ERIC EJ1002111: Assistive Technology Outcomes in a Teacher Education Curriculum

2004·0.22 MB·English

by  ERIC

Fall 2004, Vol. 1, Num. 1
Assistive Technology Outcomes in a Teacher Education Curriculum

Brian W. Wojcik, George Peterson-Karlan, Emily H. Watts, and Phil Parette
Illinois State University

Abstract: This article describes a greater integration into home, work, and
comprehensive assistive technology (AT) school settings. By 1997, 80% of children had
teacher preparation model designed to address used a computer at home or in school
both general education and special education (Tapscott, 1998). The explosion of the
or early childhood education students. computers, the Internet, and digital
National technology standards provide the technology has, in turn, produced the ‘Net
context for the model that incorporates (a) an Generation’ (Tapscott, 1998). These children
innovative component, consisting of web- are “the first to grow up surrounded by digital
based modules and hands-on experiences, media…that they think it is all part of the
designed to prepare general education teacher natural landscape (Tapscott, 1998, pp. 3-4).
candidates; and (b) a traditional component, They are also more comfortable and have
consisting of coursework and experiential greater knowledge about the technology of
activities designed to prepare special our society than their parents and teachers. In
education and early childhood education addition, cultural, educational, and legal
teacher candidates. This report presents changes have increased the variety of students
preliminary outcome data for 503 general served in a typical elementary, middle or high
education teacher candidates who used the school building (Rose & Myer, 2002). Today’s
innovative component. The data indicate that schools are a mix of students from varied
a majority of students (86.9%) using the two- cultural and economic backgrounds of which
stage innovative component achieved targeted some are making educational progress, some
knowledge and performance competencies. are not reading on grade level, some are
Recommendations are offered for expansion gifted, some whose first language is not
of the outcomes measurement system to English, some have behavioral, attentional,
include a range of both teacher and student and motivational problems, and some have
outcomes and for expansion of the model to sensory, communication, cognitive, emotional
inservice training to general education and or learning disabilities (Rose & Myer, 2002).
special education teachers.
Student outcomes have become a clear focus
Keywords: Outcomes, Benefits, Assistive of national debate and action. Both the 1997
technology, Higher education, Teacher IDEA Amendments and The No Child Left
education Behind Act of 2001 (NCLB) have increased
the focus on the academic outcomes of
students with disabilities in the general
education curriculum. At the same time,
Technology development and related societal increased attention to determining and
changes, the standards-based reform measuring meaningful outcomes related to
movement, and legal mandates are propelling AT is emerging as a national dialogue (e.g.,
changes in the way we view the knowledge Assistive Technology Outcomes
and practices teachers must have about Measurement System, 2003; Consortium on
technology on exiting higher education. Assistive Technology Outcomes Research,
Technology is developing both in terms of n.d.). However, the preparation of today’s
reduced cost, greater potential benefit and teachers to utilize technology directly impacts
Assistive Technology Outcomes and Benefits / 21
Fall 2004, Vol. 1, Num. 1
the potential for students to achieve AT Influences on Teacher Education
meaningful outcomes through educational or Curricula
assistive technology (AT) use. The number of
students per computer in schools has declined Consideration of AT outcomes for teacher
from an average of 125 to 4.9, though the use preparation in higher education has been
of those computers varies widely (Lahm, influenced by the emergence of instructional
1996). The AT available to persons with technology, by the emergence of state-delineated
disabilities has grown to over 25,000 assistive K-12 educational standards, and by the
technology items, equipment and product broadening of the conceptualization of what
services (Abledata 2000) and the IDEA constitutes AT. These influences are briefly
Amendments of 1997 require that AT must be described in the following sections.
considered for use with an estimated 6.2
million students ages 6-21 with disabilities. Instructional Technology
However, the preparation of teachers to
consider and use technology in general, and Instructional technology (IT), sometimes
AT in particular, has demonstrated a varied referred to as educational technology, has
response. Less than half of teacher developed in response to demands to improve
preparation programs have stringent teaching, learning, and information
technology requirements and few preservice management. Generally, IT focuses on six
training programs include coursework or interrelated teaching processes: (a) planning
experiences on AT applications and issues instructional interventions; (b) preparing print,
(Lahm, 2003). audio, video, or digital instructional materials;
(c) instructing the relevant content
In response to these needs and trends, (knowledge and skills); (d) managing student
standards have been established for the interests, materials, or data during instruction;
preparation of teachers to use educational (e) assessing student learning; and (f)
technology, in general, (ISTE, 2004a, 2004b) extending instructional impact through
and for the preparation of special education maintenance and generalization procedures
teachers to use technology and AT, (Newby, Stepich, Lehman, & Russell, 2000).
specifically (CEC, 2001; Lahm, 1996). These In a Concord, NH high school, students in
standards incorporate the principles of the the English class read Catcher in the Rye in
standards-based reform movement in K-12 either paperback or digitized text version;
education (cf., McDonnell, McLaughlin, & have prompted strategies to improve reading
Morison, 1997; Thurlow, 2000). Key elements comprehension available in the digitized
of education include (a) goals, (b) indicators version if they need them; and synthesize
of success, (c) measures of progress, (d) important elements in a chapter, tie them to
reporting, and (e) consequences (Thurlow, their own lives, and communicate this to
2000). The purpose of this article is to: (a) classmates using videos, posters, animated
provide a description of the instructional and scenes, written papers, oral reports, and
AT influences on teacher preparation collages (Rose & Myer, 2002). Developing
curricula, (b) present an overview of a teacher such integrated use of IT in teaching has
preparation model to foster AT outcomes, (c) greatly impacted preservice teacher education
discuss preliminary results from the model, programs and the development of standards
and (d) present future directions for the for teacher education (ISTE, 2004b).
model.

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Fall 2004, Vol. 1, Num. 1
K-12 Standards Movement potential of technology to impact the lives of
people with disabilities was first highlighted as
At the same time that teacher preparation public policy in Technology and Handicapped
standards are developing in response to People (U.S. Congress, Office of Technology
technology development, so too are the Assessment, 1982). This report was powerful
expectations for how students graduating in advancing the argument that public
from our nation’s schools will use technology. investment in research and development
The current K-12 educational reform would reap individual and public benefit
movement began with the publication of A (Edyburn, 2000). This argument resulted in a
Nation at Risk (National Commission on series of public laws that have advanced
Excellence in Education, 1983), and its public policy and funding for research,
specific concerns regarding the mediocrity of development, and adoption of technology by
education in the U.S. Many rigorous individuals with disabilities. Historically,
responses ensued, particularly at state levels. however, educational professionals have
For example, the Illinois Learning Standards focused their attention on understanding the
(ILS) (Illinois State Board of Education, n.d.) functional outcomes of AT for persons with
define what students should know and be able physical, sensory, and communication
to do as a result of their school learning disabilities. Recent AT research, development,
experiences and reflect a new understanding and application has placed increasing
of the role of technology in preparing emphasis on students with mild disabilities
students to successfully exit from public (Behrmann & Jerome, 2002), thus broadening
education. Beyond the specific knowledge and the scope of educators’ understanding of AT.
performance standards to develop skills in Although there is a range of technology that
English/Language Arts, Math, Social Studies, can support reading, writing, math,
and Science, the ILS explicitly require information acquisition, organization, and
students to: (a) apply learning using cognitive processing, the issues of what, how,
technology to solve problems; (b) and when to use these technologies with K-12
communicate and make connections; and (c) students with disabilities are not yet clearly
use technology to access information, process understood (Peterson-Karlan, 2003). The
ideas and communicate results (Illinois State current broadened view of AT use requires
Board of Education, n.d.a). Therefore, it is teachers to be able to consider AT to both
essential that teachers be competent in both enhance acquisition and performance of
knowledge and application of technology if academic skills and enable functional
these outcomes are to be achieved with outcomes (Peterson-Karlan, 2003) for some
diverse learners (Illinois State Board of students while also attempting to integrate
Education, n.d.b). instructional technology (IT) for all students
(Blackhurst, 1997).
A Broadened Conceptualization of AT
Technology Standards in Teacher Education
Instructional technology and the expectations
for student competence with technology To meet these dual goals, new teachers must
represent a macro context within which the emerge from teacher preparation programs
AT mandate serves to influence teacher with appropriate knowledge and skills. To
preparation. The requirement itself--to accomplish this, there must be national
consider the student’s educational need for standards to create consistency and credibility
AT--developed in the larger context of the for teacher preparation programs (Lahm,
technology, disability, and public policy. The 2003). Technology standards for all teachers
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Fall 2004, Vol. 1, Num. 1
[International Society for Technology in Accredited teacher preparation programs
Education (ISTE), 2004a, 2004b] have been must align specific national technology
adopted by the National Council for standards (ISTE, CEC, and NCATE) with: (a)
Accreditation of Teacher Education course sequences, practica, field-based
(NCATE) to support technology integration experiences, and student teaching; and (b)
into professional teacher preparation requirements of the state-level certification
programs. The Council for Exceptional standards for general and special education
Children (CEC) (2001) has also created teachers. Presented in Table 1 are general
performance-based technology standards for categories of current technology standards,
teacher preparation (both initial and advanced with links to sites containing specific
certification) that include the use of AT. information about these standards.

TABLE 1
Technology Standards Related to Teacher Preparation

ITPS-9: Assistive Technology
National Educational Standard Core Technology Standards Advanced Technology
Technology Standards (All teacher education (ISU) Standards (ISU)
(NETS) candidates) http://www.isbe.net http://www.isbe.net
http://cnets.iste.org/ http://www.itps.ilstu.edu/ http://www.cec.sped.org
• Demonstrate sound • Demonstrate ability to use Thefollowing statement The following statement
understanding of range of AT to work represents a synthesis of 8 represents a synthesis
technology operations & effectively & equitably knowledge & 10 of 6 knowledge & 22
concepts; with students with performance standards: performance
• Plan & design effective disabilities. • Understand legal, standards:
learning environments & educational, & societal
• Understand AT
experiences supported issues regarding
concepts & relationship
by technology; technology & AT;
to diversity, educational
• Implement curriculum • Demonstrate skills technology use,
plans, including methods using range of AT assessment, diagnosis,
& strategies for applying devices or materials, evaluation, equity,
technology to maximize educational software, & ethical, legal, & human
student learning; AT product systems issues.
• Apply technology to that promote • Understands and uses
facilitate variety of accessibility & AT funding sources &
effective assessment & independence; processes for
evaluation strategies; • Understand roles of acquisition,
• Use technology to special educators, maintenance, security, &
enhance their related service ergonomic
productivity & providers, general implementation.
professional practice; educators, & families in • Develops personal
collaborative service
• Understand social, philosophy & goals for
delivery processes that
ethical, legal, & human using technology in
address assessment,
issues surrounding use special education.
selection & matching to
of technology in PK-12 • Matches learner,
learner’s needs &
schools & apply those technology, tasks, &
preferences
principles in practice. environmental factors
• Understand potential
using team process, to
funding sources,
include determination of
implementation of AT,
need for comprehensive
curriculum integration,
assistive or instructional
& periodic evaluation
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Fall 2004, Vol. 1, Num. 1
associated with technology evaluation.
providing assistive • Utilizes best practice
technology in K-12 strategies for acquiring
learning environments. information and
technology &
subsequent effective
classroom
implementation,
including data
management strategies,
with students/others to
achieve mastery & AT
maintenance.
• Provides culturally-
sensitive technology
supports to students
receiving instruction in
general education
classrooms & other
professionals & family
members.
• Participates in best-
practice AT teaming &
advocacy activities,
including provision of
inservice training.
• Maintains AT
professional
development knowledge
& skills.

Creating a Model to Achieve Student The Alternative System – ITPS Competency 9
Outcomes
In response to planning for NCATE program
The standards-based reforms, legal mandates, accreditation review at ISU, an Instructional
and the broadening conceptualization of what Technology Passport System (ITPS) was
constitutes AT compel higher education to developed (see http://www.itps.ilstu.edu/
develop AT instructional delivery and for more information) as a performance-based
assessment systems to prepare all future assessment system for meeting both the
teachers. The Illinois State University (ISU) national and the Illinois Technology
model, described in the following sections Standards for All Teachers (Illinois State
employs two complementary instructional Board of Education, n.d.b). The ITPS system
systems—alternative and traditional--for the includes 10 technology standards designed to
delivery and assessment of AT competencies develop technology competence among all
(see Figure 1) for both general education, teacher education candidate graduates.
special education, or early childhood Approximately 750 teacher candidates across
education teacher candidates. These systems 37 teacher education programs participate in
work together to ensure all teacher education the ITPS system each semester.
candidates can demonstrate competence in
using assistive technology in the classroom. Of particular interest is the ninth ITPS
standard that addresses AT. Developed
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Fall 2004, Vol. 1, Num. 1
collaboratively by professionals across and potential ways that the assistive
disciplines at ISU, the learning experiences technology can be used in the classroom.
associated with the ITPS-9 system are crafted Each module combines textual descriptions
to reflect sensitivity to the wide range of with images or short video clips/vignettes
teacher candidates’ experiences with working depicting AT use in educational environments
with students with disabilities while also as well as hyperlinks to a variety of web based
insuring development of a basic foundational resources. In addition to the modules, a series
knowledge in the variety of assistive of ‘help sessions’ are offered throughout the
technologies available and ways that AT can semester to assist teacher candidates who
be used to enhance student performance. have questions or need clarification of module
content. The modules serve to provide
The ITPS 9 system, designated the teacher candidates with a foundational
‘Alternative System’ (see Figure 1), is designed knowledge of the variety of ATs available and
to provide elementary, middle school, and their applications.
secondary education majors (approximately
600 teacher candidates each semester) with a Once teacher candidates complete the online
basic awareness level regarding AT. The modules, an online exam related to the
system employs a blended learning approach modules must be passed. The test consists of
incorporating two stages: (a) online 30 multiple-choice questions. The questions
instruction and an objective evaluation, and are randomly drawn from a stratified bank of
(b) hands-on experiences and a performance questions that balance questions related to
based evaluation. In Stage 1, each teacher characteristics of assistive technology users
candidate accesses six online AT modules. and the array of available ATs and their use in
The modules are organized around the educational environments across each of the
following topics: (a) An Introduction to topical areas. Teacher candidates are offered
Assistive Technology; (b) Assistive two exam opportunities to achieve the passing
Technology Used for Common Academic criterion of 90%. In the case that a teacher
Tasks; (c) Assistive Technology to Aid in candidate has failed to achieve criterion on the
Communication; (d) Assistive Technology to first two attempts, he or she is encouraged to
Aid in Mobility and Positioning; (e) Assistive review his or her first two exams and take
Technology Commonly Used by Students advantage of a help session prior to
who are Deaf or Hard of Hearing; and (f) attempting the exam for a third time. If the
Assistive Technology Commonly Used by teacher candidate is still unable to pass the
Students with Visual Impairments. exam after the third trial, an alternate exam is
made available to the student. The alternate
The first module provides basic information exam consists of a series of fill in the blanks
such as a legal definition of AT devices and based on the module content. The criterion
services, a functional definition of AT, a for mastery on the alternate exam is 100%.
rationale as to why AT is an integral part of Finally, should the teacher candidate not
the classroom, and a discussion comparing achieve criterion on the alternate exam, he or
assistive and instructional technologies. Each she is required to enroll in a semester long
subsequent module is designed to provide the course focusing on assistive technology (part
teacher candidate with topical information of the traditional system discussed below).
about the characteristics about the potential
users of the AT, a variety of ATs available,
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Fall 2004, Vol. 1, Num. 1

Figure 1. ISU model to foster AT outcomes in teacher education.

The second stage emphasizes using AT in mission of supporting teacher preparation and
ways it might be used in the classroom. Each professional development, research in various
teacher candidate visits the Special Education areas of AT, and service to schools and
Assistive Technology (SEAT) Center, a families. For more information on the SEAT
centralized location on campus developed to Center, please visit
facilitate learning about AT. The SEAT http://www.coe.ilstu.edu/seat.
Center began operation in Fall, 2001, with the
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Fall 2004, Vol. 1, Num. 1
When the teacher candidate visits the SEAT a 3-semester hour professional practice that
Center, he or she participates in a variety of requires (a) completion of a comprehensive
self-paced activities using various ATs. The student-centered AT evaluation and
activities are designed to provide experience assessment, and (b) designing and conducting
in using common AT tools and strategies. AT professional development activities.
After the teacher candidate has completed the
activities, he or she is assessed using a Outcomes and Benefits
performance checklist. Specifically, each
candidate needs to demonstrate competence The Alternative System for preparing general
in the following: The teacher candidate (a) education students represents the more
adapts text (size, contrast, audio, mp3) to innovative component of the preparation
create accessibility and foster the student’s model and is the focus of this preliminary
learning; (b) demonstrates proficiency in report. These systems were fully implemented
operating various equipment to ensure in Fall, 2003, and thus, only limited data are
accessibility (e.g., close captioning, FM/IR currently available. However, these data
listening systems, sound field amplification, support the potential of this approach for
etc.); (c) demonstrates proficiency in using preparing general educators to engage in the
visual strategies to aid in the instruction of ‘consideration’ of AT. The data described
students with disabilities; and (d) here is presented in Tables 2, 3, and 4. During
demonstrates proficiency in using common this period, 503 preservice teachers
built-in accessibility options in current participated in the Alternative System. By
operating systems. Successful completion of December, 2003, a majority of students
these task areas results in mastery of Stage 2 (n=437; 86.9%) had passed on stage 1
and subsequent completion of the alternative (knowledge); an additional 66 (13.1%) had not
system within the ISU model. yet completed this stage. Of those who had
passed stage one, 164 students (35.2%) passed
The Traditional System – Coursework & the on-line exam on their first attempt, having
Experiential Activities spent an average of 26.35 minutes in on-line
examination, while an additional 270 passed
The second system, designated as the the exam on their second (45.5%) or third
traditional system, targets all teacher (12.4%) attempt. An additional three students
candidates enrolled in special education or completed the exam in an alternate form. A
early childhood preparation programs total of 465 students (92.4%) completed Stage
culminating in attainment of intermediate 2 (see Table 5), experiential lab-based
knowledge and performance skills. It also activities with all students passing in an
prepares practicing teachers returning to ISU average of 70.9 minutes. Of the 503 students
to obtain advanced AT knowledge and skills eligible to participate, 432 (85.9%) successfully
(see Figure 1). This is accomplished through passed both stages and therefore reached
using traditional coursework, and hands-on mastery on the ITPS-9 competency. Of the 71
experiences using AT at the SEAT Center. students who did not reach mastery (see table
Students participating in this system take 6), 28 (5.6%) did not begin the modules, 14
intensive AT courses and participate in other (3%) did not finish either Stage 1 or 2 after
courses or field-based experiences in the they had begun, and 29 (5.9%) failed Stage 1
sequence having AT content. Graduate and could not advance to or complete stage
students, seeking advance knowledge and two.
skills related to assistive technology, complete

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TABLE 2
Pass/Fail Rates by Attempt for Stage One of Alternative System

Attempt M Score M Time Pass Fail
(out of 30 ) (out of 40 N % of Attempt N % of Attempt
mins)
First 24.9 26:21 184 35.2 302 64.8
Second 27.2 31:24 212 72.4 81 27.6
Third 28.1 29:24 58 80.6 14 19.4
Fourth 100 % N/A 3 100 0 0

TABLE 3
Percentage of Persons Not Completing Attempt on Stage One Exam of Alternative System

Attempt Total Pending
(Not Yet Taken) N % of Total
First 37 7.4
Second 9 1.8
Third 9 1.8
Fourth 11 2.2
TOTAL 66 13.1

TABLE 4
Percentage of Persons Passing Exam at Each Attempt Level for Alternative System

Attempt Cumulative Pass
N Students Who Have Taken Total Eligible Students
Exam
% %
First 164 35.2 32.6
Second 376 80.7 74.8
Third 434 93.1 86.8
Fourth 437 93.8 86.9

TABLE 5
Pass/Fail Rates and Related Statistics for Stage Two of Alternative System

N % Passing % Failing M Attempts M Time to % Completed % Not
Completion Completed
465 100 0 1 70.9 min. 92.4 7.6

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TABLE 6
Reasons Candidates Did Not Complete Entire Alternative System
Reason for Deficiency N % of Total
Stage One Not Done 10 2
Stage One Failing Status 20 4
Stage Two Not Done 4 < 1
Stage One Failing Status; Stage Two Not Done 9 1.9
Stage One Not Done; Stage Two Not Done 28 5.6
TOTAL 71 14.1

A pre- and post-survey of students across six teacher preparation. However, the ISU model
areas revealed an increase in the percentage of represents only a beginning component of a
students rating themselves as having process for producing and evaluating
functionally adequate AT knowledge or skills in: meaningful AT outcomes for teacher
(a) the range of AT devices ([pre]17.1% to education graduates. To determine outcomes
[post] 50.5%); (b) AT options for academic and benefits of a model for measuring AT
areas ([pre]11.7% to [post]42.9%); and (c) AT outcomes in teacher education programs,
for persons who are deaf/hard of hearing or systematic efforts in data collection related to
have communication, physical, or visual individual student outcomes (e.g., preservice
disabilities being similarly reported. However, teachers, inservice teachers, K-12 students),
traditionally delivered courses do not typically program evaluation, and research are needed.
incorporate such pre- and post-participation Furthermore, to meet the needs of teachers
measures. Therefore, no equivalent data is already in the field, exploration into
available for special education for students expanding the scope of this model to foster
who participated in the Traditional System. continuing personnel development and
None the less, at this point in time, the capacity building should be undertaken.
implementation of these two systems seems
to indicate that preservice teachers are, Measuring AT Outcomes
indeed, making gains in their AT knowledge
and skills. However, additional and more For those who participate in the Alternative
long-term information will be needed to System, additional information and research
document these gains and to evaluate the are needed regarding changes in: (a) values
effectiveness of these systems within the ISU and attitudes toward students with disabilities,
Model. (b) willingness to use AT, and (c) degree of
AT applications in their teaching. Time
Future Directions periods for the collection of this data could
occur during their student teaching
Thus far, standards have provided the experiences as well as during their first years
framework for a system of instructional of teaching. For special education majors who
delivery, traditional courses of study and participate in the Traditional System, there is a
practicum, field-based and student teaching need to develop and validate criteria for
experiences. As a result, ISU and the evaluating: (a) occurrences of AT
Department of Special Education are among consideration in student-centered planning,
the first to receive full accreditation in 2003 (b) the integration of AT into students’ with
under both the NCATE and Illinois State disabilities educational programs, and (c) the
Board of Education (ISBE) standards for use of AT in the measurement of students’
Assistive Technology Outcomes and Benefits / 30