Professional Development and IT Training Requirements

INTRUDUCTION

How do students use IT - what DON’T they like?

Which subjects hog the IT resources and IT labs?

Can students borrow IT resources from the library

Are library resource people and technicians available before, during and after school?

What are other countries doing with AT and IT?

How involved are the students in the decision making processes?

Accommodating Learning Outcomes  

Schools and TAFE Colleges and Universities buy software every year. The TCOO (Total Cost of Ownership) is critical in appraising and planning for the introduction of a new AT initiative to meet one student’s or many students’ needs. The initial cost of an App, device or site licence is JUST the start of the process.

o   Do schools, TAFE Colleges and Universities factor in their budgets the cost of training for staff and or students?

o   Do schools, TAFE Colleges and Universities buy site licences or multi site licences to save money?

o   Do schools, TAFE Colleges and Universities actively advertise the fact that the school network offers this new product or device?

o   Do the Techs and IT staff install and maintain the software (ghosting or installing through MSI updates) on a regular basis?

o   Do the Tech team members attend the training and PD sessions with staff

o   Do educators and Techs and IT teachers attend Conferences and Expos with the required heads of departments

o   Do Technicians check for updates, upgrades or new versions?

o   Are all members staff confident t in requesting staff development? 

Are there designated people to ask for assistance with IT?

·       A list posted of in-house “experts”

·       A buddy system of 2-3 people who go to each other for help, instead of straight to the IT teacher, tech or IT admin system

·       A list posted of mature IT users who are will to give help on a one-to-one basis on a piece of software, an App or a device?

·       A list posted of mature IT users who are willing to provide IT training to a small group on a piece of software, an App or a device?

·       A list posted of mature IT users who are willing to provide IT training to the whole school or campus

·       Invite outside experts

·       Hire an IT Consultant to present – informal or formal presentation or training to a class or a Year level or training group or Tutorial group?

·       Request a software demonstration from a trusted IT supplier to showcase their software or device

·       Play a video taken by staff when visiting a sibling school

·       Play a video to staff from TED or a YouTube channel and discuss

Do educators know that there are over 50 YouTube equivalents for education? A few options include:

·       SchoolTube

·       SchoolTube is a video resource for both students and teachers. It has hundreds of how-to resources, copyright-friendly media, and lesson plans for using video in the classroom. It also allows teachers and students to create their own channels and start sharing student-generated videos.

·       TeachersTv

·        TeachersTv is a great resource site for teachers and trainer alike. It has hundreds of video resources, lesson plans, inspirational ideas and strategies and ideas to use in classroom. 

·       Teacher Tube

·       Teachers Tube is valuable video resource created by teachers for teachers. It provides videos covering a wide range of topics. Some of these videos include lessons plans in action.

Has the school a dedicated physical drive with resources (or a virtual drive) so that staff can learn in the “Just in Time – Just in Need” model of learning?  

Are there documents or video clips (especially made by free screen capturing programs such as https://tinytake.com/tinytake-downloadclearly explaining the school’s philosophy and leading practice in working with students with assistive and inclusive technology with students/trainees/employees who have:

o   Sensory loss and deficits (deaf and blind)

o   Learning difficulties (dyslexia, dyscalculia, dysgraphia, Meares Irlen Syndrome, ASD or ADHD)

o   Use of IT with these technologies with the cohorts of students

o   Learning disadvantaged students

o   Children coming in from other schools with different cultures and expectation

o   New arrivals to the country and refugees

o   English as a Second Language (ESL)

o   English as a alternative language

o   Young children

o   Students or trainees with acquired brain injury (ABI)

o   Students whose patents take drugs and illicit substances

o   Latch-key kids who are disengaged

o   Children with behaviour disorders

o   Children wit sever heath conditions

o   Children who fit massively and regress a month or more with the learning gaps widening each occurrence?

o   Children with other medical conditions

o   Children in long stay hospital visits

o   Refugees and new arrivals with ESL needs

o   Students who have suffered abuse and trauma

            

Do all staff members or trainers have easy access to:

o   Useful video tutorials

o   Webinars from software vendors

o   Easy to understand Fact Sheets

o   Telephone or email contacts of suppliers

o   A buddy at another school with students with similar needs

o   A student in their class who can assist another student

o   A body of student “mentors” who train staff on software and Apps

o   A student committee that advises the staff IT group about choice of software (for DTP< art and design or robotics

Do the School Support Staff have ready access to Notebooks, Air Books, Chromebook, Android tablets or iPads to:

o   Take home and learn the software in their time and in a leisurely, stress free manner

o   Have time and opportunity to work with these tools within school hours

o   Attend PD training with teaching staff 

On the school server are there: 

o   Demo videos about the benefits of the software being used in various classrooms or for children with different needs (e.g. Clicker 7for children who require pictures or symbols or Communicate:InPrint).

o   Videos from the supplier about how to use their products in a pedagogical sense 

o   Fact seats that can be printed and then have hands on experience

o   Provided with 15-day demos (e.g. Claro Software Products) or devices (the C-Pen Reading Pen) or a legitimate copy of a literacy support tool (Ghotit Real Writer and Reader) and encouraged to download and use the Dyslexia Keyboard(from Ghotit) or the free Claro iOSand Android Appsor ones from Texthelp?

Are Teacher aides and volunteers valued as very important partners in supporting students with different abilities? 

Are they invited to special events, when guest speakers present, involved on PD days and sessions, invited to Techie Breakie sessions and software demonstration and given time to visit other schools with students with similar needs? 

Models of training

·       “Techie” Breakie IT – short, sharp 20-minute morning training before school

·       One or two staff present what they have done with a Claro Appor C-Pen Reading Penin class with one or more students/trainees – just a quick, brief, concise 10 minutes each

·       Student led IT training

·       Whole school ay PD (expensive and should have multiple speakers – in house and external “experts” from local schools or from another region, state or country

·       Half day PDs or mixed – speakers present different aspects of SEN< with one or two concentrating on IT products

·       Afternoon after school, sessions only 15 minutes in length with a PowerPoint presentation or PDF file with dot points stressing major issues or software/App features

·       Attend Expos

·       Attend Conferences

·       Present papers, Keynotes or poster sessions at Conferences

·       Visit other school s and present their material about ho they deploy and use IT in the classrooms

·       Do staff members know about UDL (Universal Design for Learning) and its implications about inclusion?

·       Do staff members know about the SAMR model of IT provision?

Educators need to be able to help problem solve and support students in classrooms, libraries and resource areas. A general knowledge of the fundamentals of IT would need to be considered.  

Capable students are usually self-sufficient. Students with different learning, access and communication needs will require additional support and direction. If a device is peculiar to a task or has different attributes or functions, foreign to an educator or staff/faculty member, then this might cause further disadvantage and disruption to teaching and learning.

Catering to individual needs implies that some working knowledge of the device, its features and functions as well as specific programs and Apps is offered to educators and support staff. How this will impact on time, opportunity and classroom practice will need to be investigated and technical and human resources considered.

Professional Learning and Training 

 Training plans for Professional Learning ensures more effective use of digital devices (e.g. iPads and Netbooks) and Interactive Whiteboards and other collaborative technologies. These training sessions or days need to be accounted for over time with respect to the time required away from the school attending training seminars, Expos and Conferences. Appropriate funds to cover CRT hours or onsite training opportunities need to be allocated each year or term. 

If effective, appropriate, time-framed training for staff and technicians is not implemented then benefits may not accrue as quickly, or as efficiently. Educators will need to be confident that they can cope with multiple devices in the classroom and they can problem solve, to a degree and support students. 

Working within a BYOD regime, involving a multiplicity of devices will be unfeasible and impractical without appropriate entry-level knowledge and skills. Elementary technical courses, support materials, video tutorials FAQs and Fact Sheets will be required. Some essential and fundamental IT skills and understandings with educators need to be identified.

Technicians will require up-to-date skills and knowledge of operating systems, connectivity, data storage systems, protocols and enterprise solutions as well as emerging standards.

Student Input and Preferences

·      How do students use IT - what DON’T they like or enjoy using?

·      Which subjects hog the IT resources room or laboratories or sets of iPads?

·      Can students borrow IT and AT resources from the library?

·      Are library resource people and technicians available during lunch breaks or after school?

·      What are other countries doing with AT

·      What are other schools in the State, region or overseas doing about At (Australia is about 20 years behind other countries with IT resources for dyslexia and dyscalculia. The expertise is here, the Apps and software exist, but try finding anything REMOTELY informative of the FUSE or DEET website? Good luck.

TCOO – Total Cost of Ownership

Schools, Institutes of Learning, TAFE and Universities reduce cost by introducing a BYOD policy. Purchase, warranty and insurance are the responsibility of the owner, that is, the family and student(s).  Providing access to the Internet, Intranet and on and off-site computing services is the responsibility of the school/institution. This reduces the overall impost of constantly updating and replacing old or out-dated equipment. 

An increased financial commitment to the design, provision and access to the school’s or institute’s IT services is required, particularly if the majority of devices are portable or hand held and require wireless access. The bandwidth, signal strength and proximity and placement of wireless devices are critical. Reliability is necessary for satisfactory short and long-term performance. 

Evaluation

·       Is the AT resources library or server checked for suitable software to cover all curricula needs

·       General AT needs (e.g. Click ‘n’ Type virtual keyboard. ATbar Text-to-speech< Let Me Type work prediction or just change the operating system and slow down the mouse or keyboard and make the mouse pointer larger in size or colour?

·       Needs of individual students assessed (e.g. students who are blind who require JAWS or NVDA)

Assessment of IT Resources

How often is an assessment made by internal or external IT experts of the entire IT system, hardware, portable technologies, Apps and software as well as an audit of Livescribe pens? Digital audio recorders, digital camera, C-Pen Reading Pens, wireless keyboards and mouse

Does staff assess how they use their Interactive Whiteboards?

Budgeting Requirements

Are there adequate funds every year to turn over computer hard disk drives, Notebooks, cameras, keyboards, monitors or other technologies relating to computing, education and research (e.g. robotics equipment and devices)?

Are funds and adequate money allocated to individual students to meet specific needs (e.g. SoundField Systems for students who are deaf or students who have auditory processing disorders)?

Is the software up-to-date and still relevant?

Has Open Source and Freeware been researched?

Catering to Meet Diverse Needs 

The issue of building and maintaining equity is an important consideration. The cultural, religious and socio-economic requirements and status of families in a school community are dynamics that are peculiar and specific to each school. Having a regime that is fair and that does not compromise groups or elements within a community requires an approach that can cater equitably to families who struggle financially or who are challenged by having to fund equipment in order for their children to participate.

If every student has a different device or technology it may prove difficult to ensure that a class or year level or student is achieving to his or her potential. Ensuring equal opportunities will be a challenge.  Students with lesser devices should not be unduly disadvantaged, bullied or made to feel inferior by peers. 

Research

Is there a person or group who visit other schools, research on the web, check out resources (e.g. my “Weally Wonderful Websites V8” from www.spectronics.com.au) and other education Blogs and websites?

Does staff attend other school’s training sessions as invitees (with reciprocal arrangements by the Principal?

Other Resources

I have recently written an article on linked in about BYOD and the ramifications on a school, University, TAFE or training colleges. An old but still very valid document was “The Gentle Technology Approach”. It’s worth checking out on LinkedIn.

Acknowledgements

The author would like to acknowledge the support by the following companies for priding him with the following products or range of Apps, programs and/ore devices:

·     Claro software _Licences for the new MAC OS 7.1 version and Claro for PC

·     C-Pen Reading Pens (Scanning Pens) for 3 C-Pen Reader Pens – one the new C-Pen Connect

·     Ghotit Real Writer and Reader V9

·     MindView Mind Mapping software

·     Texthelp Read & Write for MAC OS and PC

·     Sonocent Audio NoteTaker

·     NTEhub Note Taker 

All graphics and photos are royalty free. The author has not breached Copyright breached. All screen dumps, logos or web site content from the creators and owners of the software and devices listed above remain with those respective companies.

Author: Gerry Kennedy IT Consultancy. Published in early June 2019