Module 1- Introduction To ICT & Assistive Technologies

This topic has 29 replies, 18 voices, and was last updated 3 years, 5 months ago by Shona Muldowney.

Viewing 18 reply threads

Author

Posts
- June 3, 2022 at 11:46 am #22261
 Pat Brennan
 Course Facilitator
 Participants will reflect on the potential of assistive technologies and the various practical options outlined in this module and how this can impact on the school self-evaluation process.
 They will consider which of the standards from the Digital Learning Framework that they could address.
 Post a reflective piece (250 words min) as a reply to this post.
 
 Please Note: Participants who use Word to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, right click in the post window and choose ‘Paste as Plain Text’. Alternatively, you can first paste the content into Notepad (Or similar) and then copy it from here to the topic window.
- July 4, 2022 at 10:12 pm #23776
 Catherine Terry
 Participant
 Participants will reflect on the potential of assistive technologies and the various practical options outlined in this module and how this can impact on the school self-evaluation process. They will consider which of the standards from the Digital Learning Framework that they could address. Post a reflective piece (250 words min) as a reply to this post
 The array of assistive technologies, low, medium and high tech, outlined in this module are a real eye opener. As Principal of our school, the potential of these technologies has led me to reflect on our own school situation. We had a lot of older hardware, a big wish list, but a limited grant. 
 We chose to speed up and upgrade existing devices as well as purchase some new devices. These ranged from a set of tablets, to new interactive screens. I now feel our hardware is more up to scratch but now that we have the devices, the important part now is how we use this technology most effectively. We must utilise our devised to get the greatest benefit we can from them. Therefore, the standard I have chosen to focus in is, ”Promote a culture of improvement, collaboration, innovation and creativity in learning, teaching, and assessment”
 As principal, I must now lead and encourage the teachers to use digital technologies to enhance their learning, teaching and assessment practices, and to share their practice. There is wonderful work going on by individual teacher’s in their respective classrooms, and there is a wide digital skillset amongst these staff. It is important that teachers share these ideas/platforms and projects so that we can utilise the best of our knowledge amongst our staff. 
 I had never really considered may of the low and medium tech options outlined as Assistive Technology. Things like, Book stands, Graphic Organisers, Visual Timetables, Whiteboards, Magnetic letters for Phonics etc, are used so frequently, but perhaps we don’t realise the importance or true impact of these or include them in our assistive technology portfolio?
 I found the SETT Framework case-study a great practical example of how to plan and utilise AT. It is something that should be discussed as a whole school, perhaps in a forum like Croke Park Hour but also more specifically in our SET Team meetings. A framework could be drawn up, in consultation with the team involved, to outline what technologies might be appropriate for all children on our SS and SSP files. It is an area which SSE should target for next year. 
 - This reply was modified 3 years, 7 months ago by Catherine Terry. Reason: formatting is different... not pasting correctly from Word Doc
 - July 6, 2022 at 8:44 pm #25127
 Deirdre Maye
 TeachNet Moderator
 Hi Catherine,
 
 I’m finding it difficult to read your post, however you have made some excellent points. Like most schools we all have a big wish list but limited funding. It is very difficult to decide how to spend the money. The Croke Park hour is a great way to upskill a whole staff and address the Digital Learning Framework.
- July 5, 2022 at 2:10 pm #24018
 kathleen O’Connell
 Participant
 THe potential of assistive technologies and the various practical options outlined in this module can have a huge impact on the school self-evaluation process. The whole audit process means that before we do anything we have to look at where we are at in relation to assistive technologies and students with SEN. The Inclusive Education Framework by the NCSE helps us include the whole staff , which is crucial for the school self evaluation process. The framework ensures that a collaborative approach to the implementation of inclusion in our schools is taken, and is a good starting point for any school hoping to evaluate its own performance as a basis for moving forward, The recent experience of Covid and school closures has focussed all our minds on the need for assistive technologies for pupils with SEN and before we can move forward with any school planning we need to see where we are starting from. Anything which promotes a collaborative approach to the implementation of inclusion in our schools, as the Inclusive Education Framework by the NCSE does, is helpful to school self evaluation. The use of the three categories of AT is very helpful for a school to analyse where they are at in terms of a starting point. The digital learning framework is a useful starting point to embed digital technologies into teaching, learning and assessment for all pupils, and as such should be utilised of course for pupils with SEN as well.
 - July 5, 2022 at 5:12 pm #24118
 Eoghan O’Neill
 TeachNet Moderator
 Hi Kathleen,
 
 You are very welcome to this course. You have correctly pointed out that digital technologies and the DLF should be used to accommodate and further develop the learning of pupils with SEN. Whilst it is difficult for children and their parents to secure the granting of assistive technology in the classroom, it can have a transformative impact when approved. However, I have often witnessed the misuse of AT in the classroom – I have often felt it would hugely benefit teacher if there was training provided by the NCSE in maximizing the use and the benefit of AT for particular children.
- July 5, 2022 at 7:00 pm #24175
 Catherine Terry
 Participant
 Participants will reflect on the potential of assistive technologies and the various practical options outlined in this module and how this can impact on the school self-evaluation process. They will consider which of the standards from the Digital Learning Framework that they could address. Post a reflective piece (250 words min) as a reply to this post
 The array of assistive technologies, low, medium and high tech, outlined in this module are a real eye opener. As Principal of our school, the potential of these technologies has led me to reflect on our own school situation. We had a lot of older hardware, a big wish list, but a limited grant.
 We chose to speed up and upgrade existing devices as well as purchase some new devices. These ranged from a set of tablets, to new interactive screens. I now feel our hardware is more up to scratch but now that we have the devices, the important part now is how we use this technology most effectively. We must utilise our devised to get the greatest benefit we can from them. Therefore, the standard I have chosen to focus in is, ”Promote a culture of improvement, collaboration, innovation and creativity in learning, teaching, and assessment”
 As principal, I must now lead and encourage the teachers to use digital technologies to enhance their learning, teaching and assessment practices, and to share their practice. There is wonderful work going on by individual teacher’s in their respective classrooms, and there is a wide digital skillset amongst these staff. It is important that teachers share these ideas/platforms and projects so that we can utilise the best of our knowledge amongst our staff.
 I had never really considered may of the low and medium tech options outlined as Assistive Technology. Things like, Book stands, Graphic Organisers, Visual Timetables, Whiteboards, Magnetic letters for Phonics etc, are used so frequently, but perhaps we don’t realise the importance or true impact of these or include them in our assistive technology portfolio?
 I found the SETT Framework case-study a great practical example of how to plan and utilise AT. It is something that should be discussed as a whole school, perhaps in a forum like Croke Park Hour but also more specifically in our SET Team meetings. A framework could be drawn up, in consultation with the team involved, to outline what technologies might be appropriate for all children on our SS and SSP files. It is an area which SSE should target for next year.
 
 - This reply was modified 3 years, 7 months ago by Catherine Terry.
- July 5, 2022 at 7:00 pm #24176
 Catherine Terry
 Participant
 Participants will reflect on the potential of assistive technologies and the various practical options outlined in this module and how this can impact on the school self-evaluation process. They will consider which of the standards from the Digital Learning Framework that they could address. Post a reflective piece (250 words min) as a reply to this post
 The array of assistive technologies, low, medium and high tech, outlined in this module are a real eye opener. As Principal of our school, the potential of these technologies has led me to reflect on our own school situation. We had a lot of older hardware, a big wish list, but a limited grant. 
 We chose to speed up and upgrade existing devices as well as purchase some new devices. These ranged from a set of tablets, to new interactive screens. I now feel our hardware is more up to scratch but now that we have the devices, the important part now is how we use this technology most effectively. We must utilise our devised to get the greatest benefit we can from them. Therefore, the standard I have chosen to focus in is, ”Promote a culture of improvement, collaboration, innovation and creativity in learning, teaching, and assessment”
 As principal, I must now lead and encourage the teachers to use digital technologies to enhance their learning, teaching and assessment practices, and to share their practice. There is wonderful work going on by individual teacher’s in their respective classrooms, and there is a wide digital skillset amongst these staff. It is important that teachers share these ideas/platforms and projects so that we can utilise the best of our knowledge amongst our staff. 
 I had never really considered may of the low and medium tech options outlined as Assistive Technology. Things like, Book stands, Graphic Organisers, Visual Timetables, Whiteboards, Magnetic letters for Phonics etc, are used so frequently, but perhaps we don’t realise the importance or true impact of these or include them in our assistive technology portfolio?
 I found the SETT Framework case-study a great practical example of how to plan and utilise AT. It is something that should be discussed as a whole school, perhaps in a forum like Croke Park Hour but also more specifically in our SET Team meetings. A framework could be drawn up, in consultation with the team involved, to outline what technologies might be appropriate for all children on our SS and SSP files. It is an area which SSE should target for next year. 
 
- July 7, 2022 at 12:01 am #25352
 Grace Ní Fhallúin
 Participant
 Digital technologies and the DLF should be used to accommodate and develop the learning of pupils with SEN. A.T can potentially have a transformative impact on the delivery of teaching and enjoyment and efficacy of learning of children with S.E.N.
 School require a whole school self evaluation on assistive technologies and students with SEN. The Inclusive Education Framework by the NCSE promotes school self evaluation. The framework ensures that a collaborative approach to the implementation of inclusion in our schools is ensured and evaluates the current school performance. Assistive technologies can enhance school and learning for pupils with SEN from an educational and a motivational perspective. A. T. promotes a collaborative approach to the implementation of inclusion in our schools, as the Inclusive Education Framework by the NCSE. The three categories of AT is very informative for schools and teachers to analyse where they are at in terms of a A.T.. The digital learning framework integrates digital technologies into teaching, learning and assessment for all pupils, Training of teachers from NCSE is paramount to facilitate the implementation and use of f AT for all children and in particular children with S.E.N. It is the responsibility of both classroom and S.E.N teachers to work towards this mission within the school. 
 
 - July 7, 2022 at 9:02 pm #25897
 Deirdre Maye
 TeachNet Moderator
 Hi Grace,
 
 I’m finding it difficult reading your post.
 
 Please Note: Participants who use Word to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, right click in the post window and choose ‘Paste as Plain Text’. Alternatively, you can first paste the content into Notepad (Or similar) and then copy it from here to the topic window.
 
 However you are correct in the point you made about digital technology will help develop the learning of SEN children.
- July 8, 2022 at 12:44 am #25980
 Grace Ní Fhallúin
 Participant
 Digital technologies and the DLF should be used to accommodate and Digital technologies and the DLF should be used to accommodate and develop the learning of pupils with SEN. A.T can potentially have a transformative impact on the delivery of teaching and enjoyment and efficacy of learning of children with S.E.N.
 
 School require a whole school self evaluation on assistive technologies and students with SEN. The Inclusive Education Framework by the NCSE promotes school self evaluation. The framework ensures that a collaborative approach to the implementation of inclusion in our schools is ensured and evaluates the current school performance. Assistive technologies can enhance school and learning for pupils with SEN from an educational and a motivational perspective. A. T. promotes a collaborative approach to the implementation of inclusion in our schools, as the Inclusive Education Framework by the NCSE. The three categories of AT is very informative for schools and teachers to analyse where they are at in terms of a A.T.. The digital learning framework integrates digital technologies into teaching, learning and assessment for all pupils, Training of teachers from NCSE is paramount to facilitate the implementation and use of f AT for all children and in particular children with S.E.N. It is the responsibility of both classroom and S.E.N teachers to work towards this mission within the school. 
 
 ont-size: 9pt;”> develop the learning of pupils with SEN. A.T can potentially have a <Digital technologies and the DLF should be used to accommodate and develop the learning of pupils with SEN. A.T can potentially have a transformative impact on the delivery of teaching and enjoyment and efficacy of learning of children with S.E.N.
 
 School require a whole school self evaluation on assistive technologies and students with SEN. The Inclusive Education Framework by the NCSE promotes school self evaluation. The framework ensures that a collaborative approach to the implementation of inclusion in our schools is ensured and evaluates the current school performance. Assistive technologies can enhance school and learning for pupils with SEN from an educational and a motivational perspective. A. T. promotes a collaborative approach to the implementation of inclusion in our schools, as the Inclusive Education Framework by the NCSE. The three categories of AT is very informative for schools and teachers to analyse where they are at in terms of a A.T.. The digital learning framework integrates digital technologies into teaching, learning and assessment for all pupils, Training of teachers from NCSE is paramount to facilitate the implementation and use of f AT for all children and in particular children with S.E.N. It is the responsibility of both classroom and S.E.N teachers to work towards this mission within the school. 
 
 amily: Arial, ‘sans-serif’; font-size: 9pt;”>Digital technologies and the DLF should be used to accommodate and Digital technologies and the DLF should be used to accommodate and develop the learning of pupils with SEN. A.T can potentially have a transformative impact on the delivery of teaching and enjoyment and efficacy of learning of children with S.E.N.
 
 School require a whole school self evaluation on assistive technologies and students with SEN. The Inclusive Education Framework by the NCSE promotes school self evaluation. The framework ensures that a collaborative approach to the implementation of inclusion in our schools is ensured and evaluates the current school performance. Assistive technologies can enhance school and learning for pupils with SEN from an educational and a motivational perspective. A. T. promotes a collaborative approach to the implementation of inclusion in our schools, as the Inclusive Education Framework by the NCSE. The three categories of AT is very informative for schools and teachers to analyse where they are at in terms oDigital technologies and the DLF should be used to accommodate and develop the learning of pupils with SEN. A.T can potentially have a transformative impact on the delivery of teaching and enjoyment and efficacy of learning of children with S.E.N.
 
 School require a whole school self evaluation on assistive technologies and students with SEN. The Inclusive Education Framework by the NCSE promotes school self evaluation. The framework ensures that a collaborative approach to the implementation of inclusion in our schools is ensured and evaluates the current school performance. Assistive technologies can enhance school and learning for pupils with SEN from an educational and a motivational perspective. A. T. promotes a collaborative approach to the implementation of inclusion in our schools, as the Inclusive Education Framework by the NCSE. The three categories of AT is very informative for schools and teachers to analyse where they are at in terms of a A.T.. The digital learning framework integrates digital technologies into teaching, learning and assessment for all pupils, Training of teachers from NCSE is paramount to facilitate the implementation and use of f AT for all children and in particular children with S.E.N. It is the responsibility of both classroom and S.E.N teachers to work towards this mission within the school. 
 
 f a A.T.. The digital learning framework integrates digital technologies into teaching, learning and assessment for all pupils, Training of teachers from NCSE is paramount to facilitate the implementation and use of f AT for all children and in particular children with S.E.N. It is the responsibility of both classroom and S.E.N teachers to work towards this mission within the school. 
 
 ont-family: Arial, ‘sans-serif’; font-size: 9pt;”> develop the learning of pupils with SEN. A.T can potentially have a transformative impact on the delivery of teaching and enjoyment and efficacy of learning of children with S.E.N.
 
 School require a whole school self evaluation on assistive technologies and students with SEN. The Inclusive Education Framework by the NCSE promotes school self evaluation. The framework ensures that a collaborative approach to the implementation of inclusion in our schools is ensured and evaluates the current school performance. Assistive technologies can enhance school and learning for pupils with SEN from an educational and a motivational perspective. A. T. promotes a collaborative approach to the implementation of inclusion in our schools, as the Inclusive Education Framework by the NCSE. The three categories of AT is very informative for schools and teachers to analyse where they are at in terms of a A.T.. The digital learning framework integrates digital technologies into teaching, learning and assessment for all pupils, Training of teachers from NCSE is paramount to facilitate the implementation and use of f AT for all children and in particular children with S.E.N. It is the responsibility of both classroom and S.E.N teachers to work towards this mission within the school. 
 
 span style=”color: #163c42; font-family: Arial, ‘sans-serif’; font-size: 9pt;”> transformative impact on the delivery of teaching and enjoyment and efficacy of learning of children with S.E.N.
 
 School require a whole school self evaluation on Digital technologies and the DLF should be used to accommodate and develop the learning of pupils with SEN. A.T can potentially have a transformative impact on the delivery of teaching and enjoyment and efficacy of learning of children with S.E.N.
 
 School require a whole school self evaluation on assistive technologies and students with SEN. The Inclusive Education Framework by the NCSE promotes school self evaluation. The framework ensures that a collaborative approach to the implementation of inclusion in our schools is ensured and evaluates the current school performance. Assistive technologies can enhance school and learning for pupils with SEN from an educational and a motivational perspective. A. T. promotes a collaborative approach to the implementation of inclusion in our schools, as the Inclusive Education Framework by the NCSE. The three categories of AT is very informative for schools and teachers to analyse where they are at in terms of a A.T.. The digital learning framework integrates digital technologies into teaching, learning and assessment for all pupils, Training of teachers from NCSE is paramount to facilitate the implementation and use of f AT for all children and in particular children with S.E.N. It is the responsibility of both classroom and S.E.N teachers to work towards this mission within the school. 
 
 assistive technologies and students with SEN. The Inclusive Education Framework by the NCSE promotes school self evaluation. The framework ensures that a collaborative approach to the implementation of inclusion in our schools is ensured and evaluates the current school performance. Assistive technologies can enhance school and learning for pupils with SEN from an educational and a motivational perspective. A. T. promotes a collaborative approach to the implementation of inclusion in our schools, as the Inclusive Education Framework by the NCSE. The three categories of AT is very informative for schools and teachers to analyse where they are at in terms of a A.T.. The digital learning framework integrates digital technologies into teaching, learning and assessment for all pupils, Training of teachers from NCSE is paramount to facilitate the implementation and use of f AT for all children and in particular children with S.E.N. It is the responsibility of both classroom and S.E.N teachers to work towards this mission within the school. 
 
 
- July 26, 2022 at 3:12 pm #43451
 Orla Blaney
 Participant
 <span style=”font-size: 11pt; font-family: Arial; color: #000000; background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;”>The reason I decided to take this course was due to the fact that I have always been reluctant to use Digital Assistive Technology in my teaching. I have very little experience with it and found it daunting and frustrating whenever I tried to use it in the past. I acknowledge this is probably my own fault as I have avoided using it in the classroom. However, I can see the benefits of these digital tools in the modern day classroom and hope to become more comfortable and competent using them in the future. I will be joining the learning support team in September and can see how beneficial digital technologies will be in teaching children with learning difficulties in small groups and one to one. I have used the interactive whiteboard and ipads when teaching phonics and reading in the classroom and was surprised to learn from this course that these are regarded as Digital Assistive Technologies. 
 <span style=”font-size: 11pt; font-family: Arial; color: #000000; background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;”>I completely agree with Kathleen that training needs to be provided by the NCSE to enhance teachers’ abilities in using digital tools in an effective manner to support the learning of all children and children with SEN and that it would be a great use of Croke Park hours.
 - July 26, 2022 at 3:33 pm #43497
 Eoghan O’Neill
 TeachNet Moderator
 Hi Orla,
 
 Welcome to the course and best of luck for your new role in September as a support teacher. I agree with both you and Kathleen regarding the need for the NCSE to provide supports for teachers and schools looking to upskill in this area.
 
 From my own school, I know children with assistive technologies are not getting the full benefit from them. This could be down to a myriad of reasons, but teacher confidence is certainly an area we could start with. Instead of simply providing grants and money, suggestions should be provided for how the assistive technologies can meet the specific needs of the individual child. Assistive technology only has the power to be transformative for the child if it is deployed and used correctly.
- July 28, 2022 at 9:00 am #47512
 Clairemarie McGrath
 Participant
 Hi all,
 
 I posted this above but the format wouldn’t work!
 
 I’ve retyped it below;
 
 What I’ve taken most from this module is how the DFL can be used to guide and direct teachers in how to plan using AT to support children with SEN. As others have adhered to, this is a guidance document with standards that unfortunately is not supported with regular training and up skilling for teachers to ensure the correct AT is being used which can result in interpretation of what AT looks like in the classroom (and very often results in the use of AT products instead of tools!) The SSE planning document could definitely support schools in providing a structure to limiting and preventing this from occurring. The video links that are provided on the PDST website do give some information suggestions on what support might look like in different situations.
 
 The identified difference between AT tools and products was also interesting and will be particularly relevant where AfL is being used. This, together with the ‘task’ table – detailed in the SETT framework – conveyed very clearly how to break down a task to identify a student’s strengths and needs in a given task and thus identify the needs that require the AT targeted support. I saw very clearly with this module how children’s ability and attainment could be bridged when the correct AT is identified and provided. Of course, children would require direct instruction in building their independence with these skills.
 
 As a SET teacher exploring the DLF, one of the standards this would fall under would be “The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs.” This would be reflected in my practice through the “adaption <of> pedagogical strategies when using digital technologies to personalise and facilitate pupils’ ownership of their learning.” It similarly falls under the standard “The teacher responds to individual learning needs and differentiates teaching and learning activities as necessary” as it requires the teacher to “reflect on and enhance pupils’ active use of a range of Digital technologies based in their individual learning needs,” thus supporting the student to “achieve the stated learning objectives for the term and year.”
 
 Clairemarie
 - July 28, 2022 at 10:42 am #47524
 Pat Brennan
 Course Facilitator
 Hi Clairemarie,
 
 Welcome to the course. The issue you’ve experienced when posting affects participants who use Word to write their assignments and then copy and paste these into the forum and find that additional extraneous formatting is brought across. To avoid this, right click in the post window and choose ‘Paste as Plain Text’. Alternatively, you can first paste the content into Notepad (Or similar) and then copy it from here to the topic window.
 - July 28, 2022 at 10:53 am #47535
 Pat Brennan
 Course Facilitator
 Hi again Clairemarie,
 
 Just picking up on one point from your post. I think the phrase “Adaption of pedagogical strategies when using digital technologies to personalise and facilitate pupils” is key. We need to start with the teaching and learning strategies and then integrate the technology, not the other way round. Far too often digital technologies are seen as the panacea for all and this notion becomes particularly nuanced when it comes to assistive technologies. Technology should only be part of a bespoke student support programme when the technology is matched with the needs of the student.
- July 28, 2022 at 11:01 am #47549
 Diarmait Grogan
 Participant
 I teach in a special class, in which many of the pupils have difficulty communicating. I am therefore very interested in the potential of assistive technology to help my pupils to access the curriculum. I am particularly interested AAC (Augmentative and Alternative Communication).
 
 Something that I have been aware of, and which was reinforced by this module, is that the choice of what tools to implement is of utmost importance. The answer will vary hugely depending on the pupil and their environment. I am very wary of making an uninformed choice and putting the pupil off the use of AAC completely (if, for example, the chosen tool causes sensory issues, frustration etc.).
 
 In addition, because budgets and grants are always limited, it would be awful to blow the grant on a tool that turns out to be unsuitable. I believe that the SETT framework will be invaluable in helping everyone involved to make the right choices.
 
 In my opinion, these considerations would fall under Domain 4 of the DLF; Teachers’ Collaborative Practice. In addition to the teacher, the stakeholders would include the parents, SNAs, the professional support team (Psychologist, SLT, OT), SENCO, and Principal. The associated standard is “Teachers value and engage in professional development and professional collaboration”. Highly effective practice would mean engaging with all stakeholders in order to select appropriate digital technologies and align them with effective teaching practices.
 
 Another very important consideration, one which was mentioned in the module, was whether the AT will be used outside the school environment. In the case of AAC, the aim would be to find a communication tool that can be used in any situation, and therefore consistency in approach between home and school would be absolutely vital.
 - July 28, 2022 at 11:30 am #47573
 Eoghan O’Neill
 TeachNet Moderator
 Hi Diarmait,
 
 You have brought up a very important point regarding choice of assistive technologies. Very often, you find that the grant money can be invested in a laptop/chromebook without any thought about the needs of the individual child. As you have stressed, a bad experience with the assistive technology could put the child off using it into the future. I really like how you have integrated the choice with Domain 3 of the ‘Teaching and Learning’ Dimension. Getting the views of all stakeholders is crucially important. Having the Principal and ISM team members on board could also link in with the ‘Managing the Organisation’ domain.
- July 28, 2022 at 1:09 pm #47686
 Lauren Newman
 Participant
 This past year was my first year as an SET teacher. I feel that there are many forms of assistive technologies that we as teachers are not aware of. I only know of a few medium to high technologies myself that came recommended in a psychologist report.
 
 Looking at the digital learning framework, I would put the standard that states that “teachers value and engage in professional development and professional collaboration” first before looking at any others. If the teachers are not well informed and trained with these technologies, we cannot pass on this information to parents and pupils.
 
 I have only been teaching in the Irish school system since November so I am still learning about frameworks, curriculum and standards. The SETT model will be very helpful for me next year as I will return to SET. This model looks at all areas that you must consider when giving additional assistance to pupils with special needs. I find that we can sometimes focus on what the child needs and not enough on what their strengths are. I will definitely be using this model for my planning in the new school year.
 - July 28, 2022 at 4:37 pm #48556
 Eoghan O’Neill
 TeachNet Moderator
 Hi Lauren,
 
 Welcome to the course! Your year as an SET will stand to you in this course – you will be better placed to pick out some specific things that you can take with you. There are so many assistive technologies out there (too many, being honest). It would take a huge amount of time to delve into all of these – finding a core bank that you can use to meet different needs is a good place to start. You may have to research further if a new child with a different need comes onto your caseload, but at least it will be more manageable. Within the DLF, you would certainly be looking at standards from the ‘Teacher’s Individual Practice’ and ‘Teacher’s Collective Practice’ domains. Potentially, each member of the SET team could demo one piece of AT they are using each month at a meeting?
- July 28, 2022 at 3:54 pm #48169
 Suzann Byrne
 Participant
 I currently work in a special school which relies on various types of AT from low to high tech. It varies in each classroom as to what is used for the student to access their curriculum. We have a wide range of equipment in the school and a lot of our students would access whiteboards and computers using switches, we also have various types of communication devices and visualisers for students with visual impairments.
 My aim for doing this course is to give me a focus for where the school needs to go. I have just been given the IT post for the school and feel we have a lot of equipment; my concern is it not being utilized to its full potential. There are huge gains to be had in a student’s education when they are given the correct tools to access their learning. But sometimes I feel due to the nature of the class and the needs vary so much within in one class there could be three to four AT methods alone in one room, the class teacher/SNAS may struggle on how to use them correctly or know how the device can help the student access his/her learning.
 My learning from module 1 is that as a school we need to come together and create a Vision, starting with where we are at and where we want to go. Using questionnaires and carrying out research in the school and with the use of Digital Learning Framework we can examine where the school is at.
 I was unaware of the SETT method, and I feel this also will be a good starting point for assessing students on an individual basis with their class teacher in September, either there learning needs have changed and how they access the curriculum may need to be revised.
- August 3, 2022 at 1:27 pm #57490
 Aine Byrne
 Participant
 As a teacher in a special class this module made me think more clearly about the categories of AT and the uses of it. Some of my pupils has issues with communication and this is probably the area where we have mostly used AT in the past. Many of these are fairly low tech e.g. visual timetables but it has always been an issue to consider the longevity and the value of higher tech products- one of the reasons I undertook this course in the first place. I’ve never really thought of what we use in the low tech/medium tech/ high tech categories before. The individual needs of each child is always so varied and as I teach through a mixture of 1-1 and small group teaching with changing groups it’s tricky to incorporate AT into the fold as well. Also as others have said the budget is also the sticking point!!
 
 Looking at the standards of the digital learning framework, some stand out as important to consider for my situation. Knowing my pupils, it is imperative that they enjoy learning- this is essential to their motivation and attitude to learning. However it is very important that they know that AT is primarily there to help them to learn. Life skills are a very large part of what we do in our class so this standard is also very important. As most of my pupils also integrate into mainstream class, teacher collaboration and communication is very regular and this is one area that I need to improve with relation to any AT needs.
 - August 3, 2022 at 2:22 pm #57672
 Eoghan O’Neill
 TeachNet Moderator
 Hi Áine,
 
 Welcome to the course. You have touched on many of the issues around special education in Ireland in your post. Tight budgets make it essential that we make the ‘right’ decision when purchasing AT’s. However, there are so many different options out there and the needs of individual children are so unique. This is what makes it such a minefield.
 
 Having a knowledge of as many different options as possible will allow you to make more informed decisions, when presented with the individual needs of each child. This is extremely challenging in a special class setting, as needs are ever evolving and may required low/medium/high tech solutions in the one year.
- August 9, 2022 at 11:22 am #74406
 Shane Forde
 Participant
 I am moving to the role as SET teacher in September. I am looking for guidance in how to choose the correct Assistive Technologies for my students. This module gave me a great insight as to what resources are available and as to how I would choose them. The SETT model will certainly assist me in September to make correct choices for my students and will help me focus on the individual needs of the pupils. The role of AT is so important for pupils in accessing their education and for their continued engagement and motivation.
 
 This correlates to the Digital Learning Framework, where the standard identifies that “pupils enjoy their learning and expect to achieve as learners”. In today’s society we want our pupils engaged in their learning with the opportunity to use the digital technologies to enhance this. This however, can be difficult in schools. We have just had our broadband upgraded and are hoping in September that this will make a big difference to our school. Prior to this, our broadband was a barrier for our pupils using digital technologies as pupils became disengaged as websites etc were very slow to load up on the iPads.
 
 This module reinforced the importance of the whole school consultation for the development and implementation of the DL plan which in turn will assist in choosing the appropriate AT. This will ensure the DL plan is implemented successfully and is working cohesively within the school environment.
- August 12, 2022 at 12:28 pm #90294
 Orla Comerford
 Participant
 Having been out of SET for a number of years and working in mainstream I felt that this course would give me insight and confidence in choosing and using Assistive Technologies in September when I take up an SET role again.
 
 Like others have mentioned we often take for granted that we are using AT daily in our classrooms. I was interested in learning more about the levels of assistive technologies (low tech to high tech) often not having considered some of the tools I use in my teaching to be AT, such as visual timetables and adjusted handwriting sheets. AT can be incredibly valuable in unlocking a child’s learning and using the SETT framework is very important here. It will allow for a child centred, holistic approach and allow us to implement the standard “Pupils engage purposefully in meaningful learning activities” as set out in the DLF. This links to my interest in thinking about the idea of assistive technology in the forms of tools and products and I will be much more aware of this when looking at the needs of my students in the coming school year .
 
 In regard to SSE I feel that we can often lack confidence in Digital Technology despite already using this in our classrooms. I feel that a clear DL plan using the DLF would allow more success in implementing use of AT by our students. The standards I was most interested in were: “Teachers value and engage in professional development and professional collaboration” I feel reluctance to employ AT or to correctly use AT can come from lack of training or confidence in our ability to use these tools. This module gave many helpful sources of information such as the NCSE website list of information and support with AT, and also the reading rockets case study. Using this template would be a great and simple way to put the SETT framework into practice across the school. CPD in assistive technology and digital learning is very important and those who partake can share and apply their knowledge with the school in line with the schools digital learning plan, possibly during Croke Park hours or small group meetings. I also think that the inclusion of parents in the collaborative process is very important.
- August 15, 2022 at 5:14 pm #110764
 Katherine Dee
 Participant
 Having worked in SET for the last 4 years, I felt this would be a good course to do to look at developing a better understanding of AT and how they can develop my teaching tools so that I can better facilitate the teaching and learning of each child that I am working with.
 
 In this first module alone, my eyes have really been opened to the scope of AT and resources that are out there; I also am mindful of how under-utilised they are by me currently! – I see a lot of potential for me to upskill here and better support my students…..a lot of new and useful information to take on herer.
 
 I guess however it is good to be reminded that many of the resources which we currently use e.g. visual timetables, magnetic letters, adaptive papers, pens, audio books, adapted seating, fall under the remit of AT – albeit low to medium tech.
 
 With regard to the potential of AT, I see great potential with many of the Microsoft Tools which were highlighted in this section, in particular the Immersive Reader with it’s varied functionalities – Dictation Function, layout, spacing, colour, grammar adaptations for syllables, reading preferences etc. It will be particularly helpful to work on Reading Fluency using the Immersive Reader, being able to take photos of a particular page and set this as reading which a child can work on. I really love the ability to break the words down into syllables also for the reader through the Immersive Reader Tool. I’m a big advocate of a Structured Literacy Approach to reading so think this facility for children to decode words independently into syllables and then be in a position to check these words through the Immersive Reader is brilliant. The Educator Center in Microsoft (something I wasn’t previously aware of) is an amazing resource. I will have to give it more time to become fully familiar with the tools but can really see myself using these next year.
 
 SSE – sharing of knowledge gained through courses such as this and a thorough review of the DLF should allow a school to start on the process of developing their DL plan. Working on this during Croke Park and setting time aside to look at the Microsoft Education Center would be time well spent.
 
 Obviously, many of the Standards in the DLF will be applied, but one that really stands out to me is
 
 The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs.
 
 With appropriate use of AT such as the Immersive Reader, where a child struggles with reading, but the focus of a particular lesson is comprehension questions or to write a summary of a particular passage, the immersive Reader could be used to assist the child with reading the text so that they can then focus on the task is hand, which is primarily related to and focused on assessing and developing their writing.
 - This reply was modified 3 years, 5 months ago by Katherine Dee.
- August 15, 2022 at 8:37 pm #113859
 Kate Brennan
 Participant
 There is a huge potential for assistive technology in education and within the SEN sector of the education system. The process outlined in this module allows for assessment of where a school or child is at in terms of assistive technology. The digital learning framework is a great way to implement AT into the everyday classroom. The level (low or high tech) is vital to know and may be decided based on an analysis of needs. This framework is practical in that is incorporates assessment, teaching and learning in a collaborative manor. The inclusive education framework allows for a whole school approach (domain 4 ) in which is essential in the working of an implemented technology in a school. In todays technology driven world, it is vital to take advantage of the multiple and various technologies available for Children. Especially those with SEN. Teacher training is essential in the implementation and integration of AT within, especially those with SEN as there are specific needs and targets that may need to outlined in related to the AT. Teachers must engage in ongoing upskilling in the area in order to keep AT current and relevant to children and the times they are living in. The choice of the tools chosen is so vital depending on pupil, environment and many other factors.
 - August 16, 2022 at 1:10 pm #120912
 Deirdre Maye
 TeachNet Moderator
 Hi Kate,
 
 Welcome to the course. I hope you fine something of use to bring back to the classroom this September.
 
 Assistive technology increases a student’s opportunities for education and social interaction. It also supports a student’s participation in learning experiences in the least restrictive environment. I agree with your point Teachers must engage in ongoing upskilling in the area. Assistive technology only has the power to be transformative for the child if it is deployed and used correctly.
- August 18, 2022 at 10:40 am #158566
 Sue Earls
 Participant
 Participants will reflect on the potential of assistive technologies and the various practical options outlined in this module and how this can impact on the school self-evaluation process.
 
 They will consider which of the standards from the Digital Learning Framework that they could address.
 
 Thr potential of assistive technology is endless. The classrooms in which we teach are becoming more and more diverse. The days of teaching at the top of the class and setting a single task and expecting everyone to be able to complete it are long gone. The needs of pupils are so diverse that our only hope of catering for these needs seems to be in the use of AT. The SETT model is a very straightforward way of thinking about the needs of the child and how best to cater for them, whether that be with high, medium or low tech options. Once the options are set up initially, it can become easier to teach each lesson with the technologies set up and available as required. Differentiation becomes natural and innate.
 
 Our school, last year purchased a set of ipads-our biggest investment in IT in a considerable number of years. This was a result of the SSE process identifying IT as an area needing attention. We set up a digital literacy team and this lead to the purchase. However, since completing this course I see that there is so much more available-a lot of free apps and technologies which can be used without spending a cent. Immersive reader is a perfect example. A game changer this year for our Ukrainian and other new nationalities. In combination with Microsoft lens, our teaching can considerably improve. This can only happen with collaboration and peer tutoring with teachers so that the money spent is not wasted simply playing games. It is those with SEN that I really feel could benefit school wide with some effort to learn something new on the teacher’s part.
 - August 18, 2022 at 1:30 pm #163084
 Deirdre Maye
 TeachNet Moderator
 Hi Sue, Welcome to the course.
 
 You are correct in saying that the classrooms in which we teach are becoming more and more diverse. We all know now there is a lot more movement in the classroom, the needs of each child is very different and children learn at different rates.
 
 Immersive reader is a lovely tool to have on your iPad. It will benefit many pupils.
- August 19, 2022 at 10:06 am #177433
 Shona Muldowney
 Participant
 I have learned a lot from this first module about use of ICT and Assistive Technologies to support teaching in SET. I found the Microsoft resources for remote learning very useful. These will also be useful in school and for homework assignments. I had not heard about some of these resources before so I learned lots from practising using them.
 
 From reading the documents about The Digital Learning Framework, I learned a lot of new information which I can now use in my teaching and in school. The standards are very important and provide a great structure to aid with planning lessons.
 
 The Digital Learning Framework resources will be very useful in supporting children in their learning. The resources for creating a Digital Learning plan are very interesting and informative. The PDST Learning Frameworks provided a lot of new information and ideas. I was not aware of the Digital School Excellence Fund or STEM School Excellence Fund.
 
 I found the SETT Framework very interesting. The two parts are very informative and will be useful in my planning for pupils learning.
 
 The case study around putting the SETT Framework into practice was very useful. It will be a great help when planning pupil’s school support files.
 
 I found module 1 very informative and gained a huge insight into digital technologies and how to use it to support pupils in an SET setting and also in class. Thank you, Shona Muldowney.
 - This reply was modified 3 years, 5 months ago by Shona Muldowney.
Author

Posts

Viewing 18 reply threads

You must be logged in to reply to this topic.

Cookie	Duration	Description
cookielawinfo-checbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.