Guide
Layla’s virtual tech instruction
Learn the ins and outs of virtual tech instruction for an elementary student from an experienced virtual instructor's perspective.
Layla’s tech journey does not have to be the road less traveled. Learn how can you help your student to travel a similar tech path!
Layla’s tech journey started with learning VoiceOver gestures, braille display commands and simple keyboard commands as a 4-year-old. In the previous post, Layla’s Tech Journey, Layla’s TVI talked about Layla’s tech training, including virtual JAWS training with Kelly Harrison. (See Resources below for posts about Layla.) In this post, Kelly Harrison provides insight on her experiences while providing virtual tech instruction with Layla:
- 4th grade: 3 times a week for an hour each session
- 5th grade: 1-2 times a week
- 6th grade: The first month or so met regularly and then moved to “as needed basis” or through an email for quick answers (Layla transitioned to a new school in 6th grade)
- 7th grade: Layla emails if she has a specific question such as a forgotten keyboard command
Kelly Harrison: Layla’s virtual tech instructor
- Bachelor’s degree in Early childhood development
- Tech instructor for over 18 years in the state of Minnesota and also works as a trainer for the I Can Connect program.
- Has provided tech instruction to students/clients aging from 8 – 95
- Personally uses assistive technology for professional and personal use.
The best option for access technology training is using an instructor who personally uses assistive technology day in and day out. These instructors not only know all the commands, but they also know the aeasiest shortcuts and other tips that make using a screen reader a breeze! They keep up with changing technology because they have to in order to manage their own tasks such as access to email, banking, shopping and entertainment.
Tech instructor requirements in Minnesota
State Services for the Blind requires instructors to take a Technology Tests in the areas they wish to teach to prove skill competencies. Since technology is constantly evolving and changing, instructors may be requested to repeat skills tests periodically.
Tips for successful virtual tech instruction
With years of experience providing quality virtual tech instruction, Kelly shares a few tips:
- Have the TVI present and available in the room during virtual instruction in the beginning.
- This is especially important if the student is a true tech beginner or does not have any experience with virtual meetings such as Zoom or Google Meet.
- The TVI can also provide assistance when the student has questions about the laptop or tools being used. Layla was also learning to type in the beginning so there were times where she had questions about the laptop she was using.
- Integrate with the general classroom: Tech skills cannot be taught in isolation!
- If the student’s peers are learning to type, then the student can learn at the same time.
- Use real assignments and resources in the tech class. Kelly had access to see the assignments required so we could work on real life tasks when appropriate. When we practiced typing, we used Layla’s spelling words to write sentences.
- Adaptability: There will be technical issues at some point – plan for them!
- These challenges teach the student that they may need to develop some problem-solving skills.
- Example: Weak internet strength today? Turn off the camera or switch to a phone call instead of using Zoom.
- Build rapport: Need to build a solid working rapport with the student. Find out what the student is interested in, what motivates the student, and make the virtual lesson a safe, fun class!
- Kelly learned that Layla is interested in a possible career in music, so Kelly arranged for a friend, Ginny, to join virtually during a tech class. Kelly’s friend is a recording artist who also happens to be blind.
- Don’t forget to build rapport with the TSVI too! A good working relationship will foster carryover from the tech class to general education classes.
- Teach the access technology and/or new software before the student will use it in the general educational classroom.
- If the student knows how to use the internet before an assignment requiring internet research then the student will not fall behind.
What does virtual instruction look like?
Layla’s virtual instruction sequence
As always, instruction should be tailored to the individual’s unique needs. Layla’s school has 1:1 devices with Google Classroom. Students complete the majority of their work digitally.
Initially during the first year, the TSVI was present during the virtual instruction, observing, building her own JAWS skills, and helping Layla as needed. (Layla’s TSVI took personal notes during the virtual instruction so that she could learn and support Layla.) As Layla’s tech skills improved, the TSVI was present in the back of the room but did not participate and was often doing other things. Year one focused on JAWS commands, navigation, and Word/Google Docs. Make the class fun and include an award system! In 4th Layla loved paperclips and was motivated by earning paperclips during her tech lessons.
The second year of virtual instruction focused on learning the internet. Layla worked throughout the year for the reward of being able to go online and purchase a highly desired T-shirt.
Note: Rachel was Layla’s TSVI in preschool and again in later grades; Layla had a different TSVI in 4th grade.
Integrate with the gen ed classroom assignments
As often as possible, Kelly pulled in actual homework assignments that could be used to teach JAWS skills. It was Layla’s responsibility to identify tech problems that she encountered with her assignments in class and then bring that assignment to her virtual lesson with Kelly. In the tech lesson, Layla learned and applied the necessary JAWS commands to look up websites to complete the assignment. One class assignment was to research and write about a famous woman and another assignment included researching the rain forest. Layla and Kelly worked together to build strong internet tech skills during tech class to complete these assignments.
Teaching assistive technology is much more than simply teaching a list of keyboard shortcut commands. Kelly constantly used real assignments to teach Layla to be a tech power user. When using a screen reader without a braille display, it is easy to make spelling errors. As a typical pre-teen, Layla hurried through her papers and would make spelling errors. During tech instruction, Kelly and Layla worked on the JAWS commands required to efficiently find and edit these spelling errors. Listening closely to JAWS announcements is a tech skill that must be taught! Can’t remember a keystroke? Listen to JAWS – JAWS will announce the keystroke. Did you hear it? Teach the student to look up information in the help documentation provided. Layla also learned how to connect her braille display to her computer so she could also use braille to edit her work.
Layla took several tests during her virtual tech lessons; it is important to evaluate your student’s test-taking tech skills. Kelly cautions that it is really hard to ignore those wrong answers! As Kelly said, “It is Layla’s grade, not my grade.”
Evaluating the student’s tech skills
Kelly kept a record of her lessons with Layla and Layla’s progress. She turned in a monthly invoice and progress notes to the school district. It is critical to evaluate current tech skills and gaps in order to develop the next lesson and to understand what skills still need to be taught to prepare Layla to be able to complete her next gen ed classroom assignments. “It is important to have tests for Layla to demonstrate her tech skills and concepts that she was learning”, Kelly states, “but we also had questions related to why things worked the way they do.” These ‘why’ discussions contribute to an easier understanding of tech and will also contribute to future problem-solving skills. Example: Understanding how the screen is visually laid out helps Layla understand how to navigate and access items on the screen such as menus and dialogs.
Dealing with accessibility/technology issues
Kelly also spent time working on how to deal with accessibility issues. One of the children’s online book collections that the class used was not accessible with JAWS. Layla learned how to access the desired book from another resource that was accessible. At one time, Google Slides had compatibility issues with JAWS making the slide placeholders appear out of order. Layla learned to adapt by asking a sighted peer specific questions about the slide’s layout sequence.
Layla has many tools in her toolbox, and she knows how to potentially work around an issue by trying a different device or similar application. Another example was when an update broke Google Slides making it inaccessible with JAWS. Layla learned to download school slide presentations and open them in Microsoft PowerPoints and was then able to access the presentations. She would then upload them to Google Drive if she needed to fill out materials built into the presentations.
Inaccessibility, tech issues, and software updates that create a bug, are all a part of using AT.
When Layla hit tech problems, Kelly used these issues to teach Layla how to contact and work with tech support, and how to report software accessibility bugs.
Kelly also worked with the school district so that Layla had the tech she needed. (Note: Layla’s peers had Chromebooks, but Layla had a Dell computer.) Initially, Layla had an older, heavy laptop. With Kelly’s input, the school provided a smaller, lightweight laptop which better met Layla’s needs.
How to find virtual tech instructors
So, you understand how virtual tech instruction can work for a student who uses a screen reader. How can you find a virtual tech instructor?
- Ask around!
- Layla’s TVI had an aunt who worked in Minnesota’s Deaf/Blind program. The aunt had worked with and highly recommended Kelly. (Note: Layla lives in a southern state.)
- Check with state agencies
- Check with your state’s school for the blind
- Check with local rehab agencies
- Check with BLV contract agencies (there are numerous agencies who contract TVI services)
- Check with CATIS university programs (Certified Assistive Technology Instructor Specialists)
Note: Ideally the instructor should have experience teaching AT and teaching AT to students. Someone who personally uses a screen reader is often the best option!
Resources
More posts about Layla:
- Getting Administration On Board with Virtual Tech Instruction (includes how to fit virtual tech instruction into the student’s class schedule)
- Layla’s Tech Journey
- Benefits of Mastering Tech Early: Layla, Then and Now
- Layla: 4 year old learning VoiceOver and braille video
- Getting Started on the iPad in Preschool
- Layla’s Three Preschool Apps Video
- Interactive Stories
- Simple Tactile Representations of iPad Features
- Refreshable Braille Display Commands for the Emerging B braille Read R Chord and P chord
- More Braille Display Chords for the Young Student: Layla
- Assuming Responsibility
By Diane Brauner
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