A.I.

Technology Resource Guide Organizer

I. PROVIDE MULTIPLE MEANS OF REPRESENTATION:
1. Provide options for perception
Name of
Link Discuss how the resource aligns with the guideline.
Resource
1.3: This technology offers alternatives for auditory information when children
http://www.tomsguide.com/us/pictures-story/704-best-
Audiobooks are reading books. Students will receive both auditory and visual inputs if they
audiobook-apps.html
decide to use an audiobook along with a hard copy of a book.
1.2, 1.3: This app turns mobile devices into makeshift hearing aids, and acts as
an alternative for auditory information. Students that have difficulty hearing
Sound Amp R http://cte.jhu.edu/matchup/#page4?cat1=3&cat2=0&atech=1
can use this technology to better hear whats happening around them in the
classroom.
1.3: This website allows students to record their voices and save it as a QR
code. For students who struggle to read text, this could be a great way for
Vocaroo http://vocaroo.com/
teachers or peers to read books into vocaroo and create an audiobook for
others to listen to, offering alternatives to visual information.
1.1: This technology is an interactive learning station, and is like an individual
TAP-it http://cte.jhu.edu/matchup/#page5?cat1=1&cat2=1&atech=16 Smart Board. Students can customize how information is displayed on the
screen to by using their hands to drag and draw information.
2. Provide options for language, mathematical expressions, and symbols
Name of
Link Discuss how the resource aligns with the guideline.
Resource
ASL 2.1, 2.2, 2.4: This application translates text into ASL, and teaches ASL to
https://itunes.apple.com/ca/app/asl-
Translator students. It promotes understanding across languages by having students read
translator/id421784745?mt=8
Text App Standard English and see it translated into American Sign Language.
2.3: Using this technology, students can adjust the size of the calculator, which
Talk n Scan
http://cte.jhu.edu/matchup/#page5?cat1=1&cat2=1&atech=11 generates speech output. This can clarify mathematic syntax and support the
Calculator
decoding of mathematical notation.
2.3: This technology assists with the decoding of mathematical notation and
The Coin-U-
http://cte.jhu.edu/matchup/#page5?cat1=1&cat2=1&atech=10 syntax when it comes to money. There are visual cues of coins and dollar bills
Lator
to provide further assistance.
3. Provide options for comprehension
Name of
Link Discuss how the resource aligns with the guideline.
Resource
 3.2, 3.3: These manipulatives guide information processing by allowing
Virtual students to physically create their own knowledge of fractions. Students can
http://www.abcya.com/fraction_percent_decimal_tiles.htm
Manipulatives drag fractions and see how different fractions make up one whole.

3.2, 3.3, 3.4: Mind Maps are graphic organizers that guide information
Mind Maps https://bubbl.us/ processing. Students can organize the information so that they may view
patterns or highlight critical information.
II. PROVIDE MULTIPLE MEANS FOR ACTION AND EXPRESSION:
4. Provide options for physical action
Name of
Link Discuss how the resource aligns with the guideline.
Resource
4.1, 4.2: This scooter allows students who have physical disabilities navigate
Mobility
http://cte.jhu.edu/matchup/#page5?cat1=6&cat2=1&atech=6 around the classroom in an easier manner. It optimizes mobility for these
Scooter
students within the classroom and around school.
4.1, 4.2: These sticks help students who are visually impaired navigate around
Blind Sensing
http://cte.jhu.edu/matchup/#page5?cat1=6&cat2=1&atech=7 the classroom without running into objects like desks or chairs. They optimize
Sticks
mobility for students.
4.1, 4.2: Adaptive seating allows students with physical disabilities to sit
Adaptive
http://cte.jhu.edu/matchup/#page5?cat1=6&cat2=0&atech=6 comfortably in the classroom environment. When students feel comfortable,
Seating
they are able to better access tools and technologies to complete classwork.
5. Provide options for expression and communication
Name of
Link Discuss how the resource aligns with the guideline.
Resource
5.1, 5.3: As students speak, text pops up on this app. This can be extremely
Dragon
http://cte.jhu.edu/matchup/#page4?cat1=3&cat2=1&atech=3 useful for ELL students, who can have difficulty communicating with peers and
Dictation
teachers. It provides another kind of media for this communication to occur.
6. Provide options for executive functions
Name of
Link Discuss how the resource aligns with the guideline.
Resource
6.1, 6.4: As time elapses, so does the red area on this timer. It allows students
Time Timer http://cte.jhu.edu/matchup/#page4?cat1=4&cat2=1&atech=0 to monitor their progress as time elapses, and to set goals to finish their work
before time is up.
Whooos 6.1, 6.2, 6.3, 6.4: This website allows teachers to create reading goals for
https://www.whooosreading.org/
Reading individual students, groups, or whole classes. This creates goal setting for
 students, and allows teachers to privately monitor who is meeting goals and
who is not.
III. PROVIDE MULTIPLE MEANS FOR ENGAGEMENT:
7. Provide options for recruiting interest
Name of
Link Discuss how the resource aligns with the guideline.
Resource
7.3: This website minimizes threats and distractions by providing students with
Bouncy Balls https://bouncyballs.org/ a visual representation of noise levels in the classroom. When the balls move
too much, students will know to bring their noise level down.
7.1, 7.2: Using this website, students can create presentations, and teachers
can create lessons, that optimize individual choice. Students can create
Nearpod https://nearpod.com/
quizzes, surveys, memory tests, or collaboration boards for others to
participate in.
7.1, 7.2, 7.3: This website provides different brain breaks for students. It
GoNoodle https://www.gonoodle.com/ optimizes choice because there are endless options for students to choose,
whether they want to meditate, dance, or sing.
7.1, 7.2, 7.3: This website has videos for students across different subjects and
sub categories. Students can select videos based off of the unit they are
Brain Pop https://www.brainpop.com/
currently on, and teachers can use them as engagements at the beginning of
lessons.
8. Provide options for sustaining effort and persistence
Name of
Link Discuss how the resource aligns with the guideline.
Resource
8.2, 8.3: Students can collaborate and communicate with others, fostering a
Google Docs https://www.google.com/docs/about/ classroom community. While using this technology, students are challenged
by working through problems together.
8.2, 8.3: Students can work together to create stories, animations, and games,
Scratch https://scratch.mit.edu/about ultimately encouraging a feeling of community in the classroom. Students are
also challenged creatively.
8.1, 8.2, 8.3, 8.4: Teachers can use this touch board software to send feedback
to students and parents, engage students in a collaborative manner. Classflow
Classflow https://classflow.com/
is increasingly being used in school, and challenges students in an interactive,
engaging way.
9. Provide options for self-regulation
 Name of
Link Discuss how the resource aligns with the guideline.
Resource
Autiplan
9.1, 9.2, 9.3: This app displays pictures and text on the timer. It allows students
Picture
http://cte.jhu.edu/matchup/#page4?cat1=4&cat2=2&atech=3 who need more time with activities to visualize deadlines, keeping them
Scheduler
motivated and productive.

9.1, 9.2, 9.3: This app allows students to create timers and visual schedules for
First Then
https://itunes.apple.com/ca/app/ftvs-hd-first-then- students to self-monitor their progress. Once a task is complete, the student
Visual App
visual/id624035410?mt=8 can drag the image over to the completed side of the device. This provides
Schedule
students with clear expectations and self-monitoring standards.
9.1, 9.2, 9.3: Using this app, students can create lists to self-regulate their
Corkulous http://cte.jhu.edu/matchup/#page4?cat1=4&cat2=1&atech=5 classroom responsibilities. They can also set goals or plan projects, which
promotes self-regulation.