ERIC ED390229: NCIP Profiles, 1-5, 1994.

22 Pages·1994·1.1 MB·English

by  ERIC

DOCUMENT RESUME
EC 304 494
ED 390 229
NCIP Profiles, 1-5, 1994.
TITLE
Education Development Center, Newton, MA. National
INSTITUTION
Center to Improve Practice.; WGBH-TV, Boston,
Mass.
PUB DATE
94
NOTE
22p.
Collected Works
Non-Classroom Use (055)
PUB TYPE
Guides
Serials (022)
NCIP Profiles; n1-5 1994
JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
Assistive Devices (for Disabled); Change Agents;
DESCRIPTORS
*Classroom Techniques; *Disabilities; *Educational
Improvement; *Educational Technology; Elementary
Secondary Education; Inclusive Schools; Learning
Disabilities; Microcomputers; Multimedia Instruction;
Preschool Education; Visual Impairments; Writing
Instruction
IDENTIFIERS
Laptop Computers
ABSTRACT
This set of information sheets is intended to improve
n special education through use of technology, media, and
practice
materials. The first information profile offers guidelines for using
NCIP (National Center to Improve Practice) resources to effect
change. Examples are given of how technology coordinators and others
have used NCIP resources in their role as change agents. The second
profile offers ideas for using multimedia with students having
learning disabilities. Examples include using Hypermedia software to
create multimedia stories, producing videos, and using media to
improve writing skills. The third profile discusses using technology
to help students with visual impairments improve their writing
skills. It considers the importance of sensory feedback to the
writing process and ways schools and families can help. The fourth
profile describes the use of laptop computers to improve the learning
of students lith disabilities, addressing considerations for
implementing a plan for laptop use, examples of how schools are using
laptops. and features of portable computers and writing tools. The
last profile is on ways that technology can support inclusion in
preschool settings. It describes how a child with cerebral palsy uses
various technologies in her regular class and how a specially
designed keyboard aids students with autism.
(DB)
*******************************
*
*
Reproductions supplied by EDRj are the best that can be made
from the original document.
***********************************************************************
U.S. DEPARTMENT OF EDUCATION
Mice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
document has been reproduced as
/171'his
received from the person or organization
originating it
tO improve
f' Minor changes have been Made
reproduction quality
hisdocu.
Points of view or opinions staled in
official
ment do not necessarily represent
OE RI position oi policy
NCIP Profiles, 1-5, 1994.
2
BEST COPY AVAILABLE
ing with
or
.1
Change Agents Are the Key
technology coordinator, director of
Their titles are as distinct as they are
special education, team le-ader, teacher, parent advocate, or pre-service
to help others solve problems,
faculty Yet they share a common goal
locate information, improve practice, implement new approaches, or
II
grow as prof essionals. In doing so, they function as change agents.
The activities these change agents engage in are as varied as their
disseminating information, developing and conducting professional
titles
develOpment activities, providing technical assistance, mentoring others, and
even serving as cheerleaders. However, in order to carry out their work,
change agents need ready access to information to disseminate, materials
What's Inside
to use in training, or strategies for technical assistance They also need to
link to others who are doing the same kind of work.
Change agents: Who they are
Inside you will meet Kristen Eichleay, Lou McIntosh, and Bonnie
and what they do
Prohaska, three change agents who nave joined the NCIP Community By
Ways a director of a special
NCIP's print and video profiles,
offering three interconnected resources
education technology center
NCIP helps change
and NCIPnet (NCIP's telecommunications network)
circulates NCIP Profiles
agents better serve their constituents. This profile takes a look at how each
of these three change agents use a different NCIP resource as an avenue
How a computer network
into the broader NCIP Community.
manager uses NCIPnet to
exchange information
"
Ideas from a computer special-
ist for using NCIP's video
(1",!'
profiles in distance learning
,
'Tips for change agents
More about NCIPnet
&
17.
U $ OfPARTMENT OF EDUCATION
wassi
Office of Educehonal Rsearch and Impmement
Kristen Eichleay, far right, works with teachers
EDUCATIONAL RESOURCES INFORMATION
CENTE R (ERIC)
to evaluate educational software.
NCIP is the National Center to
Th. document has been reOrocluCed as
tecetvecl from the person 0, organizahnn
Impruve Practice in special education
ongmatmg .1
P Wm>, changes nave been made to rnptowe
through technology, media, and
eprocluchon ouhty
3
mcteriaIs.
Po.nts 01
opnions slated .n this docu
ment do not necessarily epteSent &hoe,
pobcy
OEF4I posdron
BEST COPY AVAILABLE
INENcrim-__
Avenues to Information
Profiles Showcase
Through these tr.iinogs,
,dentifics teacheis vlio au ead at the
Technologies and Uses
school level These strong technology
At.. Kristen Eichleay about technology
advocates become change agents in
and she'll tell you that it can serN,e as a
tlieir own schools as they, in turn, share
catalyst foi classroom change She
information and provide colleagues with
believes that trying new technologies
technical assistance. Kristen is develop-
of ten pushes teachers to think in new
ing a notebook for each of these school-
ways about teaching and learning As
level change agents that will feature
Wei( tnink.ng evolves, more innovative
issues of NCIP's print profiles, additional
uskis for tecnnoiogy sur face. Then.
resources retrieved from NCIPnet. and
according to Kristen, as teachers
information ahout NCIP's video profiles
become more comfortable with
featuring technology in use
technology, they are able to see the
Kristen finds her cadre of school-
rewards of integrating students with
level change agents eager for informa-
disabilities in authentic ways.
"I can't get
tion about new ideas
But first teachers must become
information out fast enough. Tne
both familiar and comfortable with
bit
challenge is to put information into a
available technologies and their uses As
form that is readily accessible and get it
Lou McIntosh,
director of Boston Public Schools'
seen here with
his son Douglas
out to teachers quickly." she says,
Special Education Technology Center at
adding that NCIP materials can expe-
Emmanuel College. Kristen believes that
dite the process When teachers ask,
good sources of information can help
Discussions on NCIPnet focus mostly
"What should I try?" Kristen believes
pave the way for that change She relies
on the issues relating to technology
that the vignettes in NCIP Profiles can
on NCIP s print profiles to help teachers
use in education Reccnt conversations
stimulate thinking about how similar
understand how their students with
have included exchanges on laptop
approaches might work in their own
disabilities can best be served by
computers, inclusion issues, and
classrooms.
technology resources to help students
technology.
Network Members Seek
with visual impairments
"NCIPnet gives me a chance to
and Share Information
put parents in touch with a vital ongoing
Lou Mclntosh understands the value of
and immediate discussion of the latest
information and the importance of
developments in applications of technol-
getting it to the pool
,.. who need it As
Lou says
ogy in special education
founder and manager of The Maine
adding that he finds NCIPnet meets
Meeting Place, a 1,000-user electronic
several of his needs For example Lou
network, Lou seeks to meet the
was interested in learning more about
information needs of parents, educa-
woid prediction software packages and
tors, and consumers
found help on NCIPnet Coiwersation on
He turns to NCIPnet as one way
NCIPnet has lead Lou to NCIP s pint
to help meet those needs NCIPnet is a
profiles, which he intends to excerpt for
telecommunications network that
his own newsletter
allo,%,s Is members to seek and share
infoi oration about technology and
Video Profiles Offer Inside
disabilities For Lou, this inearis he r.an
Look at Technology
Profiles to
s NCIP
both seek information from NCIPnet
Eichleay use
with
As a computer specialist, Bonnie
Kristen
students
how
and shale infolination posted by users
teachers
served by
show
Prohaska knows the unportance of
best be
or The Maine Meeting Place
disabilities can
capturing th(. Interest of busy tewheis in
ou and about 400 other
technology.
he! area Video par ticulaily interests her
NC IPnrit users can send and receive
because it provides an intinuate look at
Kristen understands th,rt a strong
topical conversa-
personal mad, loin in
IVAN technology positively affecIF,
pmfessional develrit)nlent prograni can
lion,,, discuss software, find tecl inology
clirldierl'S lives (especially those vvith
siipport, <Ind 'Al5tdifltf',1010-.
rcsouir es,
1 rtiidd sumnidun,-;
ii
\mini) is iii
'a) 1,1')I. ti!,1
,n1
Wow,
ifl play individual
:,He
ninu6t te,ILherS i
iilfrh(q.jy
.1' ti'l
1.1yr i;y
vdlinkr,
on VCRs or watch live, intetactive
.11111..
1()pli al conveisations or NClhnet
Intmdcasts on televy;ion
(Wq
111'0.111,ir..illd I
1/111i;i.
which include i ontrihotiont, from
Bonnie is planning to intetliate
ti, triai
odininii,tratzle,, tem her
an innovative
n and Hot .
ls1Clly-, video iirofiles
on",eiVil.1
pido( y
LI(
piolc,sional development model that
ni int drril virfr.o toroth-.
4
Tips for Change Agents
demonstrations: and other videos of
classroom practice by teachers in the
Below are some tips that can help
systeni.
change agents and their constitu-
She believes videos play a
ents be active participants in the
critical role in stimulating teacher
NCIP Community.
reflection and planning. A shared image
can anchor conversation and promote
I Get dm word out.
questions and comments that spark
Build awareness among your
discussions about practical issues
constituents (e.g. teachers,
After watching a video, Bonnie looks
administrators, parents) about
foi teachers to ask questions that begin
NCIP, members of its community,
with. "What if..
and "What does it
and its resources. Let people
take to make this possible?" These
know about NCIPnet and NCIP
questions indicate that teachers are
Profiles, their topics, and how
generating Ideas and thinking about
they are interconnected.
implementation of new approaches.
2 Make materials available.
An in-service video broadcast
Use a variety of strategies to
of,en is made more effective with
ensure ready access to NCIP
support materials. Preparatory materials
resources. For example, copy and
help establish a program's purpose and
place NOP Profiles in mailboxes;
context. During the broadcast, desia-
place them in a binder in a central
nated facilitators at each school can
location; post them on bulletin
exchanges information
answer questions and follow up with
across networks.
boards; and hand them out at
technical assistance in classrooms.
administrator, teacher, or parent
incorporates distance learning.
Information from NCIP's print profiles
meetings. Make copies of the
Vignettes in the videos each run about
can foster further discussion about ff,e
video profiles and set up a lending
10 minutes, brinaing to life stories from
topics introduced in the videos Further
library.
selected NCIP print profiles.
questions might be answered on
Bonnie's home base is the
3 Encourage a ripple effect.
NCIPnet.
metropolitan school district in Madison.
Bonnie envisions broadcasts
Let people know that copying and
Wisconsin, where she is investigating
concluding with an assignment: A task
passing along NCIP resources and
the possibility of offering a series of in-
that strongly encourages teachers to
ideas is recommended.
service programs through her city's
take action, try a strategy, visit
4 Stimulate interest.
local cable TV station She would like to
someone's classroom, read an article,
Let the materials become a cata-
enrich existing program strategies by
or engage in a conversation on NCIPnet
lyst for taking a next step toward
integrating NCIP's video profiles in the
with others within the district or across
effectively using technology with
broadcasts Program formats could
the nation.
students who have disabilities.
combine video with guest teachers,
For example, build a mini-library
--1111101
experts. and resource personnel;
around a specific topic by getting
resources from NCIPnet's on-line
library and adding other resources
to them. Invite people to join
NCIPnet discussions related to
topics in the print profiles. Ask for
volunteers to try a new strategy
illustrated in a video profile and
provide them with technical assis-
tance for implementing that idea.
If you have other suggestions,
please post them on NCIPnet in
the Change Agents forum, or call,
write, or send a fax to Judith
Zotlass using the information on
page 4 of this newsletter.
REACH Program
Stephens
at the Glenn
with Charlie
left, works
development.
in profession&
Bonnie PrOhaSka,
video profiles
use NCIP's
Bonnie plans to
AVAILABLE
BEST COPY
Join Us on NCIPnet
Main Menu
The illustration below shows the Main Menu screen that all
users see when they first log on to NCIPnet. Each folder on the
Main Menu contains items to help users learn more about using
technology to enhance special education.
NCIP Conferences
-,s-
0 Files
7 Folders
Conference
IN
Worl.ing with NCIP
NC IP Profiles Library
Viev, s From The Field
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You can access a variety of
resources, including.
Re. Fied
oinnn.y,
additional examples of
:=rt 9_
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Au'y
(";.-? I Request for Inf ormation nrzif'Ci)
classroom or individual uses
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more detailed information
about hardware and software
"Views from the Field"
Working with NC1P
helpful tips on managing
Discussion Forums
In this folder participants can-
technology use
This on-line meeting place allows ynu to
discuss strategies for using NCIP's print
and video profiles and NCIPiret
and shiiIP
information and ideas
requeSt
discuss other implementation
discuss issue,. of common intelest
strategies and issues
pal ticipate iii cl.sci issions with on
?Ivi1
guests who ,1E(0 Irddl'1!*.
101:
For more information, contact:
© 1994 Education Development
Center, Inc. and WGBH Educational
National Center to Improve Practice
Foundation.
ak_
Education Development Center, Inc.
All materials In this document may
55 Chapel Street
be photocopied and distributed.
Newton, MA 02158-1060
[phone], ext. 2412
TTY: [phone]
6
Fax:[phone]
BEM' COPY AVAILABLE
Multimedia
What's Inside
The challenges facing writers
and More
with learning disabilities
How a variety of media can
Help for Students
help students write
with Learning Disabilities
High school students use
Hypercardtm software to
create multimedia stories
What to write? How to word it? While these questions are familiar to
everyone, students with disabilities often confront unique challenges when
"At-risk" students produce
they write.
videos about inner-city life
Many students with learning disabilities are often referred to as
"reluctant writers." These students may have trouble generating ideas
Strategies for creating
because of gaps in their background knowledge, or, they may have vivid
successful multimedia
ideas and solid information, but have trouble finding the language to
projects
express them. In either situation, it becomes a challenge for these stu-
A list of additional resources
dents to stay focused on the topic and task.
about multimedia on NCIPnet
Increasingly, teachers throughout the country are experimenting with
instructional practices that incorporate a variety of media to stimulate and
support writing. The media may be as simple as
photographs, objects, videos and tape recordings
or as sophisticated as computer software which
can link text, visual imagery, sound effects, and
music in a hyper-media presentation. These
practices, which capitalize on students' unique
abilities and interests, can be particularly powerful
for students with disabilities, many of whom
experience repeated failure with "mono-media"
pencil and paper.
Multimedia can support writing in a
number of ways. It can help students deepen
conceptual understandings. It can engage their
Students with learning
prior knowledge and help them form mental images. It can also provide
disabilities can benefit from
tools for composing and publishing. Perhaps most importantly, it can ease
using different kinds of tools
the transition from concepts and images to words
that stimulate and support the
writing process. Pictured I. a
group of students writing a
multimedia story using
Hypercardm software.
7
NCIP is the National Center to
Improve Practice in special
education through technology,
BEST COPY AVAILABLE
media, and materiels.
Good Teaching + Multimedia = Writing Success
week unit by showing her students
After they have done consider-
Martha Gowetski's tenth-grade English
able work on their stories, Martha awes
stories composed by previous classes.
class in Wayland, Massachusetts
After her students read these stories.
each group a hypermedia template that
which includes students with learning
they are eager to aet started.
will help them create their interactve
is buzzing with activity.
disabilities
Students begin their projects by
tales on the computer. (Martha says she
One group of students is
for ming groups and brainstorming story
does not introduce the technology at the
crowded around a large flow chart
topics and plots These often reflect
start of the exercise because she does
mapping out their adventure story
their interests and concerns
music,
not war it it to become its driving force.)
They are busy editing text cards, taping
sing the software, students
dating, parties, and bizarre (and
pictures, and placing compact disks on
begin to compose their stories on the
sometimes gory) events. Once they
the chart Several students are drawing
comp,,ter. They link their text to sound
haN.,e formulated a basic "plot plan
pictures, and others are scanning
groups begin writing. Eacn story
and oraphics by creating on-screen
photographs into the computer. Two
includes points at which the reader is
"butt )ns" that readers i,vrll activate as
girls are working together to create
they move through the narrative. Again,
asked to make a choice between two
interactive "buttons" which link rock
each group decides how they will
actions like "go to Valencia's" or
songs to their story. Someone calls out
-go to drug store." Each choice leads divide the tasks, allowing members to
"Twenty seconds of silence please so I
choose activities that both engage their
me reader down a separate story path.
can tape!" and the room is quiet
interests and build on their strengths.
Every group determines how
What is going on here? Students
For example, one group relied
their work will get done. Some decide
are composing interactive adventure
on an artistic member to draw all of
to vvnte the entire story together, while
stories, using Hyper Care° software,
their pictures. Two students sat at her
others opt to break into smaller groups
for others to read on the computer
side, offering suggestions about what
that will each work on a different
Martha has been doing this
to draw, while another student
branch of the narrative.
project with her English classes for the
scanned in the completed drawings.
past three years She starts the (hree-
Evaluation is an integral and on-
going component of the project. Three
SS
RORV'S,:iontEs
times during the three-week unit,
r..lift
m nrs new
lookitAteel snazzy
naleg6-ed
students complete evaluation forms
geen mmpsult
11 vas
detiyi cp I
suspenders qess
01.,se
my do.,,b,liya
that give them the opportunity to
louse
le1115 md
V elencie's
t,bout to ip to
teyonte
was out ot no;
14 e s m-,ht
reflect on their own work, the work of
tonced Met I
There
v-, hen 1
v6;;flAvored cborsticl,
other members in the group, and the
heemo
b,con a nd
life thtd I
dm.;
A day m int/
If l 60 to Me
hesn them
entire project. These on-going evalua-
no; chepstIck
the de te vuth
vite ,ettbottt
vnll be le te tor
too e tly
tions enable Martha to detect emerg-
sw iv Mimi
i could be
i..7.1 no.
it 1
tn.::
Velena, but
yea.-leins Y.-nth
ing problems and help groups make
1 vn111,, e
-,vd 110.0t,
adjustments where necessary
na nAe,.114-t
"The kids are remarkably on
1,60 to lit Lig stet e
to Italencto-s
tal get in evaluating themselves, their
,
peers, and the project," Martha said
To see the Wayland program IR
action. watch Multgmedia and More on
r.14111.
4.'24
the enclosed NCIP videotape
adventure
to write
software
above
computer
Hypea'
rCrd"
the one
"cards" like
When using
create various
students
stories,
Now Students with Learning Disabilities Benefit
"So this project played into her
they can engage in non-print activities
While this type of project can benefit
strengths. Someone else cduld
that capitalize on their strengths.
any student, it supports students with
remind her of the next steps, dead-
Finally, students are supported by
learning disabilities in several impor-
lines, and help her organize herself
the teacher and the peer group.
tant ways. First, by writing stories for
and her work. AU the group members
Martha explained that one of her
their peers to read, students have a
gave her very high marks, including
students who tends to be disorga-
highly motivating purpose for writing.
herself, and she was really a core
nized, experienced unprecedented
Secondly, students draw from
member of that group," Martha said.
success while working on the project.
their own interests and background
Because th group helped her to stay
knowledge to develop the themes
focused, hu creativity and story-
and plots. Third, by using multimedia,
telling abilities unlaced.
BEST COPY AVAILABLE
Teens Explore Inner-City Life through Video
Production
When th-2 lights wer:t on after the
screening of her group's documentary
360 of Violence," 18-year-old Ebony
Williams breathed a sigh of relief.
"All of our hard work paid off.
Our audience was very responsive to
our tape Their responses gave me the
feeling that I had accomplished some-
thing that was very good," she said
Ebony Williams is one of the
urban teens participating in an innova-
tive video production program at the
Educational Video Center IEVO in New
Yor k City.
O2
The program, a collaborative
project with the Center for Children
and Technology, was designed to
Using videocameras,
rn
students
document how video production can
their communities.
at the Educational
Because
Video Center
promote rigorous, collaborative student
it incorporates
can present
document
a range of
a variety of
life in
learning
inquiry and expression
tasks, video
opportunities.
production
video production process
EVC
is built on a "youth empowerment
aporoa,:h" that teaches students to
share their writing with peers, and
When students produce videos
draw on knowledge and issues that are
revise. Other steps involved with video
relevant o their lives
In the program,
at EVC, they per form many of the
production include using a camera,
same tasks involved with writing. They
groups or students work together to
shooting and logging footage, and
evlore. research, analyze, and reflect
immerse themselves in research,
screening and editing videotape.
choose a topic, write multiple drafts,
on issues that confront them everyday
Video production is a powerful
issues like poverty, racism, and drug
--...410111111
medium for students at EVC, many of
ab.lse
whom are at risk for learning disabili-
ties. It allows them to explore many
different areas of study, work with their
peers to divide responsibility for a wide
range of tasks, bring real images and
content to their ideas, and create a
meaningful work for a real audience
e-
"Besides learning the technical
I also learned how to work with
parts.
learned how to clearly
people.
express my ideas and how to compro-
'1
mise. Through working on our dccu-
mentary on the problem of abandoned
buildings in New York, I've learned how
docunientaries can mike people
aware," said Peggy Buckler, a 17-yedi
ticrpant in the EVC project
old
r
"MI
themselves
cameras on
turned their
loyalty, drugs,
"have
EVC program truths about
in the
of EVC
that uncover
director
participating
portraits
the executive
Students
of self
S. Goodman,
a collection
said Steven
and created
and dating,"
fashion, cops,
BEST COPY AVAILABLE
Additional
Strategies for a
Successful Multi-
Resources
media Project
More about Multimedia
Readings
on NCIPnet
Base writing on tasks that have a
Daiute, C. (1992). Multimedia compos-
purpose
ing: Extending the resources of
Instructional tips and ideas from
kindergarten to writers across the
classrooms around the country
Incorporate a process approach with
grades Language Arts, 69,250-260
explicit steps
Supporting materials and work samples
Boone, R. & Higgins, K. 119921.
from the Wayland and EVC projects
Al lo.^, students to build on their
Multimedia. TAM topical guide #1.
interests and background knowledge
Synopses of research on using various
Reston, VA. Council for Exceptional
media approaches to teaching
Promote connections between home
Children, Technology and Media
.
and school cultures
Descriptions of multimedia hardware
and software tools
Encourage students to use all of their
Skolnik, R., Larson, A.. & Smith, C.
senses and reflect on ways they learn
(19931 The power of multimedia
On-line discussion events featuring
best
Electronic School, A6-A9.
experts in multimedia
Integrate a variety of tools that tap
Tally, B. (1993). Inquiry Learning
On-line support and assistance from
different strengths, skills, and abilities
Though Video Production. News from
other teachers, parents, and adminis-
the Center for Children and Technology
trators implementing multimedia
Have students work collaboratively
and the Center for Technology in
approaches
with peers toward a common goal
Education. 2(5), 1-6.
Provide ongoing support and evaluate
progress throughout
Be an active member
of the RICIPnet
Have stuaents evaluate themselves at
different stages
Community!
STORIES
Log on to NC1Pnet and:
ROBY'S
most
I seW the
ray head
When I lifted
father's stamp
Share your experiences -
vision,besides my
Valencia
beautiful
11.o/beloved
is. it *les
successes and problems - using
\
collection, that
Mter tellins
jumpsuit.
n
multimedia in the classroom
spandex
\ in $ silver
et
rl nken
tihnetsicehshst,e.evlao:tehsernoanneTost:
ht,on:
Post samples of your students'
asreernent .
prenuptual
made a
work on the network
eishteen We
frOITied.
and vsere soon
DisCUSS with colleagues the
End, Bye
"Ille Uery
pros and cons of various
multimedia tools
their
music into
by
incorporate
students to
accompanied
is
allow
example, it
programs
screen, for
computer
appears on
Some
took."
that's all it
this picture
one look -
work. When
lyrics, "Just
vvith the
a song
413 1994 Education Development
For more information, contact:
Center, Inc. and WGBH Educational
National Center to Improve Practice
a
Foundation.
Education Development Center, Inc.
All materials in this document may
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