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ERIC Number: ED504739
Record Type: Non-Journal
Publication Date: 2009-Mar
Pages: 45
Abstractor: ERIC
Reference Count: 71
ISBN: N/A
ISSN: N/A
Final Report: Results from Accessing Curriculum through Technology Tools (ACTTT), A Model Development Project
Johanson, Joyce; Clark, Letha; Daytner, Katrina; Robinson, Linda
Center for Best Practices in Early Childhood Education
Accessing Curriculum through Technology Tools (ACTTT), a model development project, was developed and tested by staff of the Center for Best Practices in Early Childhood (the Center), a research and development unit within the College of Education and Human Services at Western Illinois University. The major goal of ACTTT was to develop, demonstrate, and evaluate an innovative technology tool model that allowed children with disabilities in kindergarten, first and second grades to access, participate in, and benefit from activities in the general curriculum. Kindergarten, first, and second grade classrooms in three elementary schools in Canton, Illinois, served as demonstration sites. Six objectives guided the development and testing of this project and this report contains information related to the completion of each of the following objectives: (1) Develop, test, and demonstrate the ACTTT model in randomly-selected classrooms in elementary schools in Canton, Illinois; (2) Provide training on the ACTTT model to site teachers; (3) Collect data on participating children and teachers; (4) Provide information to families; (5) Develop ACTTT products based on tested classroom technology-based activities; and (6) Disseminate information about ACTTT. ACTTT was a success. All objectives were met. The products produced are of excellent quality. Participation in ACTTT's technology-based activities led to many learning opportunities for children in the treatment groups. Children in treatment classrooms scored higher than children in comparison classrooms on over half of the technology skills assessed by the "Technology Assessment Based on Standards" (TABS) instrument. All treatment teachers increased their technology skills, as well as their confidence with respect to technology over the course of the project. Teachers took ownership of the activities created by ACTTT staff members. The report notes that unanticipated difficulties resulted from data collection. One unanticipated outcome was the success of the children's podcasts. A second unexpected outcome was collaboration with the APTE software company in the treatment classroom teachers' use of "Photo Kit Junior." (Contains 15 tables.)
Center for Best Practices in Early Childhood Education. 32 Horrabin Hall, Western Illinois University, Macomb, IL 61455. Tel: 800-227-7537; Tel: 309-298-1634; Fax: 309-298-2305; Web site: http://www.wiu.edu/thecenter
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Elementary Secondary Education; Grade 1; Grade 2; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Western Illinois University, Center for Best Practices in Early Childhood Education; Office of Special Education Programs (ED/OSERS)
Identifiers - Location: Illinois