Innovation in Action

Assistive Technology for Creativity and Communication

Sagonaska Demonstration School

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Viewer’s Guide

Introduction:
At the Sagonaska Demonstration School, students focus on reading and writing development, using assistive technology to support learning and developing personalized learning strategies. Educators share how technology can be used to assist students in developing essential 21st century skills. These “educators are creating more relevant, applied and innovative learning experiences that spark learners’ curiosity inspire them to follow their passions.”¹

Description:
This video offers a glimpse into how students with learning disabilities use “technology to support and personalize their learning”² as well as for demonstrating their creativity and improving their communication skills. Students become proficient at using their mobile devices and assistive technology resulting in increased self-confidence and success as learners.

Themes and ideas:

Innovative learning environments Equitable and Flexible Access to Technology Student-Teacher Learning Partnerships Technology-enabled Learning and Teaching

This video is for:

School leaders Classroom educators Technology coaches/resource teachers

Discussion questions:

When planning to integrate technology to personalize learning, how do you engage students in the process? How is student well-being promoted by this learning? How do teachers encourage students to develop a “Technology Game Plan” to provide differentiation and choice for students’ learning? What principles 3 of an innovative learning environment are evident at Sagonaska Demonstration School? How might you develop your learning environment to further support students with special education needs?

	1Achieving Excellence: A Renewed Vision for Education in Ontario, April 2014, p. 4.
	2Visit http://www.sagonaskaschool.blogspot.ca to access webinars and teachers’ blogs at Sagonaska’s website.
	3Innovative Learning Environments, OECD Centre of Educational Research and Innovation, 2013, pp.187 – 188.

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