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Hi Siobhan,
Welcome to the course and thanks for your contribution above in relation to assistive technologies. You have covered many bases in your post. One of he key phrases you have included is ‘if used correctly’. I feel this is the central point we need to consider when using digital technologies – we need to be thinking of why we’re using them and how they can extend / augment / support the learning experiences currently being undertaken.
The standards and statements of the DLF mirror the standards and statements of Looking at Our Schools, which is the quality control framework for schools. The Inspectorate has recently published the ‘Looking At …’ series which offers tips on mapping your work in all subjects to these. They can be found here: https://www.gov.ie/en/publication/14c1a-looking-at-series-primary-school/ (primary) & https://www.gov.ie/en/publication/41afd-looking-at-series-post-primary-school/ (post primary)
Hi Gina,
Thanks for highlighting some of the fantastic accessibility features that are available within the Microsoft / Office 365 software. Dictate, Lens and Immersive Reader can be transformative tools for those with literacy difficulties. These tools also support a UDL approach in which students can represent material and create material through multiple means.
There are a number of equivalent Google extensions that can carry out the same functions if your school uses Google Workspace. These include ‘Talk and Comment’, ‘Open Dyslexic for Chrome’ and ‘Use Immersive Reader on Websites’. Google Lens also carries out the same features as Microsoft Lens (minus the automatic export to Immersive Reader).
Hi Sinéad,
The Immersive Reader is a fantastic accessibility tool for Windows devices. Alternatives such as Helperbird and Use Immersive Reader on Websites can be found on the Chrome Web Store if you are using Google tools. The translate feature is great for students joining from other country, and the picture dictionary can help them to acquire target language.
Using Microsoft Lens to take pictures of textbooks or novels and importing them directly into the Immersive Reader is a great tool to further accessibility.
Hi Sinéad,
Welcome to the course and thanks for sharing your thoughts. Department policy does dictate that digital technologies should be integrated and embedded into teaching, learning and assessment. The ‘how’ of doing this is very often left open for individual schools to design their own solutions.
The rise of assistive technologies is breathtaking and so many resources are now there to assist our pupils. I love the AT filter and creator at the following link: https://www.ahead.ie/Discover-your-AT – this provides you with suitable assistive technologies based on the child’s needs, the devices you have access to and whether a Google or Microsoft account is in use.
Hi Margaret,
Unfortunately the link to your One Note is not working for me. However, I think you have highlighted one of the major benefits of OneNote when you mentioned its capacity to hold Sways, Documents, PDF’s etc. The fact that it integrates with some of Microsoft’s accessibility features (such as Immersive Reader) also assists those with literacy difficulties.
You have alluded to how the teacher can add handwritten notes to student notebooks. Another feature that also can be utilised is ‘voice notes’ where audio feedback or advice can be provided to pupils.
Hi Deirdre,
Thanks for sharing the link to PearDeck above. It’s a tool which I have often heard great things about, but have yet to actually use it on a consistent basis with my class. However, the description provided would certainly encourage you to want to use it.
The ability to ‘assess the children’s learning in real time’ is something which is so important. I often find that feedback often falls on deaf ears as it is not ‘in the moment’ and the time has passed for it to be very effective. We need to look at ways (across the continuum of assessment) of supporting this in real-time. The fact that Pear Deck is suitable for multiple different learning styles and allows for content to be presented in many forms is another major plus for the platform.
Hi Muirne,
Welcome to the course and thanks for your post here. You have certainly covered all the basics and more of the primary features of both Sway and MS Forms. In terms of using Forms for self-assessment, the creation of short ‘exit tickets’ can be really effective in gathering real-time, authentic feedback that you can put to use immediately. I like how you have realised the potential of Sway as a tool in which students can showcase their creativity. There are multiple uses of this for content creation, and it can add greater variety to the presentation of text and artefacts.
Hi Deirdre,
Welcome to the course and thanks for your contribution here. I think your post captures the essence of what a learning platform like Google Classroom can do. Your post has alluded to the different skills that it can assist in developing, and the content of the following module on 21st century skills will complement this.
From your own setting in a special school, I am sure that the collation of files on a child’s Drive will be an excellent way of viewing progression over the year. Digital stories can be created using Slides or ‘Google Photos’, but other third-party apps like Adobe Express or Book Creator can be integrated seamlessly with Classroom.
Hi Karen,
Once you copy your text from Word/Docs right-click in the reply box on the forum and select ‘paste as plain text’ from the menu. Alternatively, you can press ‘Ctrl + Shift + V’ to paste without formatting.
Hi Holly,
I have approved your post here. It went into the ‘pending’ folder, potentially due to the formatting.
When you are pasting a post that has been typed in Word you can right-click and select ‘paste as plain text’. This removes any of the font and formatting information that Word collects.
I hope this helps and that you’re enjoying the course.
