Marialice Curran, a teacher at the Campus School at Boston College, works closely with students who use EagleEyes and Camera Mouse equipment. With her help and encouragement, students are able to interact with their environment and work towards individual education goals. A gifted teacher and long time friend to students at the Campus School, Marialice is constantly testing and expanding the minds of students who, prior to the EagleEyes project, were often considered incapable of participating in any kind of educational curriculum.

Marialice has been actively involved with EagleEyes since the spring of 1999. During this time, she has also played a big part in getting satellite branches of the system up and running. She provides monthly training to three staff members at the South Shore Collaborative, a school similar to the Campus School. And as if all that wasn’t enough to keep her busy, she’s also pursuing a Doctorate in Curriculum and Instruction at Boston College!

In a recent interview, the B.E.A.T. catches up with Marialice, gaining insight into her role as an EagleEyes teacher.

B.E.A.T.: Can you walk us through a typical EagleEyes Session?

Marialice: There’s no such thing! Every session is different and session activities vary from student to student. Ultimately, we try and incorporate as much of the student’s Individual Education Plan (IEP) into the session as possible.

B.E.A.T.: Then maybe you could describe the different types of activities that might take place?

Marialice: One of the first things we often do is to set the user up on the eye-painting program or the software version of the “Memory” card game. We use this program to make sure that the settings on the equipment are adjusted correctly and the student can reach all areas of the screen. If the student demonstrates that he can reach all areas of the computer screen, we can rule out technical errors when we get to the other programming.

B.E.A.T.: What other programming is offered?

Marialice: It depends on the age and ability of the individual. With the younger students, we often use the “Living Books” series. This is very interactive software that takes the user through a story. The story is illustrated such that as you move the cursor across the image, things happen. For example, you can move the cursor across the stove and suddenly the pancakes will begin to flip. This software gives the students some practice in cause-and-effect relationships, as well as in controlling their environment. Other software titles we use include: E-Reader, Reader Rabbit and Math CD. But really, with EagleEyes and Camera Mouse, any commercial software will do.

B.E.A.T.: What do the older students do?

Marialice: They usually have activities that are more specifically related to their IEP. Sometimes we’ll read a passage together and the student will be given a series of questions. To answer the questions, the student will move the cursor within the text to highlight the answer. We also have a couple of students who are completing courses through Barnes and Noble’s On-line University. One of my students, Krissy, recently completed a course called, “How to predict the Oscars.” This was a huge hit with Krissy, because unlike most situations where her responses are limited to a “yes” or “no,” Krissy was able to formulate her opinion and share that opinion with other users taking the same course.

B.E.A.T.: How do you see EagleEyes evolving in the future?

Marialice: We need to get the word out, so that more people can benefit from the technology. When some of these students graduate from high school and even college, more people will understand what EagleEyes is all about.

B.E.A.T.: What advice would you share with other EagleEyes teachers?

Marialice: You need to establish a rapport with each student; know what they like and dislike. Build up trust and the student will be more willing to take risks. Know that risk-taking is an important part of the learning process and that teachers can act as role models by being risk-takers themselves. I’m not afraid of falling flat on my face or admitting that I don’t know something. This makes it easier for my students to try, regardless of what the outcome will be.