evaluate and select technology resources to address individual learner needs. • Enhance technology skills by providing options for coaching, networking, and collaborative learning experiences for staff to extend their knowledge and skills regarding educational technologies, including inclusive technology. • Engage families in the learning community by finding tools (e.g., translation services, accessible communications) that support their needs. • Support families’ shifting role by supporting educators to identify developmentally appropriate digital citizenship skills and to provide families with critical information and ways to engage all learners in inclusive, balanced, and informed digital experiences. We will certainly experience IT professionals contributing to an inclusive technology infrastructure by planning, designing, and managing all software, hardware, and networking installations and support services. IT professionals will help to: Personalize learning devices by ensuring that standard district software is configurable and meets accessibility needs to support all students, including those with disabilities. Also, when needed, IT professionals partner with educators and families to procure and set up personalized devices to meet the accessibility needs of particular students. • Unify inclusive technology decision-making by coordinating and soliciting input and feedback from individuals with disabilities, families, AT professionals, and IT professionals in procurement decisions to choose devices and ensure their interoperability. • Provide accessible educational materials (AEM) by providing technical support for EdTech staff on networks and hardware used to support technology for teaching and learning, as well as providing technical support for AT staff on hardware and networks for accessibility tools to support individual needs and preferences (screen readers, dictation, or video tools). • Ensure student privacy and secure inclusive practices by maintaining a technology infrastructure to support accurate and secure data exchange between educators, families, and students. IT professionals should also implement and train staff, students, and their families on district privacy policies and safe cybersecurity practices to minimize cyberattacks and data breaches. • Grant families access by providing them with foundational information on various products and platforms and ensuring, when needed, that families and educators of students with complex learning support needs have appropriate login information.
• Provide technical support to families by establishing opportunities for families to engage with Help Desk staff to troubleshoot barriers. An army would include district and building administrators who develop and put in place short- and long-term plans to help the district and individual buildings fulfill their vision and mission. These administrators will help to: • Create a community-wide vision by gathering a team of leaders, administrators, educators, and families to develop a vision that supports an inclusive technology infrastructure and accessible learning opportunities. • Develop a strategic technology plan by bringing knowledge of national, state, and local policy to ensure the technology plan empowers educators to design learner- centered experiences, while also navigating required compliance activities. • Measure progress for continuous improvement by allocating resources to data collection planning and analysis, and cultivating a culture of inclusive decision- making that honors the concept of “shared data” or “our data” across departments. • Develop a professional learning system by allocating resources that include a mentoring and coaching program that establishes safe and supportive relationships between instructional leaders and new and veteran staff to continue to build skills. • Partner and communicate with families by modeling quality family partnerships and communications and setting the expectation that all communications provided meet accessibility standards. As instructional leaders, building administrators will create programs to improve the design and delivery of instruction for all students. Building administrators help to: • Train educators and staff to develop technology competencies that empower them to design accessible, inclusive learning experiences that integrate AEM and AT. • Design learner-centered experiences by cultivating a culture of inclusion and promoting a vision of learner- focused instructional design that incorporates the district’s instructional framework with inclusive technology strategies. • Enhance technology skills by sponsoring activities for district leaders, educators, technology staff, and families to enhance and apply their EdTech and AT technology skills. • Engage families in the learning community by empowering educators to create a safe space in their learning community for families and modeling quality family and community interactions.
February / March, 2024 | https://www.closingthegap.com/benefits-of-membership/ 17 Closing The Gap © 2024 Closing The Gap, Inc. All rights reserved.
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