Each year SET-BC conducts a number of small classroom-based technology projects supported through vendor donations. These projects are designed to investigate and explore how new technologies can be used to support students’ IEP goals or how to extend the use of existing technologies within students’ educational programs. This year, most of the projects have a focus on exploring STEM and Fine Arts outcomes in the classroom using technology as a tool. For more information on any of these projects, please contact the Implementation Support Team at firstname.lastname@example.org.
Students in a life skills program and their teacher will use a Smart Board, laptops and iPads, to explore the science curriculum outcomes for Grade 6, 7 and 8 using existing materials and creating new materials (at various levels using an All, Most, Some and UDL approach). Technology will make the following areas of the curriculum more accessible: experimental design, exploration of extreme environments, diversity of life and ecosystems (and other units as time and resources allow). These technology devices will assist students to observe, inquire, create and problem solve as they participate in experiments and learn about and demonstrate their knowledge about the research. A ‘Smarter Science’ approach will guide the creation of new and existing materials at differentiated levels.
Ins-PI-re: Classroom Coding(www.mrspimentel.wordpress.com)
The ins-PI-re Project is an inclusive curriculum where a class of Grade 7 students from Lynn Fripps Elementary School in Langley learn about Computer Programming through a 'credit-card-sized-single-circuit computer' called a Raspberry Pi. Research has highlighted that individuals with Autism tend to have a higher interest in technology and computer programming, with this in consideration, the project team believes that Raspberry Pi technology can truly facilitate a wonderful 'Universal Design for Learning' environment. Children (as young as 5 years old) from around the world have used this device to create video games, control robots and design a pet feeder! The team consists of Vern Mainman (Grade 7 classroom teacher), Dr. Sam Pimentel (Math Professor at Trinity Western University) and Ann Pimentel (Learning Assistance Teacher and lead teacher on this project). This educational technology is new to the British Columbia school system and Ann has been creating and implementing her own curriculum, and documenting her adventure through videos, photos and written blog posts. If you are interested in learning, sharing and exploring with the team, please connect with my journaling blog (www.mrspimentel.wordpress.com). The team is truly excited to pioneer this transformative inclusive technology at our school.
Bayridge Elementary has a school-wide commitment to continue to focus on the key concepts of student learning capacities with an expansion to "think critically and reflect" about information technology. The team hopes to incorporate a focus on student learning in the area of digital storytelling, using a variety of iPad apps, appropriate for primary and intermediate grade levels. This particular SET-BC project is Language Arts based (Reading, Writing, Listening, Speaking) but also includes performing and presenting, for example, and addresses social, emotional issues. It involves opportunities for a grade 4 class (19 boys, 9 girls) and their Kindergarten little buddies to identify lessons in stories, write plays based on the lessons taught in the stories, rehearse, and perform digitally. The project will provide opportunities for students to set goals, make decisions, employ self regulation skills and celebrate successes. This project has been designed to build on students strengths and work with areas of challenge. It is an opportunity for every child to participate, and to be proud of inclusion and to document and share their work through technology!
See What You are Missing(http://seewhatyouaremissing.edublogs.org)
A number of teachers use videos/video clips as part of the instruction leading into assignments. Many students are not able to adequately access the information in the videos (e.g. students with hearing loss, learning disabilities, auditory processing issues, English language learners) because the closed captioning is not accurate, especially when specialized content vocabulary is used. Part 1 of this project is to correct the closed captioning on instructional videos being used, starting with math and science courses at the secondary level. Part 2 of the project is to provide a transcriptionist in courses for students identified that would benefit from this support. The role of the transcriptionist is to provide real-time access to all auditory information in class (instruction + peer discussion/questions) in addition to providing a complete set of notes to the identified students, as well as any other students who may benefit, in the class.
In the “Meaningful Faces project,” middle school students with an autism related disorder work inclusively with a grade 7 class in order to create digital or video social stories exploring reciprocal social communication. In small teams, students identify and capture different facial expressions and body language using cameras. Photographs are then used to create social stories, digital books, comic representations or videos with the assistance of the iPad and a number of different iPad apps, such as iMovie. The desired outcome of the “Meaningful Faces project” is to teach multi-aged students on the autism spectrum about non-social cues, as presentations will also be shared with elementary aged students, and to create an inclusive environment where grade 7 students develop empathy skills while experimenting with digital art.
Cross Curricular Aboriginal Investigations
The project we are completing is a cross curricular study of circle geometry, surface area and traditional First Nations housing. Each student is going to choose a First Nations building to learn about (Tee-pee, longhouse or igloo). In groups of 4 they will research and create a Keynote presentation about their chosen building using iPads. After creating this presentation they will also create 3D models using AutoDesk apps on the iPad so that they have a visual representation of their building. These models will then be used to introduce circle geometry concepts as well as the idea of surface area for composite shapes. If time and funding permits the students will have their 3D models printed and assembled. The class that is doing this project is a grade 9 class with a wide variety of abilities. There are various categorized students and a SEA in the class to help with both behavioural and educational issues when they arise.
Increase Personalization and Deliver Success (iPads)(http://ipadsproject.edublogs.org)
In this project, iPads will be used in and out of the classroom to help integrate Math, Science, and Reading. The project team’s goal is to increase the sharing of ideas and communication between all students in the classroom. The iPads will be used as part of the classroom’s daily routines in Science, Math and Reading to help enrich the interactions between all students. Students will use the iPads to communicate with their peers, teachers and the community about the self-directed learning opportunities they are engaged in. The team would like the students to demonstrate their accomplishments and learning through projects and presentations on the iPads. The “iPads” project will help deliver success.
Live Captioning in Science 8(http://livecaptioningwithdragon.edublogs.org/)
Our goal is to find a way to provide cost efficient live captioning in the classroom. Technology is developing rapidly. This project is an extension of the Live Captioning with Dragon Project 2012-2013. This year when the teacher is delivering instruction she will use: Interact-AS software, patching into our existing Frontrow Infra-red Sound field speakers, and brand new Phonak Roger Digital Technology, to create captions on the D/HH Student’s laptop. The student with the compromised hearing will have the laptop in front of him as he needs real time captioning. The lecture can then be saved, emailed to the other students in the class, including our SETBC student, who needs the notes and can hear the Teacher’s message without having to multi task. This will allow the students to refer back to the Teacher’s oral instructions/directions for: assignments, clarification, review and vocabulary development.
Kindergarten Learning and RTI(http://kindergartenlearning.edublogs.org)
At Frank J Mitchell Elementary School in Sparwood, three Kindergarten teachers have joined forces with administration and Student Services staff to experiment with iPads. We received several iPads to use within an RTI framework. At the universal level, teachers will project lessons using a combination of iPads, document cameras or Apple TVs for whole class teaching. The iPads will also support targeted instruction of students in group work. The Speech and Language Pathologist will work with one Kindergarten teacher to do intensive intervention with iPads as a communication support. This app has a data collection component for each student identified as needing one-to-one support. Another Kindergarten teacher is collecting data to determine if the use of iPads encourages students' expression of ideas or student voice. And the third Kindergarten teacher is a newcomer to iPads and will document her own learning and her students' learning using the technology with the three tiers of support. In addition, the team will explore device management strategies, photography skills, Dropbox sharing, and creating digital books using a variety of file types and sharing methods.
Young Haida Speakers(http://sn.sd50.bc.ca/young-haida-speakers/)
This project, "Young Haida Speakers" is about supplementing the Haida Language program with technology from SET-BC and other school district resources. The team is going to utilize, video recordings, voice recordings, a language website (www.first voices.com) and various apps, all in the hopes of giving students more opportunities to use and practice the Haida language. The grade 1/2 class participates in a partial immersion program and are lucky to have an elder come into the class every Friday. The class also has a different elder in the school five days a week. With the use of technology it is the team’s hope that they can record the elders and create relevant and meaningful opportunities for the students to speak the Haida language. The students in the grade one and two class are very familiar with technology, and it will be a useful and valuable tool to support their learning. In the class, there are six grade two students--two girls and four boys, and there are four boys and four girls in grade one. The school, Sk'aadgaa Naay Elementary is located in Skidegate, on Haida Gwaii.
Transitions with Clicker(http://www.prn.bc.ca/projects/tsc6/)
Students will develop independence engaging in their daily programs in all appropriate areas and will learn to Clicker 6 to increase their written output abilities with their ongoing projects in curriculum and life skills development. Peers in a leadership program will be trained in Clicker and will help support their peers in the classroom.
Differentiated Instruction in Science(http://diinscience.edublogs.org)
The focus of this project is to integrate technology into all aspects of the curriculum with an emphasis on Science "big ideas". The essential question that will guide the class throughout the year is, "are adaptations essential to the survival of living organisms?". Not only does this question allow the students to delve deeper into the Science curriculum, it also provides them with the opportunity to discuss learning adaptations and how ALL of us require adaptations in order to best meet our learning needs. The ultimate goal this year, through the use of iPads, is to level the playing field for all of the students in terms of accessing their learning, increasing engagement and creating passionate learners. The class is an active group and thrives on hands on, meaningful experiences. The teacher is looking forward to learning along with her students this year and is excited by the possibilities that technology can provide the students.
Inquiry Based Math
The project is about integrating the use of iPads in two blended grade 6/7 math classes. Each class consists of 28-30 students with diverse needs (EAL, learning disabilities, autism). Classroom teachers and the Skill Development teacher will co-plan and co-teach lessons around geometry. Math apps such as, BrainPop, Khan Academy, and Script Calculator will be used to support students with special needs. The purpose of the iPad is to build an inclusive classroom community whereby students with special needs can access the curriculum in a visually engaging format.
The six students in the SHINE Elementary Life Skills program, are six of the most unique and incredible students on the Sunshine Coast. These six students, ranging from grades 1 - 7, have special needs that require they learn the skills needed in life in a smaller class and through a specialized program. All six students have individualized education plans that strive to reach goals, including goals such as improving communication and literacy. In this project we will be creating Pictellio books using photographs and our voices to tell stories.
Information coming soon