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Selecting technology to support literacy and independence in the primary classroom

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Student using Mountbatten and cake board

Figure 1 Student using Mountbatten and cake board

Shannon, aged 10, accesses reading and writing by using Braille. As she is becoming a more confident and competent reader and writer, she has needed to evaluate her technology options to ensure that they are supporting her learning rather than holding her back.

Alison Prskawetz (BLENNZ Resource Teacher Vision) describes the process of finding a successful technology solution in collaboration with Shannon, her parents and whānau and Shannon’s wider education team.

Evaluating the effectiveness of current technology to support learning

Shannon had used the MountBatten from the time she started school. To support Shannon in her increasing independence we introduced a cake board and thumb tacks so Shannon is able to follow what her peers in the classroom are doing and able to do it herself without adult support.  The cake board is made from pinex (densely packed sawdust) and thumb tacks are able to be pushed into it.

Using the cake board, Shannon was able to independently access worksheets that have been brailled for her. Figure 1 shows Shannon working on her own with a brailled spelling worksheet on top of the cake board.

Figure 2 Student working with peer on the mat

As Shannon was becoming a more competent editor working with larger quantities of text, she required tools that would enable her to easily edit her writing and support her participation in group writing tasks (Figure 2).

Using the Mountbatten plus cake board combination, Shannon was able to read the text on the sheet and write her answers on her MountBatten. However the method did have its limitations, as the class teacher was still reliant on the Resource Teacher Vision and the teacher aide to hand write Shannon’s brailled work.

Accessing support from peers and adult technology users.

To support Shannon in her evaluation of current technology options, together we attended a BLENNZ Immersion course focused on Technology Choices for Braille Learners. At the course Shannon had an opportunity to have a good look at all the current technology options available for students and also talk to the students using these options.

The course also offered an opportunity to talk to adult users and students who had recently left school and to discuss with them their technology preferences.

Figure 3 Student teaching another student how braille display and laptop work

At the immersion course, one particular set up, demonstrated by fellow student Matthew Bubb stood out as being both flexible and inclusive – as it enabled sighted class mates to be able to see the print version of the braille on a visual display, such as a laptop (figure 3). In discussion we agreed that this would also be a really useful set up for both university and the work place.

Following the immersion course, in close discussion with Shannon’s family, we thoroughly evaluated both Braille note-taking devices and laptop options with the Jaws (screen reader) and a braille display (braille input device and refreshable braille) using the SETT framework. As the latter suited Shannon’s editing and collaborative needs more effectively, a Focus Blue braille display was selected following a trial of several models.

Figure 4 Student with Focus blue and laptop

Technology solutions to increase independence

Shannon now has the ability to write a story and then go back to it the next day and edit it.  She is able to do this independently.  Shannon still has a lot more to learn to get the full benefit of technology (figure 4).

Next steps for Shannon

Shannon will be learning how to use all the components of her technology.  This will be supported by one-to-one sessions and will include ongoing participation in relevant BLENNZ immersion courses.

Teaching and learning strategies and adaptations

  • Providing an opportunity for Shannon to talk with and listen to peers, adult users and experienced others,
  • Giving time to trial and explore different technology options,
  • Using the collaborative process with family and education team,
  • Supporting learner to reflect on own needs,
  • Using one-to-one teaching time to learn specific skills to increase independence,
  • Using the SETT framework.

Useful links

More information

To find out more information about this subject, email us at BLENNZ Online.

We will link you up with either the author of this post or another BLENNZ colleague with whom you can continue your conversation.

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