1. Wimba’s Value in a Teacher Special Education Program Norma Blecker, EdD Norma.Blecker@stockton.edu Shelly Meyers, EdD Shelly.Meyers@stockton.edu Rita Mulholland, PhD Rita Mulholland@stockton.edu Richard Stockton College, NJ

2. Wimba Model for incorporating universal design principles into instruction. This presentation will share teacher comments, experiences and archives from several classes.

3. Universal Design Represents information in multiple formats Provides multiple pathways for students’ actions, expressions Provides multiple ways to engage students’ interests and motivation

4. Universal Design Present information, content in different ways (what) Differentiate ways that students can express what they know (how) Stimulate interest, motivation (why)

5. Teaching & Course Assignment Incorporation Using Wimba allows for teachers to participate in class from home or school when they are not able to be on campus, as well as become familiar with the technology involved in providing video/audio presentations. Teachers also are required to create Wimba presentations.

6. Goal Using Wimba stimulates teachers’ thinking about how a multi-modality interactive program can support their own students’ engagement in learning.

7. GOAL Using Wimba during every campus class and archiving at the same time, allows the faculty to model for the teachers universal design principles to enhance learning

8. In-Class Work Teachers use (wireless) laptops during class instruction and, instead of breaking into groups and creating responses on chart paper for sharing with the whole group, teachers sometimes use the breakout rooms to interact just to provide them with the opportunity to think about how this type of technology can be incorporated into their instructional programs to support struggling learners

9. Assignments Require the teachers to create Wimba archives to demonstrate content knowledge and allow for them to work with this interactive technology. Teachers might create an overview of a disability or an overview of lesson plans with student data using the presenter’s tools, webcam, and audio to share information with their colleagues. As they use the technology, they gain insights into how this type of technology provides the additional multi-sensory support their students can benefit from, as well as the teachers gain confidence and competencies in using technology.

10. Data Analysis/Lesson Plans(40%; submitted 3 times/semester). Target 5 students to track Use a software grading program to track (free: teacherease.com) Submit students’ reports (including graph and analysis) Create 3 sequential lessons (based on 5 targeted students) involving more than 1 content area and include technology use by students. Create a Wimba that provides an overview of students and lessons Academic Learning Time Chart (15%) Tape yourself (or another teacher) teaching for a class content. Listen to the tape, record every 3 minutes: what the teacher, class, and one individual were doing. Use this information to chart the results for the three groups (teacher, class, 1 student). Include an analysis. Submit documentation page and chart Create Wimba to summarize findings Data Analysis/Lesson Plans(40%; submitted 3 times/semester). Target 5 students to track Use a software grading program to track (free: teacherease.com) Submit students’ reports (including graph and analysis) Create 3 sequential lessons (based on 5 targeted students) involving more than 1 content area and include technology use by students. Create a Wimba that provides an overview of students and lessons Data Analysis Assignment Target 5 students to track Use a software grading program to track Submit students’ reports (including graph and analysis) Create 3 sequential lessons involving more than 1 content area and include technology use by students. Create a Wimba that provides an overview of students and lessons

11. Academic Learning Time Tape yourself (or another teacher) teaching for a class content. Listen to the tape, record every 3 minutes: what the teacher, class, and one individual were doing. Use this information to chart the results for the three groups (teacher, class, 1 student). Include an analysis. Submit documentation page and chart Create Wimba to summarize findings

12. Miscue Analysis Have 1 student read aloud to you after the student reads the story to him/herself (use tape recorder). Have the student retell you the story and then ask the student questions. Use the handouts to document the miscues and graph the results. Submit the graph along with a paper with basic information Identify areas of concern Create a Wimba presentation as an overview.

13. Assistive Technology Assignment Review 5 software programs. Create a Wimba presentation to provide an overview of AT, along with information on specific software and hardware (see sample Wimba)

14. Case Studies: Assistive Technology Assess the needs and identify appropriate assistive technology for 5 case studies. Gather information from a speech therapist, a physical therapist, and an occupational therapist. Create a Wimba for each case study (see sample Wimba)

15. Literature Review Assignment Review specific area of learning disabilities Include strategies that may be used to remediate the specific disability Create a Wimba to summarize the information to share with peers.

16. Video Reflection Assignment Video one lesson taught in own classroom Using Wimba, reflect upon lesson and share perceptions with 3 to 4 members of the class. Members of the group will then respond to their reflections as well as their video.

17. Disability Study Assignment Choose one disability category and prepare a presentation using Wimba as an informational tool for teachers and parents. Topics of the presentation include: characteristics of the disability, educational placement and programming, related services, specialized instructional strategies and community resources.

18. Curriculum Based Assessment Develop an informal assessment instrument in one curricular area and administer it to at least three of their own students. Analyze the test data and based on the results, design appropriate instruction. Prepare a Wimba to provide an overview of the assessment process for their colleagues as a mechanism for “turn- key” training.

19. Teachers’ Comments Wimba’s Value

20. Teachers’ Responses Teachers comment about how they could prepare archived presentations so that their students can access class instruction at home and receive the support they need. Parents would benefit also by watching the archive and knowing what instruction their child received and what a homework assignment might be.

21. Just wanted to thank you for allowing me to meet from my house for class last night. It was nice to be able to put my son to bed and easier for my husband since baby only wanted mommy. What a great use of technology to be able to attend class and not leave home! I would use an archived Wimba for a reading lesson or as a support in a reading lesson or unit at the secondary level. I would teach, during the class time, a chapter of a book. This lesson will also be offered on the Wimba. The archive will have supplemental information that all students would benefit from, such as meanings of words, expansion on explanations of places and people or other important subject matter. Visuals will also be provided to supplement the lesson. Because this will be offered to all students, no one is pointed out as different or stands out as one who needs extra help.

22. The benefit of the Wimba is the creation of the opportunity for going back to events or places in the book that the student did not fully understand. The video portion of the Wimba gives the student visual aids that may not be able to be presented during the class. Seeing things in writing while it is spoken increases retention and comprehension. This also gets the students with a communication disorder the opportunity to see the facial expressions and hand gestures. Students can work at their own pace which will benefit all students. Students would be able to re- watch the lesson as many times as they needed to understand. They could also watch it with a parent or someone else to help them understand the lesson better. The teacher would definitely have to speak slowly and clearly and the use of visual aids would also help a lot. A student can rewind or replay the WIMBA if they did not hear or did not understand a part of the lesson. In short, WIMBA would be a great and valuable tool to use for students with speech and language disorders

23. Wimba could be use as an extremely beneficial tool to children who are suffering from communication problems. A teacher should always give lessons in the classroom that contain directions and handouts to further student ’ s understanding on what they are learning and suppose to be doing. Also, as far as directions go, they should be written on the board. Doing that benefits all students! The teacher could, at the end of the day, give the students the information they need on how to access their classroom Wimba. By having a Wimba they can go home and hear the lecture all over again. They will be able to see the teacher, thanks to the webcam, and also be able to hear the lesson. While they are listening and watching, a PowerPoint will also be displayed. This puts everything on the screen so it can be seen and visualized. The teacher can highlight or underline important aspects that will help it to stand out to students. Also, students can view this with their parents, and they may be able to help further the students understanding. Also, as far as parents are concerned, it would be part of their job to make sure that their children who are suffering from communication issues are watching the Wimba without distractions that can throw them off course. This Wimba will be something the students can go back to over and over again if they need clarification. It will only encourage learning and not hinder it. Wimba could be use as an extremely beneficial tool to children who are suffering from communication problems. A teacher should always give lessons in the classroom that contain directions and handouts to further student’s understanding on what they are learning and suppose to be doing. Doing that benefits all students! The teacher could, at the end of the day, give the students the information they need on how to access their classroom Wimba. By having a Wimba they can go home and hear the lecture all over again. They will be able to see the teacher, thanks to the webcam, and also be able to hear the lesson. While they are listening and watching, a PowerPoint will also be displayed. This puts everything on the screen so it can be seen and visualized. The teacher can highlight or underline important aspects that will help it to stand out to students. Also, students can view this with their parents, and they may be able to help further the students understanding. This Wimba will be something the students can go back to over and over again if they need clarification. It will only encourage learning and not hinder it.