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Asynchronous Computer Applications

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EDSE 517 Asynchronous Computer Applications for Special Populations

Assignment: Students will design an interactive computer-based lesson that has been adapted for a
specific population and includes online and offline products. This lesson should integrate
instructional and assistive technology and should engage students actively with the technology.
Students will write a lesson plan in paragraph or bulleted format addressing all the required
elements provided by the instructor and create an online and offline product to be used in the lesson.
Students will present the lesson and their products during the last week of class.
Assignment Components
Narrative (15 points)
1) Lesson Plan (4 points): Students will write a lesson plan in paragraph or bulleted format that
include the following components:
a) Lesson Topic and Goal to include SOL or ASOL objective
b) Content Area and Grade Level
c) Materials
d) Student Activities
e) Sample Assessment
f) Extension ideas
Students should design the lesson plan as a one period activity. For students in high school this
could mean either a 40 minute or 90 minute block activity. For elementary students this could be
a 20 minute instructional activity, with independent activities occurring later in the day. For
young students or students with severe disabilities, instruction may be broken into smaller
blocks.
Students must specify how their online and offline activities fit within the lesson plan. Online
and offline activities may be integrated within instructional activities, independent practice or as
an assessment activity.
2) Differentiation (5 points): Students will identify specific strategies for differentiating or
adapting the developed lesson to serve multiple populations for EACH population below.
Specifically, students will identify at least 2 assistive technology devices and strategies that
could be beneficial for students with:
a) Cognitive/Intellectual disabilities
b) Physical disabilities
c) Sensory disabilities
d) Communication disabilities, and
e) Learning/Emotional disabilities
BEEBEYou should also include a brief explanation as to how/why the assistive technologies you
identified would be beneficial within your lesson for EACH population,
3) Online Product Description (3 points): Students will provide an overview of the online product
and explain design choices based on the needs of the specific population for whom this lesson is
designed. This section should be 2-3 paragraphs.
4) Offline Product Description (3 points): Students will provide an overview of the offline
product which includes the purpose of the offline product, how it was developed, the AT
strategies it incorporates, and how it can be integrated into the lesson to benefit students with
disabilities. This section should be 2-3 paragraphs.
Online Product (6 points)
The on-line product is a computer file or web page that you have created as part of your lesson.
Examples includes an a) interactive PowerPoint activity or storybook, b) Boardmaker activity, c)
Wixie activity, d) Clicker activity, e) Smart Notebook activity or f) Interactive and creative Word or
Excel activity (not just an electronic worksheet).
You may select a program that we have learned in class or that you have access to in your
classroom, work, or home. Students can use programs learned in class (many are available for a
timed trial). Students are not expected to purchase software to complete the assignment.
The Online Product will be evaluated based on:
1) Advanced Program Features (3 points): Students will develop online products that incorporate
multiple/advanced features of the software program used to create the activity. These features
will vary based on the software program selected but could include addition/manipulation of
text, sound, animation, graphics, feedback and reinforcement, options for student response,
scoring, and reporting.
2) Interactivity (3 points): Students are expected to develop an online product that is interactive,
meaning that target students in the lesson would actively engage with the online product either
during instruction, independent practice, or as an assessment activity.
Offline Product (6 points)
The offline product should be designed to be used as part of the lesson, but could be designed for a
different population than the target population. The offline product should support or extend the
goal(s) of the lesson. The offline adaptation should integrate multiple assistive technology strategies
(i.e. color, font, layout, texture). Examples of offline products include a printed PowerPoint book
that has been adapted with manipulatives or tactile accents or a visual story map template.
Students are expected to actually develop the offline product and submit either photographs of theoffline product (if it is a manipulative such as an adapted book or puzzle) or an electronic file (if is a
print version of something created in software program such as an Inspiration web designed for
print or a modified worksheet in Word).
The Offline Product will be evaluated based on:
1) Relevance (3 points): Students should develop an offline activity that is relevant to the lesson
and is appropriate for the specified population.
2) Multiple AT Strategies (3 points): Students should integrate multiple (minimum of 3) assistive
technology strategies such as the inclusion of color, font, layout, texture, organization, and/or
manipulatives within the offline product. Students will explain the incorporation of these
strategies within the lesson narrative. The instructor must be able to clearly see these strategies
within the actual offline product. (Please make sure photos are clear)
NOTE: Some of former students misunderstood this requirement and thought that they had to
create 3 different offline products. Of course, you are more than welcome to create more than
one offline product, but you are required to create only one offline product, which you will need
to integrate a minimum of 3 assistive technology strategies within that offline product.
Presentation (8 Points)
1) Narrated Powerpoint Presentation (5 points):
Students will create a narrated Powerpoint presentation. The Powerpoint should include a mix of
images, text, video, and audio that outlines:
• lesson topic and goal(s), grade level and content area, and a brief summary of the materials
and procedures.
• Explain the adaptations you made and your reasons for selecting the adaptations.
• Display online product (with a Screencast-O-Matic walkthrough video) and offline products
(photos and/or video) available for classmates to see.
• Explain the connection between the online and offline products.
2) Peer Comments (3 points): Students are expected to review and comment on at least 3
classmates’ projects. Comments must be substantive (at least a paragraph) and meaningful to the
conversation. Students may include comments of praise (wow I really like your activity) and
links back to their own classrooms (I have a student that would really like this activity) but must
also include connections back to the course content (your activity is great because you included
audio directions that would support a student who struggles with decoding) and/or linkages to
specific student needs (this activity would be great for one of my students because he/she needs
structure and your activity provides that with the way you designed it).​
ASSISTIVE/INSTRUCTIONAL TECHNOLOGY LESSON PLAN
Please create a powerpoint
along with the lesson
planSCORING RUBRIC
Assignment Components Points Comments
Narrative (15 Points)
• Lesson Plan (4 Points): Submission of a detailed yet concise lesson
plan which includes a thoughtful description of:
o Topic and Goal (SOL or ASOL)
o Content Area & Grade Level
o Materials Needed
o Student Activities/Procedures
o Sample Assessment
o Extension Ideas
• Differentiation (5 Points): Narrative includes the identification and
explanation of specific options (2 per disability) for differentiating
this lesson using assistive technology devices and strategies
needed to modify the lesson for EACH disability area (i.e.,
Intellectual, Physical, Sensory, Communication,
Learning/Emotional disabilities).
• Online Product Description (3 Points): Narrative includes a relevant
explanation of the online product developed for specified
population, 2-3 paragraphs. Asynchronous Computer Applications
• Offline Product Description (3 Points): Narrative appropriately
describes the purpose of the offline adaptation, how it was
developed, the AT strategies incorporated, and how it can be
integrated into the lesson to benefit students with disabilities, 2-3
paragraphs.
Online Product (6 Points) – Submission Asynchronous Computer Applications
• Advanced Program Features (3 Points): You should incorporate
advanced features of the software program.
• Interactivity (3 Points): Target students in the lesson would directly
engage (interactive) with the online product either during
instruction, independent practice, or as an assessment activity.
Offline Product (6 Points)
• Relevance (3 Points): Submission of offline product that is relevant
for lesson and specified population.
• Multiple AT Strategies (3 Points): Submission of an offline product
that incorporates multiple (at least 3) assistive technology
strategies.
Presentation (8 Points)
Presentation (5 points) Asynchronous Computer Applications
Thoughtful and creative narrated Powerpoint presentation includes:
• Description of each area of lesson plan
• Explanation of the adaptations you made and your reasons
• Presentation and demonstration on and offline products
• Explanation of connection between on and offline products
Comments (3 points)
• Provide substantial and meaningful comments to at least 3 peers
after reviewing their projects.Total Number of Points (35 possible points)

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