I baked a loaf of bread recently. Or rather, I attempted to.

A quick trip to the grocery store seemed like the obvious starting point. Flour, yeast, a few other bits. Nothing extravagant. Yet by the time I had picked up the cheapest ingredients on the shelf, I had already spent more than the price of the store’s own-brand luxury loaf.

The calculation does not stop there, of course. A bag of flour might produce several loaves, and the yeast will certainly stretch further. Equipment comes into the equation as well. In this particular scenario, I am generously assuming I already own a baking tray and am not including that in the cost. The oven, however, still needs to run for a couple of hours. Energy is not free.

There is also the small matter of actually knowing how to make the bread. I am no expert baker. Producing something edible relies on at least a little knowledge, a bit of practice, and a willingness to accept that the first attempt may not look quite like the glossy photograph on the recipe page.

At some point during this process a rather obvious conclusion begins to form. Someone else has already done all of this work. They have bought the ingredients in bulk, developed the recipe, refined the process, invested in the equipment, and produced a loaf that is ready to eat. Suddenly the grocery store bread starts to look like a remarkably efficient solution

So, with that thought in mind, I abandoned my baking ambitions and went out to buy a loaf that was already made.

This small domestic moment sits quietly in the background whenever I hear conversations about the cost of educational technology. Because very often the discussion focuses only on the finished product sitting on the shelf, while everything that went into producing it remains largely invisible.

What often frustrates me in some conversations is the expectation that educational tools should be cheap, or ideally free. Questions are often framed around finding “something similar but cheaper,” which sometimes reflects a misunderstanding about what schools are actually purchasing.

Many people understandably look only at the finished product in front of them. It can feel a little like seeing that loaf already sitting in a bakery window. The loaf exists, it looks ready to consume, and it is easy to assume the cost should simply reflect the ingredients.

What tends to be invisible is everything that sits behind that finished product.

With educational technology in particular, the visible tool is often the smallest part of the real cost. There are hosting costs so that the platform actually exists online and works reliably every day. There are developers building and maintaining the software, updating it when operating systems change, fixing problems, improving accessibility, and ensuring it runs across different devices used in schools. There are support teams responding when something does not work, or when staff need help implementing the tool effectively.

Training is another area that is frequently misunderstood. The cost of training a school to use a tool does not reduce because the school intends to use it with two students rather than a hundred. The preparation time, the expertise of the trainer, the delivery of the session, and the follow up support are essentially the same. From the provider’s perspective, supporting a school that uses a tool with two students can involve almost exactly the same investment of time as supporting a school that embeds it across the whole building.

This is also why the “small school” argument can sometimes be misleading. A school of 200 students may feel small internally, but from the perspective of a company providing a platform or program, the infrastructure required to support that school is often not fundamentally different from that required for a larger one.

Sustainability is another aspect that is rarely discussed. Free or extremely cheap tools often begin as passion projects created by individuals or very small teams. In the early stages they can appear highly attractive to schools because there is little or no financial commitment involved. The difficulty is that maintaining software over time requires ongoing funding. Without a sustainable model, founders eventually reach the point where they can no longer afford to continue. The result is that tools quietly disappear, become unstable, or remain online but gradually fall out of date as operating systems change and security expectations increase. Schools that have come to rely on them can suddenly find themselves without a viable option.

There is also the question of research and development. Educational tools rarely appear overnight. Years of work often go into exploring the need, testing approaches, refining the design, working with schools, and ensuring that what is produced genuinely supports learning rather than simply looking impressive. By the time a product reaches a school, an enormous amount of unseen development has already taken place.

Perhaps the bigger issue sitting underneath all of this is how assistive and supportive technologies are viewed in schools. When a tool is seen as something designed for “one or two students,” every cost will feel disproportionate. It becomes a specialist purchase for a very small group of children.

When the same tool is understood as part of universal classroom provision and adaptive teaching, the conversation changes quite dramatically. Tools that support writing, organization, reading access, communication, or planning rarely benefit only a handful of students. They often support a much wider group of learners who struggle quietly without a label, alongside those with identified needs.

When supportive technologies begin to be viewed as part of the everyday classroom toolkit rather than a niche intervention, the conversation moves away from “what is the cheapest alternative?” and toward “what provision will genuinely support the widest range of students in this school?” At that point, the investment tends to make far more sense.

Which brings me back to the loaf of bread.

It is easy to stand in the grocery store and question why one loaf costs more than another, or why anyone would buy a ready-made loaf at all when flour and yeast are available. Yet the loaf on the shelf represents far more than the ingredients. It reflects the knowledge of how to make it properly, the equipment that produced it, the energy that baked it, and the time invested in refining the process so that the result is reliable every time.

There is also the matter of longevity. A professionally produced loaf tends to keep its quality for longer. The process has been refined, the ingredients balanced, the packaging designed to preserve it. My homemade attempt, admirable though the effort might be, is far more likely to start going stale after a day or two.

Educational technology works in a similar way. What schools see is the finished loaf sitting on the shelf. What they are actually buying is the infrastructure, expertise, maintenance, and ongoing development that allow that product to keep working reliably over time. The value is not simply that the tool exists today, but that it will still be functioning, supported, and improved next year and the year after.

In that sense, the investment is not just in the loaf itself, but in the reassurance that it will not go stale the moment you start relying on it.

We get a lot of questions about dictation in Clicker and DocsPlus. For many learners, dictating is a great tool for reducing cognitive load in the writing process, especially those who find typing or handwriting challenging.

With all the great feedback we’ve been getting about the new “Dictate to Document” button in Clicker Writer, we wanted to share all the ways that dictation can work with our writing support tools.

Dictation in Clicker Writer

In Clicker Writer, you can find the “Dictate to Document” button in the “Voice Input” drop-down menu. Alternatively, if using the on-screen keyboard, you can click the microphone button to enable dictation.

With either method, students can use the dictate function while also seeing the relevant Clicker Set at the bottom of the screen. This means they can take advantage of the supportive writing grids, even if they struggle with typing.

Dictation in the DocsPlus App

As with Clicker Writer, you can find the dictate button on the on-screen keyboard. Students who are entitled to testing accommodations can use this feature as an alternative to a scribe.

Letting students practice using the function in both normal classroom tasks and in Exam Mode is a great way to ensure that access arrangements align with their normal way of working.

Dictation in Clicker and DocsPlus Desktop

In our desktop products, dictation works alongside the built-in features of the device. In Windows, you can open the “Windows Dictation” dialogue by pressing the Windows logo + H keys together on your physical keyboard.

Alternatively, if you are using the Windows on-screen keyboard, simply click the Microphone key. For further information please see Microsoft’s support article which offers comprehensive advice on using this feature.

On Mac, you open the dictation function by using the Microphone key on the keyboard, or by setting up a keyboard shortcut to enable dictation. Apple’s support article gives further details about how to do this. 

Once dictation has been activated, you will see your text appearing seamlessly in your Clicker or DocsPlus Document as you speak the words.

Pro tip for Desktop Users: Turn off speech feedback in Clicker or DocsPlus desktop settings when not using headphones. This will avoid distracting other learners.

Further help and advice

We're always on hand to offer help and support for using Clicker and DocsPlus effectively throughout your subscription period.

For technical questions, you can contact our technical support team. For personalized advice on using Clicker or DocsPlus with your learners, you can schedule a customer care meeting.

And if you’re wondering how to do something in Clicker or DocsPlus and want a quick answer, you can review our helpful tutorial videos. These are separated into sections for the app and desktop versions: Clicker / DocsPlus.  

Imagine the scene: Your school has just purchased a student support subscription or a Flexi-subscription for Clicker or DocsPlus, and you cannot wait to start using it.

You already have a good idea about which learners you’ll be using the software with, you’re aware of some great benefits, and you’re excited to dive in and get started.

So, what’s the next step?

As the training specialist at Crick Software, I’m here to share everything I think schools should know about their training options. I'll also share a few top tips to help make sure your sessions really hit the mark!

Here are my top tips on:  

1. Deciding which training option will best match your needs
   
   
2. When to schedule your training
   
   
3. How to run your training sessions successfully
   
   
4. Frequently asked questions about our included training

Training options

If you have a student support subscription or a Flexi-subscription, in addition to all the resources available in our Clicker and DocsPlus LearningHubs, you have access to unlimited* online training sessions with our experts.

I understand how difficult it can be to find time for training, especially when school calendars are often full already.

There also never seems to be a good time for staff to take on new information. Coming from the classroom myself, I know that at the end of a school day, the last thing I wanted to do was go to a training session when I had a pile of papers to grade.

That’s why we have created different training options that you can pick from to work around your availability and the needs of your staff.

Here's a breakdown of the training options you can choose from throughout your subscription: 

90-minute session

This longer session, great for a teacher in-service day, provides staff with the time to gain the confidence and skills needed to use the software effectively. These sessions include plenty of hands-on time, giving you the chance to explore the software in depth, ask questions, and gain practical knowledge you can apply right away.

Whether you're getting started or looking to deepen your expertise, this training is designed to be engaging, flexible, and impactful.

One-hour session

This training offers a clear and engaging introduction to the software’s key features. It's perfect for helping you feel confident and ready to get started.

Whether you're launching the software for the first time or introducing Clicker or DocsPlus to new staff members, it’s a supportive way to build familiarity and momentum from day one.

If you are more familiar with the software, this session could be used to focus in more depth on any key features which are relevant to the needs of your learners.

Bite-sized training

Our bite-sized training sessions are available in 15, 20, 30, or 45-minute formats and are designed to fit your schedule while delivering maximum impact. Each session focuses on one or two key features, helping you to quickly understand how to start using them effectively in your school.

Perfect for staff meetings or as quick refreshers, these sessions make it easy to build confidence and momentum.

This training can also be scheduled for smaller groups of staff who have a particular feature that is relevant to their grade level or curriculum focus.

Online course

On-demand training is also available to help you familiarize yourself with the software at your own pace. Any member of staff can register for the online course. Staff can complete the modules in the order they choose, at a time that works for them. They will then receive a certificate for each module they complete.

If you're unsure which training option is best for you, the training team would be more than happy to help. Just let them know what you hope to achieve with the session, and they will suggest the most effective option.

It’s also a great opportunity to walk through the session content together and make sure we’re covering the most relevant features and building on what your staff already know.

When to schedule training

You can schedule training at any point in your three-year subscription. 

I’d recommend scheduling a training session near the start of your subscription. This helps to introduce the software to your staff and get them up and running effectively.

You can then arrange further training sessions for times that work best for your school. This might be to focus on specific features for select staff members, refresh staff knowledge, introduce new staff to the software, or to focus in more depth on areas relevant to your students’ needs.

How to run your training

We understand that every school is different. So, we design our training sessions to be as flexible as you need them to be. 

You can run sessions for your entire school or begin with a small group of key staff - whatever works best for your setting. 

Staff can attend as one group in the same room, in smaller groups, or participate individually on their own devices.  

Frequently asked questions

What if our subscription includes multiple schools in our district?

Simply share the virtual training link with any staff member using Clicker across your district. This applies whether they're at one school or several schools in your district.

Will the training be recorded?

All training sessions will be recorded, and your trainer will send the recording to you via email following the training. You can share this recording with the staff who attended so they can refresh their knowledge if needed. It can also be shared with new staff or members of staff who were unable to attend on the day. You can download the recording to keep on your school’s system.

Do staff need devices on the day?

This depends on the session! If you have requested hands-on time, staff will need to bring devices with them so they can explore the software.

Make sure your staff bring along the relevant devices. It's super handy for them to practice using the software during the hands-on part of the session.

How does the training take place?

The training included with your subscription is online and run live by one of our expert trainers.

We use Microsoft Teams. Once you’ve scheduled your session, you’ll get an email with a link to join on the day.

What if I need to talk to someone about the training or have other questions?

If you would like to discuss your training with our team to plan content or ask questions, please book a customer care meeting with our training team here.

• The “Get Started” pages on our website for Clicker and DocsPlus have some great resources and tips for implementing the software. This includes an action plan.
  
  
• The pre-training checklists are handy to share with the person responsible for IT in your school. This ensures you get the most out of your training sessions: Clicker and DocsPlus.

*Click these links to review the fair use policy for included training: Clicker, DocsPlus.

Recently, we met with Gemma Gwilliam, Head of Digital Learning, Education and Innovation for the “Portsmouth: The Digital City” Project in the UK, to gain an insight into the huge impact she has made in developing digital literacy across schools Portsmouth.

Gemma has led a coordinated approach to raising digital confidence among staff and students. This has ensured that tools like Clicker and DocsPlus are embedded into everyday learning rather than treated as add-ons.

Her work has supported teachers and support staff to embrace technology with purpose and enabled students to build the skills they need to thrive in the classroom and beyond.

Here, Gemma shares her top tips for building digital confidence in students, teachers, and the wider school community.

“It’s not an add-on. It’s how we do things now.” - Amy Quade and Nicci Sawdy, class teachers and Assistant Heads of Digital

First, build teacher confidence

When I began working on digital literacy in Portsmouth, it quickly became clear that the main challenge wasn’t the technology, it was the staff confidence. Many didn’t feel comfortable enough in their digital skills to introduce new technologies to the classroom, or to teach the students how to use them. So, we started tackling that confidence gap and quickly saw positive results. One elementary school teacher even told me that they used to avoid technology in their classroom, but now feel confident using it thanks to step-by-step training.

Here’s what worked:

Start with the “why”

Our teachers and support staff are incredibly busy with lots of spinning plates. It was important to them that they understood the purpose behind using digital tools. It isn’t about technology for the sake of it - it’s about independence, inclusion, and better outcomes for learners.  Once we explained the rationale and they understood it, engagement grew!

Even schools without the infrastructure to get started can begin here. Defining your “why” and embedding it into your school development plan ensures digital learning is part of your long-term vision.

Model and demonstrate

Show staff the tools in action so they gain confidence. A quick demo or a colleague modeling new technology in a real lesson makes the hypothetical tangible. It helps teachers to visualize using the technology in their own classroom and bridges the gap between no-tech and purposeful-tech.

Teachers in Portsmouth have used screen sharing to model tasks step-by-step, helping students and other staff members see exactly what the new technology looks like.

For example, we’ve then had staff members visiting different schools based on the way they want to use Clicker. This has included visits focused on oracy, writing, math, and reading.

By sharing knowledge in this way, teachers and support staff can use technology to its full potential. One special education coordinator told me that they have been able to make huge progress with their students now that they have the right digital tools.

Make it part of everyday teaching

The more teachers embed the use of technology in routine lessons, the less daunting it feels. This has a positive impact on the students’ confidence, too. Showing our staff how everyday use benefits them reinforces the message that technology should be purposeful and impactful.

“The project opened a whole new world of opportunities for our staff and children—from cost-saving tools to training that’s been inclusive, practical, and judgment-free.” - Senior Leader on the impact of “Portsmouth: The Digital City” Project

Start small and celebrate little wins

Begin with basic features (don’t overload the staff!) and celebrate each step forward. Recognition of progress motivates people to keep going, and keeps the technology on everyone’s radar for positive reasons.

For example, following our own training with Siân from Crick, we always have first-time users start with a blank page. We then have them use it as a word processor with the accessibility features enabled, including the speech-feedback option.

Next, we move onto the pre-made resources but in a progressive format as we would with our young people. We begin with Sentence Sets, progress to Connect Sets, and then move on to Word Banks.

We also ensure that this training aligns with the outcomes we want for our young people, or the problem we’re trying to solve.

Next, build student confidence

For students, the starting point is often even simpler. Some children need to be taught very basic digital skills before they can make meaningful use of classroom software.

“When I use speech-to-text, it helps me explain my ideas.” - Grade 2 student

Don’t assume any digital skills and teach the basics

It’s easy to assume that your learners already know the basics of using technology, but that isn’t always the case. Begin by teaching students to turn devices on, log in, use a mouse, and open a file.

Once they have that foundation, they can grow and, importantly, they learn how to independently access their devices.

Emma Ramsey at St. Judes Primary introduced a great way to embed digital skills in her school. During morning attendance, her students use laminated Chromebook keyboard sheets so they can practice typing their login details. It’s an innovative way to practice this key skill even if you don’t have access to devices that day. This method worked so well that we shared it with our lower elementary classrooms across the city.

Then embed skills in real learning

Once students have the basics covered, digital skills are often best taught in context. Let students practice them while writing a story, researching a topic, or publishing their work.

Encourage everyday use

Repetition breeds confidence, so give students regular, consistent opportunities to use the same tools across different subjects. Familiarity helps them feel secure using the technology independently and boosts their confidence when it’s time to try something new.

Allow time for exploration

Getting a new piece of technology is very exciting, so children will need time to explore on their own. Don’t expect students to stay entirely on task until they’ve had a chance to “try this” and “press that.” Give students permission to try it out without fear of making mistakes or not meeting a learning objective.

Celebrate success

Acknowledge every achievement - whether it’s a student completing work on a word processor for the first time or writing even more than they thought possible. Those moments are powerful and foster a positive relationship with technology.

Embedding digital skills across a school or trust

Building confidence at an individual level is essential - but it isn’t enough on its own. For digital tools to truly make a difference, schools and districts need a shared vision and commitment.

When only a few teachers or members of staff embrace digital learning, progress is patchy. Students have inconsistent experiences, and staff development remains uneven.  A shared vision is the key to success.

“When everyone is onboard, digital skills become part of the culture - and that’s when I’ve seen real transformation happen.” - Primary School Head Teacher on the transformation they have seen with “Portsmouth: The Digital City” Project

Not sure where to start? Look locally

Schools unsure of how to begin can look at what’s happening in their local community:

• What tech do secondary schools use?
  
  
• What are other elementary schools doing?
  
  
• What digital literacy skills do secondary schools expect students to have when they arrive?

Aligning your digital offer helps reduce the digital divide and ensures smoother transitions for all students as they move through their education.

Here are some other lessons we’ve learned along the way in Portsmouth:

Create a shared vision

Leaders must clearly explain why digital skills matter. This explanation must connect them to priorities like inclusion, independence, and preparing children for the future. Technology for all includes considering parents and carergivers. Around 21% of US adults have low literacy, and it’s likely that a similar proportion of parents and carergivers may struggle with digital tasks. Schools should try to offer continuous digital access to students, especially with homework in mind, to ensure equity and support at home.

Lead by example

When school leaders use digital tools with confidence, staff are much more likely to follow suit.

Build consistency across classrooms

Students should see digital skills being used everywhere - from early phonics to upper elementary project work. That consistency normalizes digital learning and shows students that what they’re learning this year will also be important next year.

Invest in ongoing training

One-off sessions don’t stick. Staff need regular, hands-on training that evolves alongside their needs.

In Portsmouth, we began our Clicker and DocsPlus training as a small group of 15 schools, before expanding across the city. Now into the fourth year of this project, our Clicker Champions for the city are leading their own sessions based on feedback and priorities identified by schools.

For example, in October 2025, one of our leads will be demonstrating how to use Clicker for writing moderation and oracy. Another will be sharing how they use Clicker to support adaptive teaching in lower elementary. We then offer the opportunity to see this in action, deliver personalized training for the staff and school and even team teaching.

Celebrate collective success

Share stories of classes or grade groups who are embedding digital practice. In Portsmouth, celebrating these successes helped spread enthusiasm across schools.

Listen and adapt

When staff and students feel their voices are heard, they’re more willing to engage. Try and keep communication open and listen to whether staff members need more support – especially if it involves making sure that the technology runs smoothly. When tech doesn’t work, lessons become frustrating and teachers lose confidence in using it purposefully.

The results

When digital skills are embedded across a school or district, they stop being “something extra” and become a natural part of teaching and learning. Teachers feel supported, students feel capable, and technology is used to its full potential.

True digital transformation isn’t about devices or software - it’s about people. If we invest in confidence, consistency, and culture, the results are powerful!

Read our success stories:

• Cumberland Infant School
  
  
• Springfield School

Want to explore opportunities to build on your school’s digital literacy?

• Book a discovery call to see how Clicker and DocsPlus can support teachers and students.
  
  
• Read our blog post So, what is assistive technology?

We recently reached out to Julie Brown, an assistive technology specialist, for her take on how assistive technology has changed over the years and her guidance on what using assistive technology to support learners really looks like when done well.

By Julie Brown, Advisory Inclusion Teacher for Assistive Technology, Durham County Council, UK

When I’m asked, “So what actually is assistive technology?” - it’s never a quick answer.

For some, it means expensive equipment. For others, it’s a vague concept they’ve heard in passing during teacher training. But in my world, assistive technology (AT) is a powerful enabler. It makes learning possible, not just easier, for many of the children and young people I work with.

In this post, I want to unpack what assistive technology really means in schools - through the lens of my experience, the changes I’ve seen over the years, and where tools like Clicker and DocsPlus fit into this picture.

My role: Meeting learners where they are

I’m an Advisory Inclusion Teacher for Assistive Technology, working as part of Durham County Council’s SEND (special educational needs and disabilities) and Inclusion Service. Our team is structured around the four areas of need in the SEND Code of Practice:

• Cognition and learning
  
  
• Communication and interaction
  
  
• Sensory and physical
  
  
• Social, emotional, and mental health

I currently split my time between the vision impairment team and the cognition and learning team, supporting students who face barriers to accessing the curriculum - whether those barriers are physical, cognitive, or a combination of both.

My role is highly varied. I support schools by:

• Delivering staff training
  
  
• Conducting assessments
  
  
• Advising on software and equipment
  
  
• Guiding interventions for individual students

I’ve worked in this field for over 17 years. Before that, I was a teacher for nearly a decade. That means I’ve supported students before and after the arrival of modern classroom technology - and I’ve seen just how transformative the right tool can be.

How assistive technology has evolved in schools

When I first joined the local authority (school district), the phrase we used was “access technology” - focused largely on physical access to the curriculum. But that term felt too narrow. The rest of the world had moved on to the more inclusive term assistive technology, so we followed suit and now use the term assistive technology.

In the early days, classroom tech meant a single computer tucked into a corner. It was one-size-fits-all - and it became clear very quickly that many learners couldn’t access it. So specialist tech was developed: devices and software that could support students with physical or sensory impairments. That worked, but it also made AT feel separate in the classroom and something reserved for a few select students.

What’s changed - and what excites me most - is that we now have assistive technology that works on standard devices and benefits all learners. We’ve moved from separate systems to an overlap, where tech isn’t just reserved for specific situations but can be utilized by all students. Tools like Clicker and DocsPlus live in that shared space of offering personalized support and wide accessibility at the same time.

Assistive tech is not exclusive, it’s inclusive!

Assistive technology - a luxury or a lifeline?

One of the most important distinctions I try to make when talking to schools is this:

“For most, technology is an optional extra. But for those who need assistive technology, it’s essential.”

That’s a crucial mindset shift.

In many classrooms, technology is seen as a nice-to-have: a faster way to do things, a focus on efficiency. But when we talk about assistive technology, we're not talking about convenience. We're talking about access.

We’re talking about the difference between a child being able to express themselves independently or relying on an adult to speak or write for them. Between a student being able to engage with the curriculum using whatever assistive technology tool they require or being unable to participate in the lesson at all.

I work with children who, without assistive technology, couldn’t meaningfully access the curriculum at all. They wouldn’t be able to write, read, or join in with peers.

Assistive technology is not just a tool; it’s a bridge to equal learning opportunities.

From low-tech to high-tech (it all counts!)

When we talk about assistive technology, it’s easy to jump straight to the high-tech end - laptops, iPads, speech-to-text software, or eye gaze systems. But assistive technology covers a wide spectrum:

• Low-tech: visual schedules, pencil grips, sloped writing boards, colored overlays, communication books, talking tins, adapted scissors
  
  
• Mid-tech: voice recorders, talking spell-checkers, basic word processors
  
  
• High-tech: switch access, screen readers, symbol-supported writing tools, software like Clicker and DocsPlus

The key is that it’s not about how fancy or expensive a piece of equipment is - it’s about whether it enables a learner to access their education more fully and independently.

Tech integration in schools: What are the challenges?

Despite all the advances, one of the biggest barriers I encounter today isn’t the child’s difficulty: it’s the practical challenge of embedding technology consistently across classrooms.

Sometimes that’s down to confidence, competing priorities, or simply not having enough working devices. Budgets are tight, hardware can be unreliable, and not every teacher has had the training or time to explore what assistive technology can really offer.

I’ve seen students move from one lesson where they’re supported with a carefully planned DocsPlus writing grid, to the next where they’re asked to put the laptop away - not because staff aren’t on board with the provision, but because the tools aren’t yet embedded across the whole setting.

This inconsistency isn’t about blame, it’s about capacity.

When assistive technology is used consistently and confidently, it has the power to transform not just progress, but independence. The more we understand it, the more we can harness its potential for every learner.

Where Clicker and DocsPlus fit in the assistive technology spectrum

I’ve used Clicker for 25 of my 26 years in education (and I don’t say that lightly!).

Clicker and its secondary counterpart, DocsPlus, sit right in the middle of the assistive technology spectrum.

They’re:

• Flexible enough to run on standard school devices
  
  
• Inclusive enough to support a huge range of learners
  
  
• Designed from the ground up with SEND in mind

They’re ideal for students who:

• Struggle to get their ideas onto paper
  
  
• Have working memory difficulties
  
  
• Experience barriers with handwriting, language, or executive functioning
  
  
• Are non-verbal or require speech feedback
  
  
• Need structure, scaffolding, and reassurance - not a blank screen

Clicker isn’t just a “tool for struggling writers.” It’s a literacy support platform that grows with the child.

In secondary settings, DocsPlus continues that journey - providing structured support while encouraging ownership and independence. I’ve used DocsPlus with students who have cerebral palsy, muscular dystrophy, visual impairments, and dyslexia. It offers scaffolded independence - a term I come back to again and again.

It gives students the space to succeed on their own terms.

So… what is assistive technology?

Assistive technology is not an add-on. For many learners, it’s the key to accessing education at all. It bridges gaps. It removes barriers. And it empowers.

But it only works if we understand it, value it, and implement it well.

Clicker and DocsPlus are two of the most effective tools I’ve seen in all my years supporting children with SEND. They don't ask children to fit the mold - they help shape the tools to fit the child.

That, to me, is what real assistive technology is all about.

The challenges faced by students learning English as an additional language are multi-layered. They are not only learning English but also learning curriculum subjects through English. 

Very often, a student’s technological skills are more advanced than their second language skills. So, providing them with supportive tools such as DocsPlus can really help them to develop their English skills. I wanted to explore some ideas for using the WorkSpace tool in DocsPlus to facilitate an important aspect of an English learner’s journey. 

The Bell Foundation is an organization that aims to enable English learners to overcome disadvantage through language education. It identifies Five Principles of EL pedagogy – the first of which is recognizing multilingualism (a learner’s ability to listen, speak, read, and/or write in one or more languages) as an asset. 

So why is multilingualism so important?

• Multilingualism is a valuable resource! Students can draw on their ability to listen, speak, read, or write in one or more languages to support their acquisition of English as well as their learning of curriculum subject content. 
  
• A student’s home language is an important part of their identity.  
  
• For English learners to feel confident and have positive self-esteem, they need to feel proud of their bilingual skills and heritage. 

And how can WorkSpace in DocsPlus help? 

Using visuals is a great way to support understanding of content. We can use images such as diagrams or photos in a WorkSpace resource to reinforce the concept we are teaching. For example, we might be considering animal life cycles – we can add an image to represent the stages of the life cycle with callouts and labels to add information. By including Voice Notes with each label cell, the student could record what they want to say before writing. Additionally, we might want to duplicate the WorkSpace so that the student can record and add notes in their first language to support their learning.  

Another way to do this might be to use a labeled diagram with callout labels to add the corresponding text in the student’s home language. 

You could also use a Frayer Model idea (a graphical organizer for word analysis and vocabulary building) to explore and contextualize subject-specific vocabulary. It’s a great way of allowing a student time to think and process new vocabulary and learning. 

In summary, the benefits of using a student’s first language alongside English include: 

• It supports an EL student’s language learning – literacy skills in their first language are transferable and will support their acquisition of an additional language. 
  
• It also supports language learning of their peers – encouraging other students in the class to learn the student’s home language is equally beneficial to their learning. 
  
• It promotes inclusion, empathy, and self-esteem – the student feels included and valued, and his/her peers are able to appreciate some of the difficulties the EL student may be facing. 

With these benefits in mind, it’s great to see how DocsPlus – and WorkSpace – are able to support English learners in our classrooms. For ready-made resources to support a range of subjects across the curriculum, head to LearningGrids. 

We have recently added to our DocsPlus training resources, which now include tutorials on saving, sharing and printing documents and Smart Tabs. 

We know that these are fundamental in using the software successfully – for both your staff and students – so these tutorials cover all devices (PC, Chromebooks and iPads) and are broken down into simple steps for everyone to follow.  

If you know exactly what you’re looking for, you can use the menu to the right of the screen to jump to the tutorial you need. Otherwise, you can watch the tutorials through in full for a start-to-finish guide on saving, sharing and printing in DocsPlus. 

If you need any extra help at any point, our support team is always happy to help. You can reach us by email at info@cricksoft.com, or by completing this short form.

Have you seen the new DocsPlus Myths and Legends section on LearningGrids? As well as being an important part of English and History lessons, myths and legends are valuable for developing students’ understanding of social norms and moral boundaries. The Echo and Narcissus DocsPlus resources can be used to support the analysis of the text and to explore the important life lessons within this Greek myth.

Let’s start with developing students’ knowledge of the key vocabulary used in the Echo and Narcissus myth. The Key Concepts Wordbar and WorkSpace support students to write the definition, synonyms, and antonyms of the key concepts addressed in the myth. This pre-reading activity can increase students’ reading confidence and improve their understanding and analysis skills.

Students can use the Echo and Narcissus Wordbars and WorkSpaces to recall and storyboard the main events in the myth. Headings are used to help them identify the progression of events through the story.

The Questions Wordbar encourages students to interpret and analyze the narrative. They are supported to respond to questions about the events, identify the myth’s theme, and consider how the myth might relate to their own lives. The Echo and Narcissus - Life Lessons resources focus on the flaws of the main characters and how students can learn from their mistakes.

This myth can be used to spark discussions about social customs and values, while encouraging students to reflect on how their decisions impact themselves and others. You can use the DocsPlus resources to encourage learning and debate around the themes of love, vanity, self-love, and obsession - to name a few! For other themes, check out the Beowulf resources on LearningGrids.

Keep an eye out for more stories coming soon in the Myths and Legends category.

New this month, DocsPlus users can now join our DocsPlus Community Facebook Group.

This group is for individuals, parents, and professionals who use DocsPlus – our award-winning writing tool for middle and high schools. In this group we will share regular DocsPlus updates, tips, resources, and useful information about the software. These will include:

• New LearningGrids resources
• Upcoming training webinars
• Top tips, how-tos, and informative guides
• Software updates

We also encourage group members to come together and ask questions, share any DocsPlus wins, and learn from each other’s successes with the software!

So, if you’re a DocsPlus user, it’s time to join our DocsPlus Community Facebook Group.

We look forward to seeing you there!

We’re often asked in Customer Care meetings for advice on the best ways to start using DocsPlus, so I recently led a webinar on this very topic!

In this session, we looked at the Quick Start Menu, Smart Tab resources, LearningGrids, and the Document.

I’ve summarized some of the key information we covered below.

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The Quick Start Menu

When you first open DocsPlus on a Windows or Mac PC, it will automatically open the Quick Start Menu. From here, you can:

• Choose New Document to start writing with DocsPlus’ support tools.
• Reopen a file you’ve recently had open in DocsPlus from the list on the left-hand side.
• Open the Browse tab to navigate the file explorer.
• Open the LearningGrids Resources tab to navigate the library of ready-made curriculum resources.

In the DocsPlus App, go to the folder icon in the top-left corner and then choose My Files to navigate your device’s file explorer or choose LearningGrids to access the library of ready-made curriculum resources.

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Smart Tab resources

Smart Tabs are how we collectively refer to the resources available in DocsPlus. They include:

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LearningGrids

While you can create your own Smart Tab resources, we have a collection of ready-to-use Wordbars and WorkSpaces available for you to open from LearningGrids.

LearningGrids contains over 1,000 professionally created DocsPlus resources, with new resources added regularly . It’s always best to check what we have here first before you start creating your own!

Use the subject areas to see what’s available in different topic areas and start using any resource by clicking open.

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Document

The tools available alongside the Document and Wordbars are fantastic for supporting students’ writing.

Students might start by creating an audio recording using Voice Notes to outline their plan.

They can then turn on the Predictor for writing fluency and spelling support. Once a sentence has been completed, DocsPlus will read it back, ensuring students are checking their work for meaning and clarity.

You can view which tools a student has accessed during their writing by visiting Analytics for a visual representation of their writing process.

To see these features in action, watch the recording from this webinar here.

Need some help with DocsPlus? Schedule a free Customer Care Meeting with one of our consultants to discuss the best ways to implement DocsPlus in your school.

Getting students to write confidently within a range of nonfiction genres is no easy task. But our set of WorkSpace planners for DocsPlus on LearningGrids could be just what you’re looking for if you have students starting out or struggling with writing nonfiction text types. The planners are designed to help students organize what they want to say, within a framework that is adapted to the specific writing genre. What’s more, you can use our WorkSpace planners on Win/Mac and iPad/Chromebook, so your students can have access to this fantastic tool wherever they are in school.

Let’s begin by looking at the Discussion Planner. The framework is clearly set out to encourage the thought process involved – students are guided to list their title, key points on both sides (for and against), and a conclusion.

Once the ideas have been added – you might even want to use Voice Notes so students can record key ideas and prompts – the next stage in the process can begin.

Simply by clicking on the export tool, students can use their work as direct support for their own writing. They can send their planner to the document as an image or as text. They can even create a supportive Wordbar (a bank of key words/phrases) with the text from their planner.

This introductory video to WorkSpace is a brilliant tool to understand how to best support your students’ plan and organise their writing.

There is also a Discussion Frame Wordbar available on LearningGrids, which supports students writing an argument or discussion text on any topic, providing them with a writing frame, general words and phrases, link words and phrases, and a tab to add topic-specific vocabulary.

Find these resources – as well as a range of other planners and frames for different nonfiction genres, including explanation, procedure, report, and recount – by typing ”Planner” into LearningGrids. And if you have any questions at all, our friendly team are here to answer them - email us at usinfo@cricksoft.com or call us at 203 221 2697.

As I’m sure you are already aware, WorkSpace – our intuitive planning tool – is now built in to the DocsPlus App. This is particularly exciting news for us on the Curriculum Team here at Crick, as it means that our iPad and Chromebook users have access to this fantastic tool – as well as hundreds of ready-made free WorkSpace resources on LearningGrids!

There are already over 200 WorkSpace resources available, covering curriculum areas from English Language and Literature to Science, Geography and History topics. I thought it might be useful to give a quick – but by no means comprehensive – overview of some of the different types of WorkSpace activities you can find in our LearningGrids resource bank.

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Mind Maps

You’ll find lots of simple mind maps on all sorts of topics. In the examples below, students can make notes to outline the development of the Women's Suffrage Movement or to plan writing about the significance of key events in Macbeth. Students can add words, phrases, images – and even Voice Notes as a powerful way to capture thoughts and record initial ideas before writing.

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Creative Work

Mind maps can also be used as a stimulus for creative writing, for example by collecting words and phrases to describe a scene in a particular setting or to develop a character by considering their attributes and characteristics.

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Complex Mind Maps

Mind maps can of course be more complex and include sub-topics or sub-branches to really drill down into ideas. For example, students might be collecting information for writing about the habitat, plants and animals of the Great Barrier Reef, or considering immediate and long-term effects of the Black Death on medieval society.

Complex mind maps like these encourage students to not just make notes but to begin organising ideas – helping with the structure of the writing when that stage of the task begins. For example, students might consider the social, economic, environmental and political impacts of a tropical storm, or outline for/against arguments in a debate about the use of nuclear power. Remember, the WorkSpace can be sent to a DocsPlus document as a diagram or an essay outline, so students really have a solid foundation from which to begin their writing. A WorkSpace can even be transformed into a Wordbar for useful vocabulary support at the writing stage.

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Tables and Charts

A WorkSpace can also be presented as a table or chart for organising and comparing – a claim to the throne in History, properties and behaviors of metals and nonmetals in Science, or even comparing countries in Geography.

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Images

A WorkSpace can even be used for making notes about images – for example, adding notes about major parts of the human brain, or analysing a historical artefact under key headings.

These are just a few of the great ways to use WorkSpace in DocsPlus across the curriculum. Visit LearningGrids for hundreds of other ideas.

If you’re using DocsPlus on iPads or Chromebooks, we have some excellent news for you!

Previously, our intuitive planning tool WorkSpace was only available to Windows/Mac users, but now it is also built into our DocsPlus App.

WorkSpace is an incredible tool that your students can now carry with them. They can create mind maps and storyboards with words, pictures and voice recordings for any subject, in any classroom!

All of DocsPlus' support features are available within WorkSpace. Students can listen to their text with the speech tool, use the word Predictor to help find the right word and correct any spelling errors with the help of the talking spell checker.

When your students are ready to write, they can send their WorkSpace mind map to a DocsPlus document in a format that suits their writing task and learning style. They can send it as a diagram, an essay outline, or even transform their mind map into a useful Wordbar!

Free access for current subscribers

WorkSpace is available now in our DocsPlus App for all our current DocsPlus subscribers – simply update DocsPlus on your device(s) and WorkSpace will be available for your students.

If you require any further guidance, our support team will be happy to help.

(For a quick recap on how to use WorkSpace, you can watch our handy video demonstration here.)

Don’t have DocsPlus yet?

If you would like to explore how DocsPlus can help your struggling students tackle secondary school writing tasks with confidence, we offer free 15-minute consultations where we’ll discuss your students’ specific learning challenges and how DocsPlus can support them.

You can choose the date and time that works best for you here.

We’ve also got lots more information about our DocsPlus App and the complete DocsPlus package on our website.

The predictor is one of the many fabulous features of Clicker and DocsPlus. Using the predictor results in greatly improved coherence, spelling and grammar, and helps to increase the writing productivity of learners who struggle to transfer their knowledge and ideas to the page. Sometimes you may find that the predictor is ‘unavailable’ to use – but don’t worry, this isn’t the case! And there’s a really simple fix that I’m going to walk you through here.

What happens when the predictor isn’t available?

If you find that the predictor is dimmed or ‘greyed out’ and can’t be used, this is only temporary and can be easily fixed.  

So why does this happen?

This usually happens when the program is launched and then closed in quick succession, this can lead to the predictor not being able to load fully.  

How do we fix this?

By following the steps given below you will be up and running in no time at all!

If Clicker 8 has been updated within the past month, you can:

1. Head to the “Options” ribbon tab up top, then “Manage”.
2. Go to the “Advanced” tab.
3. Click “Rebuild Predictor database…”, then “Yes”.

It may take a few seconds, but after that the predictor should work.

If you haven’t updated Clicker 8, we recommend doing so by visiting activate.cricksoft.com and either entering your serial number or log in details.

REMEMBER: YOU CAN UPDATE CLICKER 8 BY INSTALLING THIS VERSION OVER THE CURRENT VERSION, WITHOUT THE NEED TO UNINSTALL!

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For those who haven’t updated Clicker 8 in the last month or use DocsPlus:

WINDOWS

1. Close Clicker / DocsPlus.
2. Right-click the Windows Start button and choose Run.
3. Type C:\ProgramData\Crick Software into the box and click OK.
4. Right-click the Predictor folder and choose Delete.

Your Windows account may not have permission to access the ProgramData folder. If so, please forward this to your IT Support.

MAC

1. Close Clicker / DocsPlus.
2. Browse to this location in Finder:
   Macintosh HD\Library\Application Support\Crick Software
3. Right-click (or hold ‘Control’ and then click) the Predictor folder and choose Move to Trash.

After following these steps, launch Clicker / DocsPlus. The predictor icon should become active within 5 to 50 seconds.

And just like that, predictor will be available again for you to use! Remember, if you ever need our support, we’re just a phone call or a click away:

Call: 203 221 2697 or visit: https://us.cricksoft.com/contact-support/

With the new school year well underway, Support has been super busy with enquiries regarding managing apps licenses. So, let’s look at what it’s all about!

How do I manage them?

The Apps Subscription Manager function allows authorised individuals to manage the allocation of licenses that are used on iPads and Chromebooks. Whether allocating licenses for the first time, keeping track of current licenses or reallocating licenses, this tool keeps it simple!

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Who can access the portal?

Those identified as Subscription Managers that also have an existing Google/Apple account.

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What’s the benefit?

Schools are always busy, so it’s important that you can log in and manage your licenses at a time that suits you. We are always happy to help of course, but here are some simple instructions if you choose to manage your licenses yourself.  

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Where to start?

1. Sign into apps.cricksoft.com with your Google Account or Apple ID.
2. Click the subscription's Manage button to see a list of activated iPads/Chromebook users.
3. Follow the on-screen instructions to:
   • add Chromebook users
   • add iPads
   • remove current Chromebook users / iPads

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Is adding a Subscription Manager complicated?

No, simply provide the existing Google or Apple account of those you wish to add along with your Organization ID. These can be submitted to us by emailing support@cricksoft.com or using our support form. You will then receive an email confirming your request has been actioned.

REMEMBER:

Don’t forget, if you have a student support subscription or Flexi-license, all Chromebook users should be licensed automatically (the apps should launch with no messages). If this isn’t happening, please contact Support to provide us with your Google domain.

If you need any advice or assistance with managing your subscription, or any element of our software and apps, please don’t hesitate to contact us at support@cricksoft.com or call us on 01604 671691.

When our students find something difficult, or lack interest in it, or have an inbuilt fear of doing badly or indeed, failing; a very common anticipatory reaction is to avoid it. Constant struggles to achieve, despite working harder than others, often results in a wide range of avoidance strategies such as attendance issues; behavior issues and limiting the fear of failure by choosing the simplest, most straightforward option.

Common transition pressures for SEND students

For students with SEND, this is often seen during and after transition to secondary school where there are so many challenges to their security - routines; expectations; new people; new spaces; new sensory inputs and an overarching thought that they are in ‘big’ school; they are ‘grownup’, and more is expected of them. So much pressure!

Let us add to this picture the pedagogical tendency to ‘chunk’ information and output expectations in order to make learning more accessible. Whilst this has clearly been shown to be effective in many learning activities, it does make it more difficult when we require students to extend and create a longer piece of work, with a level of independence. Of course we can scaffold and support via a different ‘chunking’ technique to introduce extended writing, however this does remain an area where many struggle – and this is evidenced for example by some Universities and Colleges offering induction courses in research techniques, essay writing and effective editing.

Why independent extended writing is important for all learners

So why is the ability to produce extended pieces of writing independently important? Elizabeth Bowling’s blog, ‘Beautiful Writing across the curriculum’ suggests:

“We know that clear and confident written expression is key to both academic success and success in later life. Jennifer Webb expresses it brilliantly when she says that “those that can successfully communicate have the power to change things and to show their worth”, and those that can’t are effectively disenfranchised from society (Teach Like a Writer: 2020). Written communication is necessary for self-expression, self-esteem and social empowerment.”

In all four modes of communication i.e., listening, speaking, reading and writing, our students may be challenged and yet success in learning and life is often influenced by and dependent on ability in these. Consequently, it is really important to support our students with literacy challenges, of whatever form, to understand why extended writing is going to be useful for them and then, use strategies to make success achievable for them.

The expectations for extended writing tasks

What do we mean by extended writing? UNSW in Sydney offers an explanation of why they use extended writing tasks and what they consist of:

“Extended writing tasks are text-based assignments that involve:
research and critical reading from multiple sources of information and ideas, and
the development of a sustained and well-substantiated argument or point of view.
These tasks are usually set to be undertaken within extended time frames. Students must engage in high-level reasoning and problem-solving as they generate their own creative response to the problem posed. With extended writing tasks, students can engage in deep learning, gain insights into multi-structural connections and relationships among concepts, and develop critical and creative reasoning skills.”

Three considerations for SEND learners when completing extended writing

So, extended writing is a complex structure of writing creation and production which ultimately should be produced by the student themselves. Of course, for our students there are three considerations:

• Firstly, ‘chunking’ of the various elements that will combine to form the final written version is important as the task as a whole will seem overwhelming. However, the end result should always remain in sight.
  
• Secondly, using assistive technology is perfectly acceptable and can support the precise needs of the individual student. It is not cheating. (I am not scribing this on a wax tablet with a stick and hopefully, the built-in spellchecker is doing its work!)
  
• Thirdly, if we make this activity accessible and achievable then our students will actively engage with it and instead of being a task that causes anxiety, our hope is that enjoyable engagement, and greater output, will result.

Overcoming barriers to extended writing with DocsPlus

So, if we are using technology, how can we support our students to understand and use the building blocks, then create their own piece of extended writing? There are many options available luckily, however I am going to focus on using the excellent DocsPlus by Crick Software. The reason for this is that it is a one-stop shop and within one software solution, many elements can be supported and made accessible, thus reducing the need to move between solutions. For a student who struggles with cognitive transitions, this supportive learning landscape offers safety.

Barrier to writing		How DocsPlus can help…
Unsure about how they will tackle the task	Anxiety is often caused both by the task itself and the workflow to respond to it.	DocsPlus offers a clear, structured working environment which is predictable and consistent.
Understanding the task	To achieve in extended writing, it is vital to understand and answer the question. Many lose marks for not linking their answer to the set task.	Copy the question into DocsPlus and listen to it as often as you need to. Break down any sub sections as these can be used for structuring the answer.
Difficulty getting started	The key to getting started is simply having something to say, therefore the curation and research part of an extended writing task is crucial.	Use the integrated DocReader in DocsPlus to quickly read and highlight key points. Voice Notes can be used for easy thought collection.
Organisation and sequencing ideas	Getting this in place supports workflow when writing a logical response to the question. This reduces anxiety as it is then clear what has to be written and in what order. Poor working memory is supported by multimodal information chunked so that each section can be quickly referred to when needed.	Use WorkSpace to add ideas which can include text, pictures and even Voice Notes. These can then be moved around and organised, perhaps linked to the sub sections of a task question. Everything in WorkSpace will transform in a single click to Wordbars for writing support.
Spelling	Great anxiety about poor spelling often leads to choosing simpler vocabulary and avoiding richer or more complex words.	Use the integrated word predictor and grids with core and task specific vocabulary. Finally, utilise the customisable spell checker.
Writing fatigue	For students with literacy barriers, extended writing tasks demand a huge amount of cognitive energy and it can become overwhelming. It is helpful to be able to take a break and return with all the planning and writing in place and accessible.	Chunk the learning process through DocsPlus features, including: WorkSpace for planning, Voice Notes for easy note taking, and structured writing frames to aid writing for a specific topic or sequence.
Editing work	This is often problematic and when rereading work the tendency is to skip ahead and thus miss mistakes. Being able to hear the text read and follow along makes it much easier to spot errors.	Use DocsPlus’ Text-to-Speech output to have your writing read back to you. Adjust font type/size to ensure easy reading.
Illegible handwriting	Many students have poor handwriting, which can lead to both an unwillingness to produce written work by hand, and if they do, an inability to read what they have written.	Clear print output gives a legible end-product to be proud of.
Fear of failure	By working in a structured way, using an organised, stepped approach, small successes can be achieved to foster a positive attitude to complete the whole task.	WorkSpace offers a safety net of ideas and structures allowing reassurance and guidance at any point in the process. Output is clear, easy to read and ‘looks good’.
Accessibility	For those who require additional accessibility support, DocsPlus offers a range of options that are ready to use.	DocsPlus’ comprehensive range of proven multisensory accessibility options include: iPad use, SuperKeys, switch, eye-gaze and touch screen.

Extended writing is undoubtably a challenging task and yet mastery of this offers success in many areas. A structured, accessible, and most importantly, achievable approach facilitates success, and this achievement will really establish a student’s confidence. The transition to secondary school demands greater depth and content in written tasks and so managing these increased demands in a way which supports rather than inhibits is so important. Technology can not only support this, but with the right choices, provide a student with the tools to use whilst in secondary education but also to take with them to support them in their future.

Carol Allen is an Education Advisor specialising in ICT and inclusion, with decades of teaching experience in both mainstream schools and schools for students with severe, profound and multiple learning difficulties. She was named one of the top ten educators for 2018 in the field of educational technology for her inclusion work. Carol is also a headline speaker and workshop leader at education events across the globe, including the upcoming TES SEND Show in London.

Former secondary SENCo Georgina Durrant is a popular blogger and published author on a mission to ensure that all children with SEND are fully included and receive the best possible support.

Georgina’s SEN Resources Blog is an award-winning site founded to share her thoughts, recommendations, activity ideas and favourite learning resources.

Georgina has just reviewed DocsPlus, and we wanted to share her fantastic feedback with you!

“I’ve had the pleasure of trialling the software over the last few weeks, and I can’t tell you enough how refreshing it is to find a word processor that’s actually designed for education and meets the needs of secondary school students with SEND. It has some absolutely amazing features that will make a huge impact on children with SEND.

When I was a secondary SENDCo we’d have to use the regular word processor on the computers, and whilst they obviously do their job, they are predominately designed with adults in mind and don’t offer the support that many children with SEND need. Looking back, I really wish I’d had DocsPlus then!

This is everything I wish a word processor would be. This might sound a little over the top, but I genuinely mean it. I’ve sat countless times with secondary school students in the computer room writing up work (as well as supporting students that use word processors to write their work instead of pen and paper) and been frustrated on their behalf that the word processor they use couldn’t help them just a little bit more! Apart from spelling and grammar checks (which can be problematic for lots of children in the usual form… how are they supposed to know which of the spelling suggestions it provides is the correct one?) there isn’t that much extra that word processing software offers kids in terms of support. DocsPlus solves this problem. It is fantastic. It somehow manages to delicately find the balance between offering great support whilst still feeling ‘grown up’. It’s easy to use, has tons of clever features, and makes writing more accessible for children of all abilities.

For students who have fantastic ideas but struggle to get them onto paper, this is a game changer!”

You can read Georgina’s review in full, including a rundown of her favourite DocsPlus features, on The SEN Resources Blog.

In today’s connected society, being able to share files quickly and easily is important.

As a result, more schools are adopting the use of cloud storage like OneDrive and Google Drive. These services enable you to store your files online, so you can access them from different devices, and share them with other users.

Having listened to customer feedback, we’ve now made it easier to access your cloud storage within Clicker 8 and DocsPlus.

The “Home” location

Until now, the Shared Files location has been the default when opening / saving. Depending on your installation, this points to a certain folder on your computer or your network. It can only be changed by your IT Support.

In the latest version of Clicker 8 and DocsPlus, this has been renamed Home and can be changed whenever you like.

If you have any of the following cloud storage accounts installed on your computer, you can easily set it as the default Home location:

• iCloud (Mac)
• Dropbox
• Google Drive
• OneDrive

Alternatively, if you want easy access to your cloud storage without it being the default, you can add it as an Additional location.

For full instructions on setting up Home, and sharing files across all platforms, please use our file sharing guide:

Sharing Clicker files

Sharing DocsPlus files

Contact Support

Our Support team is always happy to help if you have any technical questions or difficulties getting set up with our software. You can reach us by email at support@cricksoft.com, by phone at 203 221 2697, or by completing this short form.

In the summer term, I hosted a webinar with inclusion expert, Jules Daulby, that focused on engendering independence for SEND learners. At a time when many schools are planning for transition from Year 6 to secondary school, Jules shared some great tips with SENCOs and school leaders on how technology can be used to ensure quality teaching and learning.

Here are my 5 takeaways from the session:

1. The importance of keeping up, not catching up. We need to focus on keeping up and focus on strategies that can enable this, such as quality-first teaching, the use of technology and the importance of scaffolding and differentiation.
   
2. Using visuals to scaffold and support learning, from pre teaching of vocabulary, to supporting retrieval practice in class lessons, to opportunities to reflect on learning. Visual prompts are also powerful for supporting learners who struggle with planning and sequencing. For example, DocsPlus includes Workspace, a powerful mind-mapping tool. In LearningGrids, teachers can find hundreds of ready-made templates linked to curriculum topics or writing genres. Jules described how she had easily adapted these to increase support and scaffold.

3. Encourage students to talk about the topic using Voice Notes. They can use their oracy as an alternative or to support writing, enabling learners to fully participate in planning and creating pieces of writing. Using Voice Notes in the WorkSpace allows students to have spoken prompts alongside text and visuals.

4. Technology is useful in removing barriers. Jules talked about building on the skills developed during lockdown, when many students had access to laptops at home, to support our SEND learners. Continuing to provide access to technology in the classroom can allow students to build on this familiarity and support. Allowing access to technology across all platforms and curriculum areas is key, as well as extending this provision across the whole class, not just to SEND students.

5. Use technology to continue support in exams. For students who are entitled to a reader in exams, DocsPlus can read a PDF out loud (including text highlighting). This provides seamless support from everyday classroom tasks to exam support. Jules noted that whilst students are not allowed to have a human reader in English exams, they are allowed to have a screen reader

To request a full webinar recording, or to find out more about how DocsPlus can support writing in your school, contact us on 01604 671691 or email info@cricksoft.com.

Dictation (speech-to-text) is a helpful tool that allows learners to get their ideas onto paper quickly. It can help them write content such as documents, essays, and emails by using voice narration, rather than physically typing them out. Many platforms have powerful, built-in dictation features which can be used in Clicker / DocsPlus.

Windows dictation

To initiate Windows dictation, click inside the Document (or any other text field) and press the Windows logo + H keys together on your physical keyboard. Alternatively, if you are using the Windows on-screen keyboard, click the Microphone key.

If it’s your first-time using Windows dictation, you will be asked to enable it in your Settings app first.

You should then see a box appear that turns from Initializing… to Listening…, meaning you are ready to start narrating your text. To stop, press Windows logo + H again, click the dictation icon, or wait 10 seconds.

For more information on Windows dictation, please see Microsoft’s support article.

Mac dictation

To enable Mac dictation, click the top-left Apple menu and go to System Preferences > Keyboard > Dictation to switch dictation to On.

To initiate Mac dictation, click inside the Document in Clicker 8 / DocsPlus, and then press the Control key twice. To stop, press Control twice again, or click Done.

For more information on Mac dictation, please see Apple’s support article.

iPad dictation

To initiate iPad dictation within Clicker Writer / DocsPlus, tap the green Keyboard tool to switch to the on-screen keyboard and then tap the Dictate (microphone) key.

If this is the first time you are using dictation in the app, tap OK on the following two prompts to give the app permission to use your microphone for dictating text.

For more information on how you can control the access apps have to your iPad’s hardware features, please see Apple’s support article.

Chromebook dictation

While Chromebooks do have a dictation feature, it’s not currently possible to use this within Clicker Writer / DocsPlus. Our developers are hard at work to implement this in a free update, which will be coming soon.

If you need any assistance with dictation in Clicker / DocsPlus, or any element of our software, please don’t hesitate to contact us at support@cricksoft.com, by filling in this short form or calling us on 203 221 2697.