We at ATSS have always loved Book Creator and have suggested its use and trained numerous folks to use it and embed it into all sorts of curricular areas over a number of years. Book Creator has continuously developed over time onto different platforms and to offer additional tools and features.
This most recent development opens up an new world of possibilities for teachers to create interactive resources for their students while providing pupils with a fantastic work space in which they can showcase their work no matter (almost) what format it exists in.
I like this video because it includes and talks about important elements of Clicker that are often overlooked. Issues such as the variety of access methods and snippets of tailored choosing activities that can be seen in the background. One boy is using it for writing (which is great) but it’s by exploiting the power and adaptability within Clicker that’s paying off for these youngsters and their teachers.
The Assistive Technology Support Service has been sifting through various tools that might meet the many and varied needs of teachers and pupils as Chromebooks roll out across Highland schools.
PDF annotation seems to be a significant need.
Many pieces of teachers’ work for pupils already exist as PDF worksheets. The ability to annotate such material opens up many opportunities for pupils to interact directly with these worksheets as we move towards 1:1 device availability.
Kami is a good example of such a well-functioned tool to allow pupils to:
Digitally answer questions directly into the workspace
Comment directly on PDF texts
Draw shapes and diagrams to express knowledge and understanding
Utilise text-to-speech to support those with reading difficulties
Kami integrates with Google Classroom and Drive so files can be shared easily in both directions.
We at ATSS absolutely love, and live by, Clicker 6 and 7. It’s so versatile. Many many teachers use it to support children’s writing but fewer, it seems, use it as a demonstration tool on their interactive whiteboards. The benefits of doing this are many – it provides a clear view of what’s being shown but can also be transferred to the pupil’s computer screen to allow them to work in exactly the same manner as the demonstration.
My son was working on Partitioning 2 digit numbers so I made him this to practise on. If I was demonstrating this to a class of pupils I’d certainly use my template – and let them use it to step them through the process.
Webpages can be very messy places to read from: broken or wandering text – often split at odd paces to accommodate a picture or advert, font sizes that are too small and shapes not really considerate to those with reading difficulties.
The Safari browser for Mac/iPad/iPhone has had Reader View built in for quite some time allowing users to strip the extraneous stuff out of the page leaving clean, plain text which can also be sized and have its font and background settings changed.
The extension looks like this when your browser is on most front/home pages that are links rather than text-based articles.
The extension icon changes when Reader View is available (text-based articles).
When the icon is clicked the page will change from a standard page to a clear, stripped down Reader View with font size, shape, and background colour/themes available down the right-hand side of the page.
This is the type of extension that should be made available for all pupils who have dyslexia, visual impairments, or any difficulty with reading that might be helped by seeing cleaner, clearer, more appropriately sized text. Using text-to-speech support software is also often easier to utilise with text that is spaced out in this way.