Technology at a glance: Dennis (Class of 2009)
Dennis, who reads at a fourth grade level, has been assigned to read a chapter in the novel Animal Farm. He has to read the chapter and answer a critical thinking question by writing a paragraph. To accomplish this, he will be using two embedded software systems: Kurzweil™ and Inspiration™. Kurzweil™ reads text that has been scanned into a computer and then allows the student to manipulate that text, with full audio playback, and compose text with the same audio capabilities. Inspiration™ is software that creates visual organizers.
Dennis uses some time in advisory that day to scan the chapter into the computer. He can now read along with the chapter while listening to it or he can create an mp3 audio file of the chapter to take home. Dennis reads the chapter in Kurzweil™ by adjusting the reading rate and the tracking bar that keeps his place on the line. He can look up new words using the audio dictionary or break words down into color-coded syllables right on screen. Once Dennis has read through the chapter he takes a look at the critical thinking question. He types the question into a new word-processing file in Kurzweil™ so that he’s sure he understands what it’s asking. He knows that before he begins this paragraph, he’d better get organized. He opens Inspiration™ and chooses a web as his graphic organizer template which he uses to fill in his main idea and details. He then prints out a copy of this full-color visual model to use a reference.
Finally, Dennis is ready to type up his paragraph. He goes back to Kurzweil™ to use the word-processing features so he can listen to what he types. With his graphic organizer in hand, he types and listens to his paragraph. He can hear immediately when something doesn’t sound right, be it an error in grammar or spelling. He uses the spelling and dictionary tools, as well as a word prediction feature to help him get his thoughts on paper. When he’s satisfied with the edited final result, Dennis prints out a copy of his paragraph to hand in to his teacher.
At Chelsea School we believe that along with embedded literacy skills throughout the curriculum, specialized and advanced technological literacy must be fostered in our students. There are currently three areas of critical need in technology at the Chelsea School: assistive technology, computer hardware and software, and career pathways in advanced technology.