"Ten Inviting Tips for Trainers!
: Getting Teachers, Therapists,
and Caregivers Started with Technology"
1) Make Connections!
2) Address their agenda before
yours… integrate yours into
theirs!
3) Integrate technology training
into existing initiatives…
local, state, national
4) Start Small and Build on
Success
5) Provide access to the
technology tools used in
training
6) Provide access to “Just in
Time” support before it is
needed
Developed by: Marfilius, S & Zabala, J.S. (2009) Ten Inviting Tips for Trainers!: Getting Teachers, Therapists,
and Caregivers Started with Technology
Scott Marfilius
Technology, when paired with effective teaching strategies:
• leads to improved learning outcomes for many students.
• supports different learning preferences, speeds, and styles
• helps teachers do what they are required to do more quickly
and easily… after the learning curve!
Make sure they know what’s in it for them!
RTI, Accessible Instructional Materials, Participation in
Large-scale assessment, Literacy, etc.
Universal Design for Learning
• Multiple representations of material
• Multiple means of engagement
• Multiple means of response
Programs that are universally designed do not = UDL
Universal Design for Learning Is not always computer-based
Intersect between AT and UDL
• Assistive Technology looks at the specific barriers a student
may face in whatever environment they find themselves
• Universal Design looks to make the learning environment as
flexible and accommodating as possible
• Both approaches strive to insure the access, participation &
progress of students with disabilities.
Don’t try to do it all at one time
• Match training content and strategies to what the learner can
handle.
• Develop environment in which participants feel capable & able
and with that in mind…
• During training, the trainer should NOT manipulate the
participant’s mouse!
• Teachers are in charge! They lead the technology… it needs to
learn to mind them!
Consider this in planning
• How can they practice?
• Check out?
• Take?
• Onsite Teachers?
• Students?
• Local contact person?
• Electronic “Just in Time” help?
• QIAT Web Site - http://www.qiat.org
• QIAT List
− collegial conversations
− new information and updates
− handouts and feedback
7) Use an inquiry based model "Sit and Get" Won't Grow Dendrites by Marcia Tate
for technology integration. • NTeQ
• Integrating Computer Technology into the Classroom
Morrison & Lowther
• Decisions about technology use are being made constantly
• Use a decision-making process that views technology as a
part of a system of tools to reach goals… not BE goals
The SETT Framework
Student, Environments, Tasks, then Tools
• The goal of SETT Framework is to help collaborative teams
identify student-centered, environmentally-useful, and tasks-
focused tool systems that foster the educational achievement
of students with disabilities.
• When a team can describe the student, the environments and
the tasks, they can describe the tools that are needed to
support success!
• After building shared knowledge about the student, the
environments, and tasks, ask, “If there were something that
would help this student, do these tasks in these environments,
what would it be like?

8) The least complex solution • Use technology when it is needed!

that supports achievement • Technology should not be the only tool in the chest.
• Technology is not always “high”
should be a first • Tech tools are “things”…
consideration and solving are • “Things” break…Have a low-tech back-up!
essential.

9) Technology does not Toward a Definition of Communicative Competence for

eliminate the need for Individuals Using Augmentative And Alternative
Communication Systems
instruction Janice Light, Journal of AAC, 1989, p. 137-143
• Functional Competence
• Operational Competence
• Strategic Competence
• Social Competence

10) There are many ways Quality Indicators for Assistive Technology Services in
to do it right! Schools AT Professional Development and Training:
• Supports the understanding that assistive technology devices
and services enable students to accomplish IEP goals and
objectives and make progress in the general curriculum
• Identifies the audiences, the purposes, the activities, the
expected results, evaluation measures and funding
• Addresses all aspects of the selection, acquisition and use
• Is aligned with other local, state and national professional
development initiatives
• provides ongoing learning opportunities that utilize local,
regional, and/or national resources
• Uses research-based models for adult learning
• Is evaluated by measuring changes in practice that result in
improved student performance
QIAT (http://www.qiat.org)

Developed by: Marfilius, S & Zabala, J.S. (2009) Ten Inviting Tips for Trainers!: Getting Teachers, Therapists,
and Caregivers Started with Technology