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We have learned alot from the two covid lockdowns about our readiness or lack of it for any type of remote learning.
Thankfully now we have a remote learning policy in place and a staff upskilled in the use of seesaw and google classroom. Families are also familiar with the interface.
I see many of the elements of this suitable for a blended learning approach and think there are advantages in terms of homework/assessment/parental involvement and accountability in using a blended learning approach.
I think many of the AT apps that have been introduced in this course could play a part also in making blended learning more accessible to pupils with SEN and it is definitely something our SET team will discuss when we return to school.
As mentioned in the school development planning section of the NCSE Framework, there must be ownership by the whole school of the blended learning policy, it must be cognisant of the SEN pupils in the school at any one time. This is an ongoing and dynamic process and teachers must be aware of CPD needs for their group of pupils at any one time.
The school should make use of the whole school development planning templates, provided by the framework document, to identify their strengths and needs of their current blended learning approaches and these should be examined, discussed and evaluated.
Finally, our ultimate goal should be providing opportunities for pupils through our blended learning policies to reach their individual potential of each child and we must be cognisant that a “one size fits all” approach has no place in school life-hybrid or otherwise.
Firstly in relation to SSE… we have carried out alot of work in relation to evaluating our work on literacy and numeracy. This has involved surveying school stakeholders, parents, children, staff etc on elements of literacy and numeracy they enjoy/find beneficial/do not like etc..
We have analysed the effectiveness of various interventions like Ready Set Go Maths/Power Hour/Literacy Lift Off etc, looked at assessment results etc to evaluate a starting point for where we are heading in the area of literacy and numeracy and what our goals are.
The biggest thing for us was not focusing on the completion of text books and work books and the use of a wide variety of teaching methods and materials. It is lovely to see some of the apps we use mentioned here. In particular Kahn Academy, Reading Rockets and Starfall. Hit the button is also a favourite of the children.
It is interesting also that the government are now seeing digital literacy as an element of general literacy which I myself had not factored in and must do so.
Moving forward, especially in the area of SET… I see that there are many more uses I can make of both hardware and software (apps etc) in achieving my lesson targets.
Use of Microsoft Classroom’s AT apps is to the firefront. Immersive Reader, Maths Duel, and NRich Maths are all new to me and fantastic sites I hadn’t been aware of before that I will bring back to the classroom.
Articulation Station and Learning Alley also look interesting for pupils with Dyslexia and I look forward to exploring these further in SET.
Part 1:
I decided to look at an Up and Away lesson for an EAL pupil. I chose to use Immersive Reader. Firstly the passage was translated on google translate. Then it would be read on the AT app… Immersive Reader… breaking it into paragraphs.. with parts of the sentence nouns, verbs etc highlighted which will help with comprehension. The use of an app when introducing topic based vocab would improve fluency and boost confidence. The spacing between words and syllables will aid in pronunciation also.
The microphone/speaker icon can be used to repeat a difficult word and as you are online, images can be imbedded to aid comprehension. I think a lesson like this using Immersive reader would greatly benefit our EAL pupils.
Part 2: Cosán
One of the fundamental principles of Cosán is that teachers should be on a pathway to a lifelong journey of learning. It is one that teachers, in order to teach well, must continue to learn themselves.
CPD plays an integral part of this learning journey. It is important to recognise that not all learning is formal and sometimes the greatest learning experiences for a teacher come from a conversation with a fellow colleage, a post on a teachers forum, a team teaching lesson you were part of etc. The value of informal learning from day to day cannnot be underestimated.
Formal learning also plays a part and CPD courses upskill us all and are important to keep our teaching relevant. Cosán also highlights the importance of reflection on our own teaching. Whether school based or external, individual or collaborative or personal or professional courses… all are a necessary part of teachers being lifelong learners.
Immersive Reader
This is of immense value in both the mainstream and SET room .
You can increase text size and spacing. You can focus in one one paragraph or sentence to highlight a specific passage. I can see it being of help to EAL pupils when it can be translated. It can also be of help to Dyslexia pupils, where there is the ability to read text out loud. It is also easily accessible from anywhere including home and school. It would also assist pupils to get their ideas down on paper and negate issues with grammar and spelling.
Dictate:
This will be of benefit to pupils with Dyslexia, dysgraphia, OT issues and a myriad of other reasons that writing may be difficult.
It will allow a user to generate text from a recorded voice instead of using a pen or keyboard. This would improve speed, legibility, confidence and a sense of satisfaction through the completion of a task.
Sharepoint
This can be of great use to teacher(and students and pareùnts) who want to share resources online. It can allow a user to start from scratch or use a template. You can also tie a shareooint to the school’s hopepage.
<p class=”MsoNormal”>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</p>
<p class=”MsoNormal”>The array of assistive technologies, low, medium and high tech, outlined in this module are a real eye opener.<span style=”mso-spacerun: yes;”> </span>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.</p>
<p class=”MsoNormal”>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”</p>
<p class=”MsoNormal”>As principal, I must now lead<span style=”mso-spacerun: yes;”> </span>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.</p>
<p class=”MsoNormal”>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?</p>
<p class=”MsoNormal”>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.</p>
<p class=”MsoNormal”></p><p class=”MsoNormal” style=”margin-bottom: 6.0pt; line-height: 150%; mso-outline-level: 4; background: white;”><i style=”mso-bidi-font-style: normal;”><span style=”font-size: 10.0pt; mso-bidi-font-size: 12.0pt; line-height: 150%; font-family: ‘Arial’,sans-serif; background: white;”>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.</span></i><i style=”mso-bidi-font-style: normal;”><span style=”font-size: 10.0pt; mso-bidi-font-size: 12.0pt; line-height: 150%; font-family: ‘Arial’,sans-serif;”> <span style=”background: white;”>They will consider which of the standards from the Digital Learning Framework that they could address.</span> <span style=”background: white;”>Post a reflective piece (250 words min) as a reply to this post</span></span></i></p>
<p class=”MsoNormal” style=”margin-bottom: 6.0pt; text-align: justify; line-height: 150%; mso-outline-level: 4; background: white;”><span style=”font-size: 12.0pt; line-height: 150%; font-family: ‘Arial’,sans-serif; background: white;”>The array of assistive technologies, low, medium and high tech, outlined in this module are a real eye opener.<span style=”mso-spacerun: yes;”> </span>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. </span></p>
<p class=”MsoNormal” style=”margin-bottom: 6.0pt; text-align: justify; line-height: 150%; mso-outline-level: 4; background: white;”><span style=”font-size: 12.0pt; line-height: 150%; font-family: ‘Arial’,sans-serif; background: white;”>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, </span><b><span style=”font-size: 12.0pt; line-height: 150%; font-family: ‘Arial’,sans-serif; mso-fareast-font-family: ‘Times New Roman’; mso-fareast-language: EN-IE;”>”</span></b><span style=”font-size: 12.0pt; line-height: 150%; font-family: ‘Arial’,sans-serif;”>Promote a culture of improvement, collaboration, innovation and creativity in learning, teaching, and assessment”</span></p>
<p style=”text-align: justify; line-height: 150%; background: white; margin: 0cm 0cm 6.0pt 0cm;”><span style=”font-family: ‘Arial’,sans-serif;”>As principal, I must now lead<span style=”mso-spacerun: yes;”> </span>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. </span></p>
<p style=”text-align: justify; line-height: 150%; background: white; margin: 0cm 0cm 6.0pt 0cm;”><span style=”font-family: ‘Arial’,sans-serif;”>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?</span></p>
<p style=”text-align: justify; line-height: 150%; background: white; margin: 0cm 0cm 6.0pt 0cm;”><span style=”font-family: ‘Arial’,sans-serif;”>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. </span></p>
<p style=”text-align: justify; line-height: 150%; background: white; margin: 0cm 0cm 6.0pt 0cm;”><span style=”font-family: ‘Arial’,sans-serif;”> </span></p><p class=”MsoNormal” style=”margin-bottom: 6.0pt; line-height: 150%; mso-outline-level: 4; background: white;”><i style=”mso-bidi-font-style: normal;”><span style=”font-size: 10.0pt; mso-bidi-font-size: 12.0pt; line-height: 150%; font-family: ‘Arial’,sans-serif; background: white;”>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.</span></i><i style=”mso-bidi-font-style: normal;”><span style=”font-size: 10.0pt; mso-bidi-font-size: 12.0pt; line-height: 150%; font-family: ‘Arial’,sans-serif;”> <span style=”background: white;”>They will consider which of the standards from the Digital Learning Framework that they could address.</span></span> <span style=”background: white;”>Post a reflective piece (250 words min) as a reply to this post</span></i></p>
<p class=”MsoNormal” style=”margin-bottom: 6.0pt; text-align: justify; line-height: 150%; mso-outline-level: 4; background: white;”><span style=”font-size: 12.0pt; line-height: 150%; font-family: ‘Arial’,sans-serif; background: white;”>The array of assistive technologies, low, medium and high tech, outlined in this module are a real eye opener.<span style=”mso-spacerun: yes;”> </span>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. </span></p>
<p class=”MsoNormal” style=”margin-bottom: 6.0pt; text-align: justify; line-height: 150%; mso-outline-level: 4; background: white;”><span style=”font-size: 12.0pt; line-height: 150%; font-family: ‘Arial’,sans-serif; background: white;”>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, </span><b><span style=”font-size: 12.0pt; line-height: 150%; font-family: ‘Arial’,sans-serif; mso-fareast-font-family: ‘Times New Roman’; mso-fareast-language: EN-IE;”>”</span></b><span style=”font-size: 12.0pt; line-height: 150%; font-family: ‘Arial’,sans-serif;”>Promote a culture of improvement, collaboration, innovation and creativity in learning, teaching, and assessment”</span></p>
<p style=”text-align: justify; line-height: 150%; background: white; margin: 0cm 0cm 6.0pt 0cm;”><span style=”font-family: ‘Arial’,sans-serif;”>As principal, I must now lead <span style=”mso-spacerun: yes;”> </span>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. </span></p>
<p style=”text-align: justify; line-height: 150%; background: white; margin: 0cm 0cm 6.0pt 0cm;”><span style=”font-family: ‘Arial’,sans-serif;”>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?</span></p>
<p style=”text-align: justify; line-height: 150%; background: white; margin: 0cm 0cm 6.0pt 0cm;”><span style=”font-family: ‘Arial’,sans-serif;”>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. </span></p>
