2008 Technology Expo

2008 Technology Innovators Conference: Thriving in a Global Marketplace
November 20-21, 2008, Washington DC

November 20, 2008

The 2008 Tech Expo, part of the 2008 NCTI Innovators Conference, was a showcase of innovative learning and assistive technology products. The event was free and open to the public. Visitors to the Tech Expo to networked with other professionals and learned more about emerging and exciting technologies and research designed to improve learning outcomes for students with special needs. See the list of demonstrations. Tour recorded web presentations of the exhibits by clicking on the “recorded presentation” links below. Note that presentations are best viewed using IE.

Second Annual NCTI Peer Awards for Brightest Idea

Congratulations to Let’s Go Learn, Inc. for winning the Second Annual NCTI Peer Award for Brightest Idea and to Quillsoft Ltd. and TeachTown for tying for second place! The NCTI Peer Awards allow conference participants and visitors to vote for the tools showcased at the Tech Expo as the Brightest Idea in learning and assistive technology. Awardees are recognized at the conference and in future promotional materials.

Participants

Click on an exhibitor name to view a description of the tool or research project.

Bookshare.org/Benetech

Support for Print-disabled Students in Higher Education

Presented by Lisa Friendly

View Bookshare member profiles and demonstrations:
Alex Clark: Profile | Demo
Shane McKnight: Profile | Demo
Steffon Middleton: Profile | Demo

Jessica Pinto: Profile | Demo

Interview summary: Bookshare.org is an online digital library of 40,000 books and 150 national newspapers in the accessible formats of DAISY and electronic Braille. Access to the library and the tools used to download and read books in these formats is provided for free by the U.S. Department of Education to all print-disabled students in the U.S., regardless of the age of the students. By 2012, the Bookshare library will contain over 100,000 educational books, including many textbooks. Even at this time, students in higher education can request the books they need for a given course and Bookshare.org will do everything they can to purchase the book for the student and add it to the collection. Students can also scan and contribute their own books, as can their universities. During this demonstration session, visitors will have the opportunity to participate in a guided hands-on experience with Bookshare.org to explore the ways in which it can support them and their reading needs. Those with qualifying print-disabilities will have the chance to initiate their membership in Bookshare (for free) and to ask any questions they may have about how it works and how it can assist them and their students.

This exhibit demonstrated the capabilities and content provided by Bookshare.org, the country’s largest online digital accessible library for the print-disabled. The hands on demos will emphasize the support that Bookshare provides for students in education and the ways in which they can obtain a free, unlimited library card for the collection of 40,000 books and newspapers. They will also learn how to request the specific books that they need to be added to the collection. Visit the Bookshare.org/Benetech Web site.

CaptionMax

Enhanced Captions and Expanded Audio Description

Presented by Donna Horn, Max Duckler, & Lynne Anderson-Inman

View recorded presentation | Download presentation (PDF)

Interview summary: The Enhanced Accessibility Features for Educational Programs on DVD is a collaborative research initiative between CaptionMax, a media access company dedicated to making electronic media accessible to children and adults with sensory disabilities, and the National Center for Supported eText (NCSeT), a national research center investigating the impact of supportive resources on the comprehension of digital text. The research will build on innovative work conducted at CaptionMax to develop enhanced accessibility features for educational videos on DVD, with the long term goal of improving the comprehension of video content in educational settings for all students.

This project investigates the educational impact of two specific accessibility features for video content: (a) “Enhanced Captions” – standard captions with links to annotations designed to deepen the educational value of the program. In this research we are investigating enhanced captions with links to glossary definitions for key vocabulary words and (b) “Expanded Audio Description” – standard audio description is expanded into longer, more detailed audio descriptions of on-screen content, accessed by allowing students to freeze the video, thus freeing the description from time limits imposed by the existing audio track. Although designed to increase access to video content for individuals with sensory limitations, both of these UDL features could increase comprehension of video content for all learners.

This research is sponsored by NCTI under the Technology in the Works competition. Read more about this competition.

The exhibit demonstrated how Enhanced Captions and Expanded Audio Description increase access to video content and educational results for individuals with sensory limitations. Research will be conducted in middle school grades in programs for deaf and blind students. Enhanced access features will be added to science and math programs and research will reveal possible gains in comprehension and retention of this program content. Visit the CaptionMax Web site.

CAST

Applications of UDL for Students to Support Teachers’ Instructional Decision-Making
Presented by Tracey Hall & Ge Vue

View recorded presentation | Download presentation (PDF)

Interview Summary: CAST described a newly developed digital learning environment, Strategic Reader, that combines two powerful and research based approaches— Universal Design for Learning (UDL) and Curriculum Based Measurement (CBM)— to improve reading comprehension instruction for each and every student and ease the burden for teachers using data-based decision making. Built into the tool are (a) four middle school novels with comprehension strategies, (b) reading measures using CBM, and (c) student forums for dialogue about the novels. Supports are available for students to obtain assistants for access, understanding tasks, and modeling how to respond to questions. Based on student work in the novels and results from CBM probes, teachers may adjust supports as they respond to comprehension questions in the readings. The teacher site contains supports and resources for teachers about the reading materials, progress monitoring measures, data interpretation and assistance about designing interventions. To evaluate this tool, CAST is conducting a study comparing two CBM treatment conditions using the reading tool. A focus of our analysis will be on whether embedding the measurement and teacher supports is more efficient and effective than off-line use of CBM. A mixed methods approach with both quantitative and qualitative data collection before, during, and following intervention will be employed. Visit the CAST Web site.

eSchool Media

Stay in Touch with Ed Tech Trends with eSchool Media
Presented by Nancy David, Shana Murik, and Robert Morrow

Publishers and producers of news and information for today’s education leaders via the print and electronic media of the eSchool News Network (K-20) and the eCampus News Network (Higher Education). Visit the eSchool News and the eCampus News Web sites.

gh, LLC

Providing Access to e-Books with gh Player
Presented by Dave Schleppenbach

The gh Player is a software program that helps students with disabilities and reading problems to access e-Books and other forms of text. gh Player has special features for Math and Science, including MathSpeak technology, and also supports the latest versions of Digital Talking Books such as DAISY and NIMAS. Visit the gh Web site.

Ginger Software, Inc.

Ginger Spell
Presented by Miki Feldman-Simon

This exhibit demonstrated Ginger Spell. Ginger Software’s revolutionary automatic text correction tool which uses context to correct, with a click of a button, whole sentences containing grammatical errors, misused words and multiple severe spelling mistakes. Ginger Spell enables people with learning difficulties to independently produce error-free texts. Using Text-To-Speech users will be able to hear their sentences before and after correction and proofread their document. Ginger Spell also tracks the users’ mistakes, enabling educators to monitor students’ progress and personalize instruction. Visit the Ginger Software Web site.

Let’s Go Learn, Inc.

Virtual Reading Specialist
Presented by Jessica Powell & Parisa Moradi

View recorded presentation | Download presentation (PDF)

Interview summary: This presentation demonstrated how the Let’s Go Learn suite of products can create a “Virtual Reading Specialist” in any classroom. By combining Let’s Go Learn’s innovative Diagnostic Online Reading Assessment (DORA) with online differentiated instruction, such as Unique Reader/Unique Reader Secondary, Let’s Go Learn creates individualized learning paths for any student.

DORA’s research-based model was developed by faculty at UC Berkeley and is aligned to state and national standards. Based on Let’s Go Learn’s ground-breaking adaptive platform, these tools diagnose students’ reading abilities using the same measures that a reading specialist would use, adjusting to students’ responses and growing harder or easier as students progress. Having a “Virtual Reading Specialist” allows teachers to automate a process that previously was time- and labor-intensive. Students can be easily assessed in a lab setting and results are available instantly. Full and summary reports are available for teachers or for parents, complete with instructional recommendations. State standards reports assist teachers in creating meaningful standards-based IEPs. In addition, growth reports monitor student and class progress, and differentiated instruction reports can be aligned to Let’s Go Learn’s instructional components, other products from Curriculum Associates, or can be customized to a school’s adopted materials.

The Let’s Go Learn exhibit demonstrated how a “Virtual Reading Specialist” can be integrated into any classroom to support students who struggle with reading. This program uses adaptive technology to properly diagnose students’ strengths and weaknesses, and then immediately uses the data to prescribe an individualized learning path. Visit the Let’s Go Learn Web site.

Massachusetts Department of Elementary and Secondary Education

MassONE Writer
Presented by Susan Hargrave & Margaret Boudreau

View recorded presentation | Download presentation (PDF)

Interview summary: The Massachusetts Department of Elementary and Secondary Education and CAST are developing and evaluating the MassONE Writer, an online tool designed to help improve students’ writing. The tool integrates the principles of Universal Design for Learning with research-based strategies to support middle school students with specific learning disabilities.

The MassONE Writer includes a number of supports for writing strategies. Animated characters provide additional information and remind the student of critical features in the writing process. The MassONE Writer also models strategies students can use to plan, organize, write, revise and edit their work. Checklists are used to help the student know what content and critical mechanics are essential in writing. The MassONE Writer also supports collaborative writing by allowing groups of peers to read and comment on each others’ work.

To support the teacher, the MassONE Writer includes progress monitoring tools. Probes of student writing can be administered periodically throughout the writing program. Results are graphically displayed so that teachers and students can monitor progress in writing at both the mechanics and content levels. Teachers can then analyze these data to determine if and what interventions and instruction may be required. Visit the MA Department of Elementary and Secondary Education Web site.

National Center for Supported Electronic Text (NCSeT)

Digital Texts That Work: What We Know and What We Don’t
Presented by Lynne Anderson-Inman

This presentation will provide information about the research questions and findings of eight research sites supported by the National Center for Supported Electronic Text (NCSet) at the University of Oregon. NCSeT research sites are investigating “supported etext” – digital text enhanced in ways that improve reading comprehension and increase learning. Visit the NCSet site.

Nimble Assessment Systems, Inc.

NimbleTools
Presented by Michael Russell & Jennifer Higgins

View recorded presentation (QuickTime Movie)

Interview summary: NimbleTools is an award winning, universally designed test delivery system. Capitalizing on the power of computer-based technologies, NimbleTools’ flexibly adjusts the accessibility tools available to each individual student based on his or her need. NimbleTools embeds all accessibility tools into the test delivery environment so that students and schools do not need to purchase additional software, configure computers to function with the test, and ensure uniform, equitable access to test content by all students. Embedding tools into the system also assures that all tools work in conjunction with each other so that multiple needs are met simultaneously. Finally, embedding tools in the system assures that all tools can be accessed and controlled by a variety of alternate communication devices including switch mechanisms, sip-and-puff devices, alternate mice and keyboards, and Intellikeys. NimbleTools includes the following accessibility features: Read aloud of text, signing of text, magnification, alternate contrast, auditory calming, stimuli reduction, heritage language translation, masking, and interoperability with electronic Braille and switch mechanisms.

NimbleTools’ innovative approach to providing access to test content that goes beyond federal requirements led a 2008 da Vinci Award.

The exhibit demonstrated the many accessibility tools included in NimbleTools and how schools can set student preferences so that the test environment is automatically tailored to provide individual students access to the tools that will increase the validity of their performance on educational assessments. Visit the Nimble Assessment Systems Web site.

Ohio State University Nisonger Center

E-Mentoring Program
Presented by Margo Vreeburg Izzo

View recorded presentation | Download presentation (PDF)

Interview summary: As technology continues to change the skills needed to navigate the 21st century, schools are being challenged to integrate technology-based curricula into core content areas to prepare students for college and the labor market. Despite the emphasis of higher academic standards and technology skills, many youth with disabilities are still leaving school without the information technology (IT) skills needed to participate fully in postsecondary education and employment. In response to these needs, the Nisonger Center at Ohio State University has developed a three-tiered model to increase academic achievement and transition skills of all students, including students with disabilities. The three components include: 1) Online Transition Curriculum: Focuses on core IT skills, academic standards, and self-directed transition plans; applies IT knowledge to Internet research and e-communication; includes Universal Design for Learning supports; 2) E-mentoring: Through prompts within the curriculum, creates a structured relationship between students and mentors that encourages successful post-school transition planning process; 3) SmartDrive Open-Source Assistive Technology: Provides a portable, accessible, low/no cost technology Assistive Technology to support access to the E-mentoring and general curricula. The E-Mentoring Program provides open-source assistive technology (AT) for students with disabilities to access an online transition curriculum and communicate with mentors.

This exhibit demonstrated students’ online transition portfolios, video testimonials from mentors and students, and the SmartDrive assistive technology applications. Visit the Ohio State University Nisonger Center Web site.

Point-and-Read, Inc.

Point-and-Chat™
Presented by Ben Slotznick

View recorded presentation | Download presentation (PDF)

Interview summary: Point-and-ChatTM is a new instant messaging program – the first of its kind designed specifically for augmentative and alternative communication (AAC) users who have difficulty reading. Point-and-Chat combines (a) customizable input screens of an AAC device, (b) patented screen-reading technology, and (c) a new easily-understood instant messaging interface. The value of Point-and-Chat is not only that it provides an easy way for AAC users to learn instant messaging, but that it provides an important entryway for non-readers to engage with and communicate via the written word. Every instant message (IM) conversation, though consisting of text, is very much like a one-on-one, face-to-face personal chat – proceeding in exclamations, phrases and fragments of sentences. Point-and-Chat builds upon these conversational skills that AAC users already possess. It not only enables poor readers and AAC users, but also motivates them. For many of today’s youth, instant messaging is communication. Point-and-Chat will help motivate AAC users to improve their reading, communicating, and AAC skills, so that they can IM with their friends.

Point-and-Chat software is being jointly developed by Saltillo Corporation and Point-and-Read, Inc. Their research partner for this NCTI-sponsored usability study is Dr. Jeff Higginbotham of the State University of New York at Buffalo. Read more about this competition.

The Point-and-Chat Tech Expo exhibit (including a hands-on demo) was designed to demonstrate how easy it is to learn and use Point-and-Chat new instant message software for AAC users. Research funded by NCTI will present the results of usability testing with AAC users. Visit the Point-and-Read Web site.

Purdue University

Computer-based Calculator for Students with Disabilities
Presented by Emily Bouck, Dave Schleppenbach, & Waseem Sheikh

This exhibit demonstrated how a computer-based calculator can be used to support students with learning disabilities and visual impairments in learning algebra. The computer-based scientific calculator has voice input and speech output. Research focuses on college and secondary students’ use of this product to solve linear algebra problems. Visit the Purdue University Web site.

This research is sponsored by NCTI under the Technology in the Works competition. Read more about this competition.

Quillsoft Ltd.

WordQ, SpeakQ, and ThoughtQ
Presented by Fraser Shein, Ph.D.

WordQ, SpeakQ, and ThoughtQ software advance the notion of word cueing to help students with learning disabilities, second language learners, and general education students of all ages who struggle with writing. WordQ offers word prediction and speech feedback; SpeakQ offers speech recognition; and ThoughtQ offers topical words. Visit the Quillsoft Web site.

Research and Development Institute

Using the Braille Note to Learn to Read and Write Braille Mathematics

Presented by Gaylen Kapperman

Students who are blind generally have difficulty achieving at appropriate levels in the study of mathematics. A special Braille code exists for reading and writing math symbols. Our interactive software for learning to read and write the Braille code can be used by teachers and/or students to overcome this problem. Visit the Research and Development Institute Web site.

Spotlight on Learning

Developing Fraction Sense—An Inclusive Classroom Approach
Presented by Lauri Susi & John Laskarzewski

Developing Fraction Sense is a researched-based project designed to promote understanding of fractions in seven inclusive elementary classrooms. The developed activities (authored with IntelliTools Classroom Suite and a researched-based fraction hierarchy) and the students’ understanding of fraction sense as a result of this intervention are presented. Visit the Spotlight on Learning Web site.

This research is sponsored by NCTI under the Technology in the Works competition. Read more about this competition.

TeachTown

Basics and Computer-Assisted Instruction for High-Functioning Children with Autism Spectrum Disorders
Presented by Christina Whalen

View recorded presentation | Download presentation (PDF)

Interview Summary: In this collaborative study, a computer program which targets language, cognitive, and social skills is being assessed in classrooms with fifty preschool and kindergarten children with Autism Spectrum Disorders. Children in the treatment group are currently receiving 50-100 minutes per week of computer instruction and 50-100 minutes per week of supplementary off-computer activities designed to enhance generalization to the natural environment. These activities are provided through TeachTown: Basics. It is anticipated that the classrooms using the TeachTown: Basics program will demonstrate significantly higher rates of acquisition across learning areas and will also show more improvement in their spontaneous language and social interaction. It is also expected that children in the treatment group will exhibit less inappropriate behaviors following treatment than their peers in the control group. The results of this research will help demonstrate to school districts the effectiveness and social validity of implementing computer-assisted instruction, and will help districts such as the Los Angeles Unified School District (LAUSD) secure funding for these types of programs. Although this research is not complete, through TeachTown’s automatic data collection and anecdotal information from LAUSD, data will be presented on the progress of the children so far and the product being used in this research will also be demonstrated.

This research is sponsored by NCTI under the Technology in the Works competition. Read more about this competition.

The exhibit showed TeachTown Basics, a product that teaches language, cognitive, and social skills to children with Autism Spectrum Disorders and other special needs. Research was presented on the effectiveness of TeachTown Basics in preschool and kindergarten classrooms in LAUSD, one of the nation’s largest school districts. Visit the TeachTown Web site.

Texthelp Systems, Inc.

Universal Design for Access Benefits All Users of On-line Learning Materials

Presented by Kate Gilligan & Peter Ramsdell

View recorded presentation | Download presentation (PDF)

Interview summary: As the necessity to incorporate English Learners, Learning Disabled, and “At Risk” students in the general education classroom increases, teachers are struggling to find new ways to personalize instruction for each student. In response to this need, publishers are moving to improve access to key curriculum materials for all learners.

This research will explore the importance of presenting critical curriculum content in a way that students who need reading and study skills support can get the support they need, within in a differentiated learning environment. Current examples of products on the market today with a broad array of reading and literacy support features embedded in publisher’s content were demonstrated. Visit the Texthelp Systems Web site.

U.S. Small Business Administration

SBA: Helping Small Business Start, Grow and Succeed in Virtual Technology
Presented by Seth Jones and Sandra Barrett

This exhibit demonstrated how entrepreneurs can use SBA resources and programs to start or grow a business, effectively compete in the marketplace, access advocacy, access management and training, access credit and capital, and access procurement. Visit the U.S. Small Business Administration Web site.

University of Kentucky

Project SMART
Presented by Preston Lewis & Dr. Debra Bauder

Preliminary research findings were provided for Project SMART (Supported Math Accessibility Reading Tools). SMART is examining use of a combination of assistive technologies (i.e., MathPlayer & Read & Write Gold) to render higher level math content in a NIMAS-MathML format accessible for use by students with print disabilities. Visit the University of Kentucky Web site.

University of Missouri

Using EPSS Tools with Secondary Students: Implementation and Outcomes
Presented by Gail Fitzgerald & Katherine Mitchem

This exhibit described and demonstrated two components of an electronic performance support system (EPSS) designed to increase independence of students with high incidence disabilities in inclusive environments. The software and web support environment will be showcased along with student outcome results gathered from a randomized, delayed intervention study in special and general education classrooms. Visit the project’s Web site.

University of Washington

WebAnywhere: Web-based non-visual web interface

Presented by Jeffrey Philip Bigham

This exhibit introduced WebAnywhere and demonstrate its non-visual interface to the web. WebAnywhere provides free web access from any computer. WebAnywhere may be beneficial to individuals with visual disabilities who can benefit from voice feedback, but who do not always have access to a screen reader, screen magnifier, or other assistive technology. Visit the WebAnywhere Web site.

WETA-LD OnLine

Websites that Help Your Work: Visit the People that Produce the Web Pages
Presented by Dale S. Brown & Tina Chovanec

Participants and visitors learned about websites that will help in their work and where to find the information they want when they want it. Topics included learning disabilities, adolescent literacy, English language learners, brain injury, and young readers. Web managers were there to talk to and hear from participants and visitors. Visit the WETA-LD OnLine Web site.

WGBH-Shapiro National Center for Accessible Media (NCAM)

WGBH Media Access: Research, Solutions and Specifications for Classroom Media
Presented by Larry Goldberg & Trisha O’Connell

View recorded presentation | Download presentation (PDF)

Interview summary: This exhibit demonstrated the following three projects underway at the WGBH-Shapiro National Center for Accessible Media (NCAM), each of which contribute to making technology-enabled learning accessible:

Researching Effective Description Practices – In collaboration with the American Foundation for the Blind, Recordings for the Blind and Dyslexic and the American Printing House for the Blind, NCAM is researching visually impaired learners’ preferred practices for describing images, charts, illustrations, and other graphics within digital media. Staff shared sample survey items and preliminary results.

The Access to Mobile Devices project is working on solutions for accessible content on mobile devices. Staff demonstrated captions, descriptions and talking menus on handhelds and shared challenges faced by students with disabilities in trying to access and understand mobile content.

Universally Designed Digital Library: NCAM is embedding the capacity to customize presentation of accessible content within WGBH’s Teachers’ Domain, a K-12 library of rich-media science resources that support standards-based teaching and learning. Teachers’ Domain demonstrates how digital libraries or learning management systems can automatically respond to individual students’ needs and preferences using the “Access for All” specifications, which were developed by an international working group established by NCAM within the IMS Global Learning Consortium. Visit the WGBH-Shapiro National Center for Accessible Media (NCAM) Web site.