A.I.

Technology Resource Guide Organizer

I. PROVIDE MULTIPLE MEANS OF REPRESENTATION:

1. Provide options for perception

Name of Discuss how the resource aligns with the

Link
Resource guideline.

Color overlays are to be placed on top of text to

help improve he contrast of the print against
backgrounds. Overlays work with both printed and
electronic text and can make reading easier for
http://cte.jhu.edu/matchup/#page5?
Color Overlays individuals who find it difficult to read black-on-
cat1=1&cat2=0&atech=8
white print. This resource allows students to
change the view of a given text for them to better
read. This give students options for perceiving texts
at home and in the classroom.

The Intel Reader is a portable text reader with a

built-in camera for capturing text. Once captured,
printed text is converted to digital text that is read
aloud and highlighted on the screen. This increases
http://cte.jhu.edu/matchup/#page5?
Intel Reader reading independence for some individuals who
cat1=1&cat2=0&atech=12
struggle with standard printed text. This provides a
student with different forms of reading a text in the
classroom and may benefit a student who has
difficulty reading fluently.

This library of digital books is available for deaf and

hearing audiences. Each story is signed using
British Sign Language, read aloud, and captioned in
Signed Stories http://www.signedstories.com/apps
English. Providing students with the option to read
signed stories allows students with hearing
impairments to enjoy reading too.

Voki http://www.voki.com Voki is text to speech generator that allows the

user to create a personal speaking avatar that can
 be embedded in a website. The site offers a high
level of customization ranging from the overall look
of the Voki to the sound of its voice. This is an
interactive text-to-speech app that will allow
students to customize their avatar and voice. This
can be beneficial for students because they are
engaged in using the device.

2. Provide options for language, mathematical expressions, and symbols

Name of Discuss how the resource aligns with the

Link
Resource guideline.

A communication tool for individuals who have

difficulty using their natural voice. The app is
designed for individuals with Autism, Down
http://cte.jhu.edu/matchup/#page4?
TouchChat Syndrome, ALS, or other conditions that affect a
cat1=1&cat2=0&atech=5
persons ability to use natural speech. This aligns
with options for language because it gives students
with speech delays the option to use their voice.

The LoTTIE Kit for Math includes a plentiful supply

of helpful tools, materials, and resources for
teaching math concepts to students of all ages. Kit
materials include math templates, math grids, flash
LoTTIE Kit for http://cte.jhu.edu/matchup/#page5? cards, graphing tiles, and a variety of math
Math cat1=1&cat2=1&atech=9 manipulatives for helping students better
understand math concepts. (Available in other
content areas) This Kit for Math provides teachers
with a variety of materials that can be used to
engage students in the content.

Word http://wordgen.serpmedia.org Word Generation is a middle school academic

Generation language program that is strategically designed to
create a coherent school-wide effort that gives
students the sustained exposure to academic
language they need for success in schooleven
while demanding relatively little (15 minutes, once
 a week) from any single subject area teacher.

Shahi is a visual dictionary that combines

Wiktionary content that includes a definition and
examples of word use in a sentence as well as
images from flickr, google, and yahoo that
Shahi http://blachan.com/shahi/
correlate with the specified word. This cite can be
used by students who are more visual learners.
Students can use the pictures associated with each
word to better understand the definition.

3. Provide options for comprehension

Name of Discuss how the resource aligns with the

Link
Resource guideline.

This app offers a wide variety of supports for

struggling readers. These include: Text-to-speech,
Word Prediction, Phonetic Spell Checker,
Homophone and Confusable Checker, Dictionary,
http://cte.jhu.edu/matchup/#page4?
iReadWrite Picture Dictionary, Customizable Background and
cat1=1&cat2=0&atech=7
Text Colors, and Choice of Voices and Fonts. This
app helps students look up words they may not
understand and they can write complete sentences
about the text they have read.

From the Smithsonian Institute, Digging for

Answers is a quiz game that allows students to test
their research skills. If students answer incorrectly,
Digging for http://smithsonianeducation.org/idealabs/digging_for_answer they are prompted with a link to background
Answers s/index.html knowledge that will help them to find the correct
answer. This can help students learn together
evidence from the text to answer the quiz
questions.

Read With Me http://readwithme.cast.org/ The Read With Me eBook program provides

eBooks teachers and parents with information and
materials to help engage young children in
 activities that support the development of literacy
skills. This tool aligns with checkpoint 3.3
specifically. The ebook helps guide readers through
a story.

Vocab Ahead offers videos that give an active

demonstration of vocabulary with audio repeating
the pronunciation, definition, various uses, and
synonyms. Students can also go through flash
Vocab Ahead http://www.vocabahead.com/
cards which give a written definition and visual
representation of the word. The Vocab Ahead tool
helps children express their knowledge in a more
visual way which aligns with checkpoint 3.4.

II. PROVIDE MULTIPLE MEANS FOR ACTION AND EXPRESSION:

4. Provide options for physical action

Name of Discuss how the resource aligns with the

Link
Resource guideline.

Camera Mouse is a free program that enables you

to control the mouse pointer on your computer
Camera
http://www.cameramouse.org/ screen just by moving your head. This is a great
Mouse
tool for students with limited mobility. The Camera
Mouse program aligns with checkpoint 4.1.

The M3 by DynaVox is a durable augmentative and

alternative communication (AAC) device for
emergent communicators. The symbol sets are
limited to specific environments and situations to
http://cte.jhu.edu/matchup/#page5? help the user establish the context or topic of an
M3
cat1=5&cat2=1&atech=13 interaction. This tool is helpful for some individuals
who are developing communication and interaction
skills. This is a great tool for emergent
communicators which would align with checkpoint
4.1 as well.
5. Provide options for expression and communication

Name of Discuss how the resource aligns with the

Link
Resource guideline.

Kerpoof is an online program through which

students can make a drawing, a movie, a card, a
story, or a sketch. There is ample opportunity for
creative expression using various media for
Kerproof communication. The site is easy to use and
http://lol.disney.com/kerpoof
Teacher's Page includes tutorials for each feature. The Kerpoof
Teacher's page provides examples of how to use
Kerpoof as an educational tool. This tool aligns with
checkpoint 5.1, use multiple media for
communication.

Animoto provides tools for making videos by using

animation to pull together a series of images and
combining with audio. Animoto videos or
Animoto https://animoto.com/ presentations are easy to publish and share.
Animoto aligns with check 5.1 as well by providing
students multiple ways to express their knowledge
and be creative.

A free online grammar and spell checker with

explanations, suggested changes and examples. A
grammar check such as this one, can be beneficial
GrammarChec
http://www.grammarcheck.net/ to students who are having difficulty spotting
k.net
grammar errors in their writing. This tool aligns
with checkpoint 5.2, use multiple tools for
construction and composition.

ToonDoo http://www.toondoo.com/ ToonDoo is a website that allows users to generate

their own comic strips. You can create your own
characters by selecting basic traits from an
extensive list. You can also upload your own
images. ToonDoo also offers excellent community
features such as voting, commenting, and sharing.
Toondoo is user friendly. This tool aligns with
 checkpoint 5.1 and provides students with an
option to share their ideas.

6. Provide options for executive functions

Name of Discuss how the resource aligns with the

Link
Resource guideline.

Templates can be found on the website provided.

Students should be involved in personal goal
setting. Goal setting with provide students with a
http://worksheetplace.com/index.php?
Goal Setting sense of organization and motivation. Goal setting
function=DisplayCategory&showCategory=Y&links=2&id=2
Worksheets is part of checkpoint 6.1 being, guide appropriate
79&link1=31&link2=279
goal setting. By using worksheets goal setting can
be modeled for students and then they can learn to
make and achieve goals on their own.

Use Webspiration to map out ideas, organize with

outlines and collaborate online with teams or
colleagues. Webspiration can be used by teachers
and students to collaborate their ideas. This can be
Webspiration http://www.mywebspiration.com/
helpful for students are at a lower comprehension
level than others in the classroom. Collaboration
amongst students covers checkpoint 6.2, support
planning and strategy development.

Bubbl.us is a simple app that can be used by

teachers and students. The website allows students
Bubbl.us https://bubbl.us/v3/index.php
to collaborate on ideas and post their knowledge
for the rest of their classmates to see.

Zoho https://www.zoho.com/notebook/times-a-changing.html While conducting research online, Zoho notebook

Notebooks allows you to highlight useful text or images and
then save the information directly into the
notebook. Zoho helps saves notes from a reading
that can be looked at alter. This is helpfu for
students like myself who cannot remember
anything and must write down everything. This
 aligns with checkpoint 6.3, facilitate managing
information and resources.

III. PROVIDE MULTIPLE MEANS FOR ENGAGEMENT:

7. Provide options for recruiting interest

Name of Discuss how the resource aligns with the

Link
Resource guideline.

The Crayon.net site offers electronic templates for

students to create their own newspapers. The site
allows you to bring multiple sources together, thus
creating an individualized and customized
Crayon http://www.crayon.net/
newspaper. This tool allows students to be creative
and show their knowledge through making a
newspaper. This tool aligns with checkpoint 7.1,
optimize individual choice and autonomy.

NBC Learn, in partnership with the National Science

Foundation, unravels the physics, biology,
chemistry, materials science and math behind the
Olympic Winter Games. This website can be a great
NBC Learn http://www.nbclearn.com/olympics way to get students interested in their own
learning. The website provides information related
to the Olympics and engages students in fun
activities which aligns with checkpoint 7.2,
optimize relevance and authenticity.

Pace Car http://pacecar.missingmethod.com/ Pace Car is an online reading tool, designed to

increase reading rate and decrease distractions. It
masks the distracting elements on the page by
creating a reading window that follows the reader's
mouse. This computer program helps focus
students on what they are reading. Some students
may prefer to read on the computer because they
can mke the text bigger if needed. This program
follows checkpoint 7.3, minimize threats and
 distractions.

This simple reading guide has a built in color filter

to assist readers with visual tracking. The color
filters draw attention to individual lines or words
making it easier to stay focused on the text. This is
Reading http://cte.jhu.edu/matchup/#page5?
especially helpful for users who have difficulty
Helper cat1=1&cat2=0&atech=10
keeping their place in a line or page of text. This is
a great less expensive tool that can help focus
students on what they are reading. This aligns with
checkpoint 7.3, minimize threats and distractions.

8. Provide options for sustaining effort and persistence

Name of Discuss how the resource aligns with the

Link
Resource guideline.

RubiStar is a tool to help the teacher who wants to

use rubrics, but does not have the time to develop
them from scratch. The website provides a
RubiStar http://rubistar.4teachers.org/index.php
meaningful way to display expectations to
students. The RubiStar aligns with checkpoint 8.1,
heighten salience of goals and objectives.

This interactive, educational website about our

universe and planetary systems was created by the
University Corporation for Atmospheric Research
and is supported by NASA and the National Science
Windows to Foundation (NSF) among others. This website
http://www.windows2universe.org/windows.html
the Universe provides a challenge for students being beginner,
intermediate, and advanced. This allows students
to only work on the level that is appropriate for
them. This aligns with checkpoint 8.2, vary
demands and resources to optimize challenge.

Skype https://www.skype.com/en/ Skype is a free downloadable program that

provides free calls over internet and webcam
videos. This can be helpful for students at home
 that need help and want to ask the teacher or
other students for help. This program can be used
in the classroom when a student is out sick, but
would like to listen to the lecture. This aligns with
checkpoint 8.3, foster collaboration and community

CoSketch is a multi-user online whiteboard

designed to give you the ability to quickly visualize
and share your ideas as images. This can be gretat
CoSketch http://cosketch.com/ for students working in groups. This can be used by
teachers to provide students with examples. This is
an example of a tool for checkpoint 8.3, foster
collaboration and community.

Glogster allows you to create "interactive posters"

to communicate ideas. Students can embedded
media links, sound, and video, and then share their
Glogster http://edu.glogster.com/ posters with friends. This tool allows students to be
creative and share their ideas with classmates and
the teacher. This relates to checkpoint 8.3, foster
collaboration and community.

9. Provide options for self-regulation

Name of Discuss how the resource aligns with the

Link
Resource guideline.

Faces of http://www.facesoflearning.net/ Faces of Learning is a website that contains stories

Learning from a variety of learners. It tries to answer four
fundamental questions: how do people learn; how
do I learn; what does an ideal learning environment
look like; and how do we create more ideal learning
environments. This can be helpful for students who
are trying to figure how they learn best. These are
personal stories from other students about how
they learn and what works best for them. This
aligns with checkpoint 9.1, promote expectations
 and beliefs that optimize motivation.

This website addresses the coping brain, coping

challenges and coping skills and tools. It is geared
toward parents and educators of pre-teens and
Coping Skills addresses the varying ways one can cope and learn
for Kids: Brain http://www.copingskills4kids.net/ to cope. The site is also rich with resources and
Works Project activities. This information can be presented to
students as way of teaching coping skills and
strategies which aligns with checkpoint 9.2,
facilitate personal coping skills and strategies.

The app is designed for use in any setting to help

http://cte.jhu.edu/matchup/#page4?
Wait4It
cat1=8&cat2=2&atech=1
teach the concept of "wait" and encourage learners
to wait successfully. Wait4It includes a bright, oval
"wait" card, digital sand timer and space for a user
to input a visual representation of the item your
learner is waiting for. This app can be used with
younger children in Elementary school. Typically,
young children believe everything happens in the
blink of an eye when it doesnt. This app aligns with
checkpoint 9.2, facilitate personal coping skills and
strategies.

Put It Away is an app that helps teach kids how to

http://cte.jhu.edu/matchup/#page4?
Put it Away
cat1=8&cat2=2&atech=0
tidy and clean up a room. The app can be
customized to allow parents and caregivers to
simulate their personal living space. This would
align with checkpoint 9.3, develop self-assessment
and reflection. The app can be used with young
children so they understand the concept of
cleaning up and develop a sense of responsibility.

Picture http://cte.jhu.edu/matchup/#page4? Picture Scheduler is task organizer with visual and

Scheduler cat1=8&cat2=3&atech=5 auditory supports for people with disabilities. Tasks
can include alarms and can be organized by
categories for ease of use. This app can be useful
for older students who need to plan their day. The
app uses alarms to help regulate the schedule. This
aligns with checkpoint 9.3, develop self-assessment
and reflection.