OneNote and Assessment

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Recently, my teaching partner Chantelle Davies and I were exploring OneNote and decided to use it to complete on of our tasks for our course, Integration of Technology in the Classroom.  As we explored the program we discussed how it would be useful for assessment by creating tabs for each student and then adding annotated notes.  With this is in mind, I decided to further explore how to use OneNote for assessment with a focus on the audio and video features.  What I discovered was that OneNote offers an app called OneNote Class Notebook Creator.

OneNote Class Notebook Creator allows teachers to create a workspace for every student, offers content library for adding material, and a collaboration space.  With this tool students can work in their space and teachers can give feedback in the same place.  The work and feedback can be accessed anywhere any time.

According to OneNote's site the app allows teachers to:

• Empower students to take naturally visual notes with ease—place images, text, printouts, tables, ink, screenshots, and files anywhere in OneNote’s “anything, anywhere” freeform canvas
• Keep tabs on student performance—see exactly which students soar and struggle by observing their full learning process, from note-taking, to problem solving, to submission
• Revolutionize homework feedback with real-time coaching while students work
• Encourage collaborative creativity between students with fast synchronization on pages
• Eliminate paper by replacing printouts on paper with printouts to OneNote
• Organize every lesson, handout, and assignment in flexible shared notebook structure
• Combine OneNote with the creative power of digital ink to deliver the most natural digital educational experiences possible

What I did find interesting is that OneNote allows teachers to write comments in each students space.  The teacher can also highlight work and add an audio recording to share feedback with the students.  Also, the audio feature allows teachers to add comments or instructions for students who may struggle with just written instructions.  The audio feature will also allow students to share their ideas and knowledge removing a barrier for those who have difficulty writing.

In a similar manner, students and teacher can both add video to the workspace.  For teachers, they can add video for those students who are visually inclined learners.  With videos inserted, students or teachers can comment on what is being shown.  Text or audio can be used to create a comment.  With the use of OneNote in class, teachers can have students share their knowledge in multiple ways allowing each student create work that suites their learning style best.  It also allows teachers to give feedback in a timely manner in a variety of formats (audio, video or text) or by using any combination of these.

As I explored OneNote offered to employees by the Hamilton Wentworth District School Board, I found that though OneNote Class Notebook Creator app is free it is not currently available to staff.  I tried to download the app but was informed that an administrator needed to do so.

If anyone has used this in class, please share how you have done so.  What do you like about using OneNote and what challenges have you faced in the classroom while using OneNote?

Links:
OneNote For Teachers

Collaboration

Assistive Technology

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Technology can be advantageous for a broad range of students, in addition to those with special needs. Teachers can build supports using technology to ensure progress for all learners into their instruction methods and learning materials. Assistive technology plays an important role in the provision of instruction based on Universal Design (i.e., good for all, essential for some).Education for All, 2005; Learning for All, 2011)

Having had a conversation with the Resource Teacher, KG, at my school, I contemplated the above idea about the use of assistive technology in the classroom and realized that while it is essential for some students, assistive technology can support any student who may be experiencing difficulties.  Our conversation focused around assistive technology that can be accessed by all and specific assistive technology that may be required to support the needs of individual students.  As with all technology, what is really important is that each student can be supported in a way that will allow them to succeed.
The RT shared with me a number of programs that would support any student who might be struggling with reading or writing.  These programs included WordQ, Clicker, Premier and Read and Write For Google.  These programs main features are that they can read student created material, they can predict words when students are writing and they can read text such as web articles, I have used WordQ and Read and Write in the past with a few students and the change in engagement from these students has been incredible. Work completion has increased and the students feel proud of their accomplishments.  It would greatly benefit other students in the class to use these programs as well however, the struggling students are the only ones who use this due to limited resources.  I have often wondered if by only allowing the struggling students the access to these programs, am I centering them out?

As we continued our conversation I asked about students who might require specialized technology in order for them to succeed in the classroom.  KG explained that students could receive assistive technology to meet individual needs through Special Equipment Amount Claims. Special Equipment Amount Claims provide funding to school boards to assist with the costs of equipment needed to support students with special needs and where the need for specific equipment is recommended by a qualified professional.  The SEA Claim covers a variety of items including computers, software, computing related devices as well as training and technician costs.  The equipment the student receives moves with the student as it is essential for them to be independent and to succeed in the classroom.

As we talked about the SEA Claims, I recalled a student who had a DynaVox.  The DynaVox allowed the student to communicate with peers and the teacher.  This piece of assistive technology was something that allowed the student share knowledge, to write ideas and to express thinking.  This is a form of assistive technology that is specific to the needs of the student and thus it is important for teachers to embrace the technology and to have patients when using new technology.  To some teachers, new technologies in the class may feel like something else added to their plate, however for the student it may be the only means by which to be successful.

For students who struggle, assistive technology provides tools and supports that help the students become more independent learners by allowing them to control how they can process information.

On a final note I asked what is the most sought after tool?  The response was that in general there is a need for more technology.  Students with highest needs receive tools but there is not enough resources to support every student's needs.  As an observation, I noticed that while Mrs. Gresku worked with some of our most challenged students, she was doing so without assistive technology.  I began to wonder if the resource teacher or the resource room is overlooked when technology is distributed within schools?  Is this the last place that should be considered for technology or the first?