be familiarized with new vocabulary, learning exercises, and instructional resources which will greatly help them improve their students' education.

Analysis of the Learner and Content

The learners of this course will ideally be individuals in education. Specifically, anyone in a school setting may benefit from taking this course such as a classroom teacher, teacher's assistant, or school professional. The learner should have basic knowledge regarding technology and how it is incorporated in the classroom. Learners may vary in their teaching experience and adaptability in their classrooms using the technology they have access too. Additionally, learners who will be taking this course will be taking it to hopefully gain insight on how to build a responsive classroom using technology in different ways. Learners will likely use the skills learned in this course in a school setting like their own classroom with students. These skills can be used in any grade level kindergarten through twelfth grade.

By the end of this course, learners will understand the importance of technology and how depending on the classroom the way it is used can be beneficial to all students. Learners will also understand how to adapt and modify their lesson plans to meet the individual needs of learners. Additionally, individuals taking this course should be able to define various terms pertaining to the concept of technology.

The reason why learners are taking this course may vary, some may complete this course because they would like to further their knowledge on the concept of technology whereas some may just want to learn different ways to use it in their classroom. Furthermore, learners should spend approximately 2-3 hours on this course and read through each resource thoroughly. The only resources they will need are their computers, classroom management rules they created at the beginning of the school year and a notebook to take notes. Having their lesson plans nearby may be beneficial as well so they can later modify their plans based on the information they’ve gained from the course on the use of technology.

Performance-Based Objectives

After completing this mini-course, learners will be able to:

Participants will define the key concepts associated with the use of technology.
Participants will be able to recognize at least 2 different ways that a lesson can be modified or adapted to meet the needs of special education students.
Participants will be able to demonstrate understanding by discussing how to use technological resources in the classroom in multiple aspects.
Participants will be able to understand the use of adaptive technology and the benefits in the classroom.

Task and Content Analysis

Prerequisite Knowledge and Skills

Before taking this course, the participant should:

Understand the uses of technology
Experience in teaching or education

Unit 1: Defining Technology

After this lesson participants will be able to:

define the key concepts associated with technology

Participants will complete a matching quiz and a written response question.

Unit 2: Adaptive Technology

After this lesson participants will be able to:

Identify at least three ways adaptive technology is an important aspect in a special education classsroom

Participants will create a poster outlining the importance of at least 3 teaching strategies discussed in the lesson.

Unit 3: Modifications and Accommodations

After this lesson participants will be able to:

Recognize at least 2 different ways that a lesson can be modified or adapted to meet the needs of special education students with the use of adaptive technology.

Participants will use a journal prompt to discuss how they can provide effective accommodations and modifications in their classroom to meet the needs of special education students.

Unit 4: Technology in General Education vs. Special Education

After this lesson participants will be able to:

compare the usage of technology in a general education classroom vs. a special education classroom
create short- and long-term goals pertaining to the use of technology in their own classroom.

Participants will complete a final essay where they must outline what they have learned from the course. They must also write 2 short-term goals and 2 long-term goals pertaining to culturally responsive teaching in their own classroom.

Curriculum Map

References and Resources

How to integrate technology in the classroom. School of Education. (2023). https://drexel.edu/soe/resources/student-teaching/advice/how-to-use-technology-in-the-classroom/ Hunter, M. (n.d.). Using technology to encourage students’ engagement with history. Organization of American Historians. https://www.oah.org/tah/extras/using-technology-to-encourage-students-engagement-with-history/?gad_source=1&gclid=CjwKCAiA9vS6BhA9EiwAJpnXw2al2alE2EQez3j4_E_g-o4Pe1fF2ALkZJYdYkOSxqJNnd-bxKoHDhoCSrwQAvD_BwE Kazi, S. (2024, October 2). Inclusive innovation: Integrating assistive technology into early childhood education. Childhood Education International. https://ceinternational1892.org/article/inclusive-innovation-integrating-assistive-technology-into-early-childhood-education/?gad_source=1&gclid=CjwKCAiA6t-6BhA3EiwAltRFGNV80R1SoOZzc-og08NjBOlS1a1WFgwODsq-HxQjQhNA6x0ViDGSDBoCjnIQAvD_BwE The use of technology in special education: UT Permian Basin Online. UTPB. (2020, November 3). https://online.utpb.edu/about-us/articles/education/the-use-of-technology-in-special-education/