VIDBE-Q Volume 65 Issue 3
Google Maps
The team frequently used Google Maps to review and reinforce concepts, as
it could be used for route planning and intersection analysis (O&M-S4-3B & 3D;
O&M-S4-7A, 7B, & 7D; O&M-S3-12A, 12B, & 12C). During one lesson, Angel
worked with a student to plan a trip to Seward, Alaska, and they used Street View
to explore the city. The student also compared the information provided by Google
Maps to that in other navigation apps (e.g. Apple Maps).
Conclusion
Remote O&M instruction was not without challenges. Parents, interns, and
the supervising COMS all experienced technical difficulties. All families
participating in the lessons had access to high-speed internet, but we learned new
digital tools, such as G Suite and Kahoot!. We worked closely with parents to
identify the best technology for their family and coached them on how to use it
during lessons. We quickly learned that students engaged best with shorter, more
active lessons; parents cited keeping their child on task as one of their main
challenges.
Despite these challenges, we found that the individualized remote instruction
engaged students and families. In many sessions, the student's sibling joined in the
lesson because they were interested in the activity. Family involvement in lessons
increased their understanding of their child's abilities and areas for growth. Parents
