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I feel so behind the times as I had no idea the amount of things we could do on one note but I’ll definitely be exploring it more this year – we’ll learn together
Yvonne I agree giving parents the task of using it at home can be quite stressful if they aren’t IT literate but they are quite fun and engaging for children so if there is a Device it’s worth mentioning so that they are using it for something educational
I really liked cogi and balabolka too and like you have never seen or used these before but I have been playing about with them and really hope to use them in sept
I am a long time in schools but not long teaching nd I feel that every week I am joining some course or another as I feel that there is always something new to learn and feel like this will be my life going forward but I love learning anything new that can help me be a better teacher and all this technology I hope will be beneficial to me and to my students.
This can be the problem I myself have quickly a broad accent so I find I have a lot of corrections to make to dictated text but…in saying that it will give some children so much confidence in creating a story that they would never have the ability to write as they find it so difficult
This is my first time too exploring immersive reader but think if I am working with eal children next year then I feel it will be a game changer with the picture dictionary etc..fantastic tool
I agree James things have changed so much in recent years with regards to technology but the benefits to create an inclusive classroom and supporting the children with all these tools as a whole class will be life changing for some.
I hadn’t heard of the sett framework either but found it to be so easy to follow and will definitely be using it in September to ensure I’m supporting the children’s needs as best I can
In my last role I supported Senior Infants, but in the coming year I believe that my role will be to support children in the higher end of the school. From doing this module I can see how the technology tools explored could be really engaging and inclusive and will be as effective for older pupils. Last year I supported some EAL students who found literacy and numeracy challenging (the numeracy seemed to be down to the understanding of what was being asked in the questions), and tools like Immersive Reader and Balabolka really stood out as ways to build confidence through text-to-speech and visual supports. For the younger children, I liked Starfall and ABC Kids, as they made learning fun and engaging for younger children, while Duolingo could extend language development. In numeracy, games such as Math Duel Fight and resources like Khan Academy could support practice and revision in an interactive way. Looking ahead to 5th class, I’d love to explore Flipgrid for speaking and listening activities, and Wakelet for organising projects collaboratively, especially in a team-teaching context. Using the SETT model helps me think systematically about how these tools meet learner needs and improve outcomes. I cannot wait to begin to use tools like Microsoft onenote and the learning accelerators etc… as there is so many tools in it that I feel the older children will be really engaged with!
Part 1:
The SETT model (Student, Environment, Tasks, Tools) provides a useful framework for linking assistive technology to a student’s learning needs. I would use this alongside a School Support File, to ensure that interventions are personalised and clearly documented.
Starting with the Student, I would identify their strengths and challenges using information from teacher observations, standardised tests, and any previous assessments.Under Environment, I would look at classroom organisation, available resources, and teaching styles that either support or hinder learning.
The Tasks section would focus on what the student is expected to achieve, such as reading a clock or managing daily schedules.
Finally, Tools would involve identifying digital or non-digital supports (e.g., visual schedules, apps, or manipulatives). The School Support File ensures that goals, strategies, and progress are recorded, while the SETT model helps structure how technology and adaptations are chosen.Part 2 – Sample SETT Plan
Student: 4th Class pupil
Concern: struggling with the concept of time.
Environment: Mainstream classroom with access to tablets, interactive whiteboard, and maths manipulatives.
Support provided in small groups by SET teacher.
Tasks: Read and interpret analogue and digital clocks.
-Understand concepts of elapsed time.
-Use time to organise daily routines.
Tools:
-Interactive clock apps (e.g., Toy Theatre Clock or “Tell Time” apps).
-Visual timetables with images.
-Colour-coded analogue clock with marked intervals.
-Timer or watch with simple alarms for transitions.Reflection
Creating this SETT plan really highlighted the importance of breaking down the barriers a student faces into clear areas. Initially, I tended to focus only on the learning difficulty itself, but using the SETT model encouraged me to consider the bigger picture—the learning environment, expectations of tasks, and the supports already available. For this student, understanding time is not just about maths skills but also about independence and daily organisation. By introducing tools like clock apps, visual schedules, and colour-coded resources, the student can connect abstract concepts to something more concrete and meaningful. I also realised how important it is to document these supports in the School Support File so that progress can be tracked and shared with parents and other staff. This process gave me practical ideas for supporting not only this child but also others with similar challenges, and it showed how small, consistent changes can make learning more accessible.part 1:
For this activity I have choose to use the Microsoft PowerPoint immersive reader tool to support a 1st class student with Dyslexia. The activity is for a phonics and sight word matching game. In it there are slides with images (e.g. a cat, the sun, a book etc) alongside are the corresponding words – similar to the dcode books. The student can click on the words and through the immersive reader tool be able to read aloud the words with the syllables broken down and the option to change the font and background colour for accessibility. The student can move through at their own pace supported by both the audio and visual reinforcement. Children with dyslexia can often struggle with word recognition and decoding so this multisensory input can be highly beneficial. Building confidence, encouraging independence and reducing anxiety that can often be associated with literacy tasks. I feel that this approach because it addresses the students individual learning needs by having the text to speech, font adjustment and visual supports is going to be very dyslexia friendly and will create a safe space for children to be able to make mistakes and grow in confidence rather than adding to their anxiety and frustration.
part 2:
The national framework for teacher learning (Cosán) recognises that teacher are in themselves lifelong learners whose CPD is key to delivering high quality education. It emphasises that CPD is a process that empowers teachers to become adaptable and respond to the changing needs of the children in our classrooms. I suppose we are lifelong learners because the system itself is ever changing along with the curriculum. Changes to things such as well being, play based methodologies in math and creating an inclusive classroom means we are constantly upskilling to be able to meet the needs in the room. Like that the changes to technology like all the new tools we are seeing in this course and the use of whiteboards, iPads etc… that are so helpful in the class can only be used if the teacher is constantly engaging in CPD to be ahead of the game. Ultimately CPD is not only for professional growth but to ensure that our classrooms remain responsive, inclusive and focused on the future of the children in front of us
Having the chance to explore Immersive Reader in Microsoft Teams, the Edge browser, and other Microsoft 365 tools really opened my eyes—I had no idea there were so many helpful features built in. Things like text-to-speech, line focus, and the picture dictionary are great for supporting students with dyslexia, slow processing, or sensory needs, not just in the SET classroom but in ASD classes too. I can see how these tools could make reading and writing feel less overwhelming and help students feel more confident. Especially the EAL students.
It also gave me loads of ideas for how I can use these tools in small group work going forward. Even simple changes like adjusting background colour, increasing text size, or using the Read Aloud feature can make a big difference. I hadn’t thought much about different input devices either, but things like large-key keyboards or alternative mice could really help some pupils feel more comfortable using technology.
Part 2:
I hadn’t heard of the SETT Framework before this module, but after reading the document and case study, I found it really useful. It gives a clear and simple way to make sure I’m picking the right tools to support the child properly.
What I liked most about the SETT Framework is that it starts with the Student! looking at their needs, strengths, and what helps them learn best. Then it takes into account the environment something I feel can be overlooked, having been an Sna and special class teacher and now a support teacher, like the classroom setup, teaching style, and how the student interacts with others. The focus on the tasks the student needs to be able to do really makes a massive difference to the tools you need too, before you can finally move on to the Tools—the assistive devices or supports that will help them succeed.
I feel using the SETT Framework now alongside the Student Support Plan will really helps to keep things organised and focused. It will make it easier to keep track of what’s working and what might need to change. I found the case study especially helpful for seeing how to use it in real-life situations. I can definitely see myself using this framework going forward to make sure I’m supporting each student in the best way possible.
