Technology For Teaching
As an educator, one of your responsibilities is to prepare your students for a society where technology plays a dominant role. However, a brief glance into the integration of technology into the teaching practice may raise more questions than it answers. Whether you are new to Information and Communication Technology (ICT), simply interested in change, or reconsidering the current use of ICT in your classroom, this section will provide you with practical information and strategies regarding teaching with technology based on both research and practice.
ICT & Classroom Management: As good management is a prerequisite to promote effective learning with technology, this section suggests practical strategies for an efficient classroom management in which technology has a dominant focus.
Assistive Technology Assessment: The use of technology, mainly assistive technology in teaching and learning of students with disabilities is a cause of both interest and concern to parents, teachers and administrators. Within issues related to technology use, technology assessment is one of the most important. This section suggests a set of guidlines to frame the assessment process.
Simplifying Educational Digital Content - Writing using Clear Language Guidelines: Complexity of digital content is one major obstacle to technology use by students with learning difficulties and other disabilities who may experience difficulty with reading. This section presents a set of guidelines designed to help digital content developers, mainly teachers, understand a little more about how to make content clear and comprehensible to a diversity of learners.
Technology for Teaching relates to the following sections of the Accessibility for Ontarians with Disabilities Act (AODA) Integrated Accessibility Regulation:
1. The Technology for Teaching section describes how educators can utilize technology to manage the classroom environment and teach a diversity of learners. It presents an extensive set of guidelines designed to help digital content developers, mainly teachers, understand ways to simplify educational digital content to be clear and accessible to students. It also describes how educators can utilize technology to develop and guide learning plans with and for students with disabilities to enhance their individual educational needs and goals (IEPs, Accommodations).
2. People interact, learn and communicate in diverse ways. Learning opportunities are increased when flexible ways of engaging with learning materials are provided. Considering how people communicate is important for knowledge to be exchanged. Alternative formats take into account diverse ways of exchanging information.
3. The AODA legislates that educators, teachers and staff learn about accessible course delivery, instruction and evaluation and be knowledgeable at interacting and communicating with people with disabilities who may use alternative formats.
To learn of ways to innovate, develop & design for accessibility, visit OCAD University’s Inclusive Design Research Centre website.
To learn how this section relates to the core principles of the AODA Customer Service regulation, visit the AODA page on SNOW.