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iPads for Visually Impaired Students at Carmel Elementary SchoolTracy Kienel CastleberryApril 7, 2015Kennesaw State UniversityDr. Julia FullerSummer 2014Setting/Context:Carmel Elementary School is a standard K-5 elementary school in Woodstock, Ga., located in southern Cherokee County in the Metro Atlanta Area. It opened in 1974 as Chapman Elementary School and renamed Carmel Elementary in 1999. Carmel has a population of 1,204 students—61% White, 13% Black, 19% Hispanic, and about 7% other races and approximately 43 % of students qualify for free and reduced lunch. Carmel Elementary School employs a diverse blend of teachers that hold a variety of endorsements such as Gifted Endorsement, National Board Certification and ESOL Certification (Carmel Elementary SIP, 2013, p. 2). The goal of this project is to provide iPads for the visually impaired students at Carmel Elementary to use at school and/or home to support magnification needs and handwriting support. Permission will be sought from the visually impaired teacher and administration at Carmel Elementary School as well as the appropriate personnel at the Cherokee County School District.Capstone Problem and Rationale:Visually impaired students, these are the students that qualify on their IEP as visually impaired (with a corrected visual acuity of 20/70 or worse), often need magnification of their classroom materials in order to access the same information as normally sighted students. Teachers are often called upon to order large print materials, enlarge worksheets on the copier machines and help students integrate various types of magnifiers in the classroom. According to Dr. Bethany Fishbein, “large-print materials are effective but limited by poor availability of materials and heavy, cumbersome books” (Fishbein, 2013. P. 11). Worksheets are large and hard to maneuver and can cause the student to feel isolated. Elementary age students often don’t understand the need for the larger worksheet and think that they are getting more work than their classmates because their worksheets are larger due to the font and writing spaces being enlarged. Students that have to carry a magnifier along with them could possibly feel self-conscious having to use the tool in front of their peers. Sometimes teachers misunderstand or misinterpret the needs of the visually impaired child and try to enlarge the material or provide the right tool, but once the student gets home, they cannot see or have trouble reading the material and then run the chance of not completing the work correctly. Dr. Fishbein states: “many of today’s low vision patients have enjoyed great success with nontraditional vision aids—simply the magnification and accessibility features provided by today’s computer, e-reader, and smartphone technology” (Fishbein, 2013, p. 11). Integration of iPads for visually impaired students can help to support the reading, comprehension, magnification needs and handwriting support for these students.In a research study conducted by Campana and Ouimet that compared the iPad for magnification with the Light Box, a traditional magnification tool for the visually impaired, concluded that “the iPad, in comparison with the Light Box, was found to be a superior tool in increasing a child’s development in communication, visual attentiveness, reaching, and activating” (Campana & Ouimet, 2015, p. 68-69). iPads with the capability of magnification, use of the Amazon Kindle app for reading, Microsoft Office for documents and Adobe Reader for pdf documents, could make a positive difference for the visually impaired child that is included in the regular classroom. Objectives and Deliverables:Improve magnification capability for visually impaired students at Carmel Elementary School.Provide a way for visually impaired students to access reading material so that they can enlarge the print as needed.Improve teacher’s ability to grade handwritten work through handwriting recognition software.Valuable planning time saved for teachers not having to make enlarged copies of materials for a few students—sharing a document electronically with a student is much faster and more efficient.The county would not have to order large print books or worksheets for these students.iPad for each visually impaired student at Carmel Elementary to use at school and/or home.Stylus for use with the iPad.Microsoft Office for iPad—should be available through the Office 365 subscription that Cherokee County has already purchased.Magnifying Glass App for iPad.Handwriting recognition/Note-taking app for iPadAmazon Kindle App for iPad.Access to e-books as needed.Professional development for teacher(s) on how to facilitate the use of the iPad for the students.Development of a website to present the materials and ideas to the teachersScreencast for sharing of Capstone idea.Survey for teacher(s), students and possibly parents regarding the effectiveness of the iPad for the visually impaired students.PSC/ISTE Standards:1. Visionary LeadershipCandidates demonstrate the knowledge, skills, and dispositions to inspire and lead the development and implementation of a shared vision for the effective use of technology to promote excellence and support transformational change throughout the organization.??? 1.1 Shared VisionCandidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. (PSC 1.1/ISTE 1a)1.2 Strategic PlanningCandidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans. ?(PSC 1.2/ISTE 1b)1.3 Policies, Procedures, Programs & FundingCandidates research, recommend, and implement policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal?technology plans and guidelines. Funding strategies may include the development, submission, and evaluation of formal grant proposals. (PSC 1.3/ISTE 1c)1.4 Diffusion of Innovations & ChangeCandidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools. (PSC 1.4/ISTE 1d)2. Teaching, Learning, & AssessmentCandidates demonstrate the knowledge, skills, and dispositions to effectively integrate technology into their own teaching practice and to collaboratively plan with and assist other educators in utilizing technology to improve teaching, learning, and assessment.2.1 Content Standards & Student Technology StandardsCandidates model and facilitate the design and implementation of?technology-enhanced?learning experiences aligned with student content standards and student technology standards. (PSC 2.1/ISTE 2a)2.2 Research-Based Learner-Centered StrategiesCandidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. (PSC 2.2/ISTE 2b)2.3 Authentic LearningCandidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)2.4 ?Higher Order Thinking SkillsCandidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d)2.5?DifferentiationCandidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. (PSC 2.5/ISTE 2e)2.6 Instructional DesignCandidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences.(PSC 2.6/ISTE 2f)3. Digital Learning EnvironmentsCandidates demonstrate the knowledge, skills, and dispositions to create, support, and manage effective digital learning environments.3.1 Classroom Management & Collaborative LearningCandidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. (PSC 3.1/ISTE 3a)3.2?Managing Digital Tools and ResourcesCandidates effectively manage digital tools and resources within the context of student learning?experiences. (PSC 3.2/ISTE 3b)3.4?Adaptive and Assistive TechnologyCandidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)3.5?Basic TroubleshootingCandidates troubleshoot basic software and hardware problems common in digital learning environments. (PSC 3.5/ISTE 3e)3.6?Selecting and Evaluating Digital Tools & ResourcesCandidates collaborate with teachers and administrators to select and evaluate digital tools and resources for accuracy, suitability, and compatibility with the school technology infrastructure. (PSC 3.6/ISTE 3f)3.7?Communication & CollaborationCandidates utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community. (PSC 3.7/ISTE 3g)5. Professional Learning & Program EvaluationCandidates demonstrate the knowledge, skills, and dispositions to conduct needs assessments, develop technology-based professional learning programs, and design and implement regular and rigorous program evaluations to assess effectiveness and impact on student learning.5.1 Needs AssessmentCandidates conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs. (PSC 5.1/ISTE 4a)5.2?Professional LearningCandidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. (PSC 5.2/ISTE 4b)5.3?Program EvaluationCandidates design and implement program evaluations to determine the overall effectiveness of professional learning on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning. (PSC 5.3/ISTE 4c)6. Candidate Professional Growth & DevelopmentCandidates demonstrate the knowledge, skills, and dispositions to engage in continuous learning, reflect on professional practice, and engage in appropriate field experiences.??? 6.1?Continuous LearningCandidates demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice. (PSC 6.1/ISTE 6a, 6b)6.2 ReflectionCandidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences. (PSC 6.2/ISTE 6c)6.3?Field ExperiencesCandidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3)Project Description:The objective of this project is to provide iPads for the visually impaired students (the ones served on their IEPs as visually impaired) at Carmel Elementary School in Cherokee County. The project is slated to begin at the beginning of the 2015-2016 school year and run until the spring, starting with professional development for the teachers of these visually impaired students, so that they understand how to support these students while the iPads are being used. Once the iPads are introduced and loaded with the apps and the software needed, then there will be periodic surveys administered to the teachers (and maybe students and parents) to see if the uses of the iPads are effective for the students.The main issues to be addressed by the use of the iPads are magnification and handwriting difficulties. As discussed earlier, magnification of classroom materials is necessity for many visually impaired, or low vision students. Also, the legibility of handwriting is an issue as well. According to Atasavun Uysal and Aki, “The learning of proficient handwriting is an important activity for school-age children. Legible handwriting is a necessity for students’ success at school; handwriting is a complex skill that is achieved with adequate visual-motor control and planning, cognitive and perceptual skills, and tactile and kinesthetic perception” (2012, p. 111).The use of Microsoft Office for iPad, Amazon’s Kindle app, a magnification app for the iPad and a note-taking app, the low vision students will be able to: change the font size of Word Documents at will, change the font size of e-books for reading, magnify hard to see things that they are working on, use the iPad camera to take pictures of hard to see parts of their work and blow them up in order to see them more easily, and annotate and write of pdf documents to turn into the teacher (such as worksheets). The hope is that these additional tools will help to support the visually impaired students at school and/or at home and help them navigate through their schoolwork more easily.Timeline:DatesActivityObjective/DeliverableSpring 2015Consult with teacher of the visually impaired at Carmel Determine the best apps to have loaded onto iPadsNeeds assessment survey administered to teacher of the visually impairedAugust-September 2015Gather teachers of the students for PD regarding use of the iPadsNeeds assessmentShow training screencast to teachersShort PD sessions as needed to support implementation of the iPads into the classroom (ongoing)Survey for classroom teachers regarding the needs of the visually impaired in their classroomSeptember 2015Procure iPads, styluses, and load appsKindle AppNote taking appMicrosoft Office for iPadMagnification appOctober 2015iPads are distributed to teachers of the studentsStudents are trainedStudents are shown by the teacher how to use the iPad on an as-needed basisApps are used in the classroom as neededDecember 2015Mid year survey and needs-assessmentTeachers (and possibly students) take mid-year survey and discuss needs and possible shortcomingsChanges made as neededJanuary-March 2015Continue using iPads and apps to support classroom activitiesSee aboveApril 2015End of the year surveyTeachers, students and parents? Take end of the year surveyFinal evaluation of project is compiled Evaluation Plan:Evaluation of this capstone project will be done by surveys for both needs assessments and mid-term and final evaluation. At the beginning of the project, the teacher for the visually impaired that serves these students at Carmel Elementary will be surveyed (appendix A) to determine needs and to help choose the specific apps and programs that will be used. The teachers and students will be surveyed at a mid-point (Appendix B), and then again at the end of the program (Appendix C). Adjustments will be made at the mid-point if needed. The parents will be surveyed only if the students take the iPads home with them. With the young age of the students taken into consideration, it might be more feasible to use the iPads at school only so the teachers can monitor the students. References:Atasavun Uysal, S., & Aki, E. (2012). Relationship between writing skills and visual-motor control in low-vision students. Perceptual And Motor Skills, 115(1), 111-119.Campa?a, L. V., & Ouimet, D. A. (2015). iStimulation: Apple iPad Use with Children Who Are Visually Impaired, Including Those with Multiple Disabilities. Journal of Visual Impairment & Blindness, 109(1), 67-72.Carmel Elementary: School Improvement Plan 2013-2014. (2013). Woodstock, GA: Cherokee County Schools.Fishbein, B. (2013). Solve Low Vision Challenges in Nontraditional Ways. Optometry Times, 5(1), 11. Appendix A:Survey/Needs Assessment for teacher of the visually impairedAppendix B:Mid-program survey for classroom teachers, teacher of the visually impaired and studentsAppendix C:End of program survey for classroom teachers, teacher of the visually impaired and students ................
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