Journal 9: Adaptive Technology

Journal 9: Adaptive Technology NETS-4

    To consider the needs of students with special needs, I investigated some concepts and tools that are helpful in the classroom.  I focused on two types of tools that offer communication and accessibility in the classroom.  I researched a low tech and a high tech tool for each.

Communication:

    AAC is a term that denotes methods of assisting communication. AAC means alternative/augmentative communication. I researched a low tech option and a high tech option to utilize in a classroom.  A low tech AAC device helps assist people through words and pictures. A high tech AAC device helps students communicate through a voice output device.

Low Tech--Find-It Beanbag Activities Set

    This set includes a theme-based beanbag for students to hold and explore.  The bags contain hidden objects that encourage fine motor manipulation and commenting.  Students can poke and shake the bags revealing new objects in the see through window. Students use an activity board and pictures to comment on what they see. The kit includes a beanbag, 15 items in the beanbag, an activity board with hook Velcro to use with vocabulary, sentence starters, a language sentence strip, and a detailed activity plan.

High Tech--Spring Board Lite

    It is a portable PRC product that uses a powerful unity language system. It includes a display of configurations/pictures and voice input.  The device is easy to use and its communication capacity can grow along with the user’s capabilities. It has easy to change access options when serving various skill levels of multiple device users.

Accessibility:

    When teaching special needs students, the ultimate goal is to help students become generalized into the general education population. In order to help students become integrated into a computer or tech class, there are input devices that can help with certain disabilities.  Input devices include a keyboard or mouse, something you use to put in information into the computer. I researched one hardware option and one software option.

Hardware Option-- Magic Touch Add-On Touch Screen Notebook

    You can instantly convert your standard notebook computer into a touch interactive device. The MagicTouch Touch Screen’s USB interface is compatible with Windows or Mac operating systems. This piece of hardware can be easily used in the classroom.

  

Software Option-- Eyegaze System

    It is an input device that allows individuals to control their computers through means other than standard keyboard. The Eye recording device allows for the student to control the cursor on screen without the use of hands.  This gives students the ability to type.  It accommodates a very wide range of eye conditions and the calibration system takes 15 seconds. 

Journal 7: My PLN

The Personal Learning Network (PLN) NETS-5

    A PLN is a network that you create and learn from.  It is a personal network that you create in order to find people or groups that share the same interests as you.  These interests can vary from teaching tools, news in Education, and technology. In the future, I hope to add to my personal learning network by sharing websites, new information I have learned about teaching English Literature, and any information on working with students who know English as second language.

Twitter

     Twitter is a great social networking site where you can connect with others who have the same interests as you.  While in twitter, you can participate in chats by using hash tags and a key word ex. #2Edchat.  Also, if you have a question you can go right ahead and participate then see what responses you get.  Some responses can include links that may be of interest to you.  I have not participated yet but was an avid observer in the discussion that was taking place.

    I began to build my personal learning network by following students who are also on a path to becoming teachers.  I am also following some educators who are interested in writing, technology, sharing English lessons and teaching resources, and whose interests also include in working with ESL students. I also found an ESL library group, which is a site for language teachers. In order to have a successful Twitter site that helps with learning more about teaching, lessons, and in expanding my knowledge, I need to have a network that is resourceful and shares the same interests I have in education.

    On Sunday 8/7/11 at 7:00 pm (EST) I participated in #2SirChat.  This chat deals with diversity, social justice, and equitable incomes in K12 education.  The main focus of the discussion was on how educators can assist in achieving equitable outcomes for children who have been historically discriminated against.  One person suggested that teachers should teach with accuracy and integrity.  If they are going to teach history, they must teach on historical moments when nationalism led to oppression both in U.S and abroad. This person also stated that it is important when teaching to honor multiple cultures, show enthusiasm, and teach on a common ground about immigrant history.  They also discussed about ways to go about this through a project such as mock trial.  There was also a focus on teaching students to learn to know vs. learn to understand issues in society.  I thought this experience was very positive because I learned that one can easily participate on a chat online by meeting with a network at a certain time and discuss issues on education and how to solve them.  With a network, I get feedback and links to information that would not have been accessible to me if I was not on twitter.

Diigo

     Diigo is a free social bookmarking, research, and sharing tool that allows one to create a network.  When using Diigo, I can highlight information I find interesting on a particular website and I can also bookmark the site, so I can come back to it later.  Another interesting aspect of Diigo is that I can share my information with educators in the network I have created.

     My Diigo network includes five people and my Technology class professor.  I am following a secondary school teacher interested in integrating technology to maximize student learning.  Another person is an ESL teacher who works with refugees and migrants.  Then I also have a teacher librarian who teaches English and ESL.  The reason I added these educators is because they share the same interests I have and also because I can learn from them.

    In my Diigo, I tagged a website that exhibits weekly education news for educators and information on leadership.  I also bookmarked a site called Story It which has so much information on word games and in how to create stories.  The next site I bookmarked is an online writing resource for teachers. It presents the best online writing resources for English teachers.  My last site includes information on how to make interactive books.  The reason I tagged these sites is because they have valuable information I can utilize in lessons when I begin teaching. 

Ning

    I joined The Educator’s PLN which is a personal learning network for educators.  I explored the site and decided to watch a video called “Why You Need to Fail” by Derek Sivers.  He is an educational speaker. His video focuses on the importance of failure for effective learning, growth mindset, and quality experimentation. He states that to learn something effectively one must make mistakes.  He states that if you don’t fail, you are not learning. He mentions an author that has a book on this subject. The author is Daniel Coyle and the name of his book is Talent Code.  Sivers also mentions how doing what one knows is fun but does not improve you.  I thought this video was interesting because Sivers talks about how students learn. He mentions there are the fixed and growth mindset in people. A fixed mindset person believes he or she is already good at a subject and does not make any effort to improve. The growth mindset is a person that continually puts effort to do better work. 

Journal 8: Find the Truth on Pacific Tree Octopus

Journal 8: "Find the Truth About the Pacific Tree Octopus" NETS-3

Ferrell, K. (August 2011). Find the truth about the pacific tree octopus. Learning and Leading with Technology, 39(1), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-august-2011.aspx

   In this article, Ferrell assigned his 4th grade class an assignment that was different but the assignment educated his students about the negative aspects of googling without using critical thinking skills.  Students learned to detect what pieces of information are valid and what is not.  Everything started when the assignment was given.   The directions were for students to start a research project by teaching them and improving their research skills at the same time.  Students were given two topics to research and share what they learned.  The first topic was “The Tree Octopus” and the second topic was “All about Explorers.”  After researching their two topics, students shared their  findings and discussed how there were some flaws in their research (Ferrell 34.)  During discussion, student compared their findings from the websites and found many claims and facts that were not valid.  The discussion continued towards what to look for in websites that are reputable.  Ferrell states that he has done many research lessons in the past but none had such a lasting impact like this one because students actively did their own research and learned in the process.

Question 1: When discussing what to look for in the research of factual websites, what did the teacher present to the students?

  

    Ferrell presented his students with the 5 W’s which are who, what, when, where, and why when looking at websites and deciding if that website has factual information that is valid.  They also went over how it is necessary to look for suffixes such as .edu, .gov, and etc. and to also double check sources.

Question 2: How are some students able to figure out that some information in a website is erroneous?

  

    As a teaching method, some teachers collaborate and create websites that contain information that is not factual. Ferrell states that these websites are created in order to educate students how to research and decide if a website is reputable. Student on their own realize that a website is not valid and therefore use their critical thinking skills.

Journal 6: Student Voices for Change

Journal 6: "Student Voices for Change" NETS-2

Miller, S. (June/July 2011). Student voices for change. Learning and Leading with Technology, 38(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2011.aspx

   

    In the fall of 2009,  a school in Iowa called Van Meter community school adopted a one laptop initiative in grades 6-12 and a strong technology focus throughout the district. The one laptop initiative ensures that every student is provided a laptop.  Since the initiative took place, the school environment has changed drastically where it is now an environment of respect, creativity, collaboration, and connection (McClintock 20.)  Students find their passion and their voices have been magnified as young educational activists.  The initiative greatly influenced their learning, and as a result these students gave testimonials to the Iowa House and Senate Education Appropriations committee.  McClintock states the students are now a voice for change in education and are making an impact on the future of all young people.  During the meeting, administrators and seven students from grades 5-12 spoke about their educational transformation through the use of technology. One student named Holly Baiotto in grade 10 talked about the virtual reality program and how she created connections with Rockwell Collins engineers and Iowa State University.  In this program, she developed 2D and 3D virtual reality projects on topics she was passionate about. Van Meter community school emphasizes on encouraging students to become leaders by embracing the thinking of the students and voicing their needs to be heard (McClintock 21.)  The author of the article also mentions that Van Meter community school highlights the importance of educating children to be comfortable with higher learning and to be confident young speakers.

Question 1: During the meeting where students gave testimonials, how did the committee react?

    As stated by McClintock, the legislators were amazed and moved.  Their question to the students and administrators was “what can we do to get out of your way?” which denotes that the school is making remarkable changes in education and the legislators of Iowa want to see more.  Some of the legislators thought the meeting was unforgettable and want to see this exhibited in other schools.  However, in any area of education, programs that are implemented take time and sufficient resources and funds.

Question 2: What did other students talk about during their testimonials?

    Another student named Maddy Darrah in grade 7 showed the committee a YouTube video called “Van Meter Student Connects with author Amy Efaw.”  The student explained how she made the connection with the author through Skype and Facebook.  There was also another student who is only in grade 5 and spoke about her blog, We Talk.  The work that the students are doing especially in technology goes beyond the basic standards of many schools.

All About Me Survey

All About Me Survey NETS-5
     My form is an online “About Me” survey for students to take and it focuses on educational interests.  The questions are presented in various formats including multiple, scale rating, and short answer.  The answers provided from the forms are reported back to me through Google Docs in an Excel spreadsheet that I can download.  Using Google Forms is an effective way of portraying to students how evaluating data is a professional practice that supports student learning and leadership.

Journal 4: One Size Never Fits All

Journal 4: "One Size Never Fits All" NETS-1

Courduff, J. (June/July 2011). One size never fits all. Learning and Leading with Technology, 38(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2011.aspx

        In this article, Courduff explains how the use of technology is the key to learning especially for students with special needs. Also the idea of integrating technology into the curriculum is not so difficult as it seems.  The Etiwanda School District in California implemented a district wide technology integration program for all teachers.  The training included Intel Teach to the Future and the application included effective use of Microsoft Office Programs in teaching and learning activities.  Some of these activities included digital storytelling, e-portfolios, and integrating emerging technologies such as interactive white boards.  The program was then offered to special needs and created a practical technology support plan for teachers working in specialized academic instruction programs.  

        The program was designed as a Community of Practice model that allows a scaffolded learning approach that provided assistive technology toolkits.  Results showed that it takes more than three years for teachers to make the transition from knowing how to use technology to integrating it into learning tasks.  Courduff states that in order for technology to be integrated meaningfully, teachers needed individual and group mentoring and flexibility, so the program was divided into three tiers. In tier one, the teachers participate in hands on workshop sessions to learn how to use the technology. Moving on to tier two, a teacher's training moves to the development of e-portfolios to student led conferences. For tier three, a teacher's face to face support and collaboration continues, but online collaboration becomes a larger component of the training.  
        The training was effective with positive results.  Students met their IEP goals faster and student performance on district benchmark improved.  Teachers learned to  match specific curricular tasks with technology resources that engaged students, increased their understanding, and enhanced their learning experience.  The goal was to create an environment that is engaging and inspiring for teachers and students, increases student achievement, and addresses students’ learning goals.  Some technology tools learned were to implement programs such as speech to text feature in Microsoft word, word prediction, and text to speech programs which changed the students’ attitudes toward writing.  The implementation of technology into learning and teaching is a slow progress, but the tools help address students’ needs.

Question 1:  Why does it take more than three years for teachers to integrate technology into learning activities?

Some of the complexities result from not focusing on students needs, IEP goals, time restraints on teachers, school culture, and administrative support.  If integration is less than three years, the focus on the students needs may not be as high because the teachers may become so involved in utilizing the tools learned.  More than three years gives the program enough time to integrate it meaningfully within the classroom, while being aware of the school’s culture and earn administrative support.

Question 2:  How are AT toolkits important to the learning and engagement of students?

AT toolkits consist of digital storytelling, Fusion Writers, and microphones to engage students.  The importance of the toolkits is that it increases content understanding and allows for students to meet their IEP goals.  For example, students who have difficulty organizing their thoughts and putting them into words on paper may not be motivated to write at all.  A program speech to text feature from Microsoft word allows students to dictate their stories on paper.  Students then visually see their stories come to life and their attitudes towards writing change because of the boost of confidence that a learning tool helped them achieve a goal.  After the story has been dictated, the student then can creatively go back and edit until the story is a finalized product.  Engagement is the first step through dictation and the learning comes from the practice of editing stories.

Journal 3: Abracadabra-It's Augmented Reality!

Journal 3: "Abracadabra–It's Augmented Reality!" NETS-3

Raphael, R. (June/July 2011). Abracadabra-it's augmented reality!. Learning and Leading with Technology, 38(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2011.aspx 
        
        Recently, interest has expanded on developments that allow direct participation with augmented reality (AR.) Raphael mentions that adding layers of information on the real world is not new and it is something that is continually being developed especially during economic uncertainty.  AR is being driven  by an increase in mobile computing, processor speed, and greater access to bandwith.  As a result, the greater availability of these products are changing the way people interact with computers.  Finding ways to introduce AR to students is imperative for educators because students will then have access to channel their creativity.  AR is beginning to cross paths with education and educational technology through children’s books and AR curriculums that have been released.  In his article, Raphael introduces one example of how AR is being introduced today through AR authoring tool Zooburst which is a simple intuitive digital storytelling tool for creating AR viewable pop up books.  Zooburst is an interactive app where students drag and drop elements into stories, create narratives from scratch, characters are linked to text or sound, and digital portfolios can be created with a discussion forum.  Other examples are presented as well through mobile apps like Wikitude, an app that provides information about the immediate environment.  Some apps are virtual telescopes like Pocket Universe and Star Walk which allow one to point a device up to the sky and see information such as star names.  There are also AR games like TagDis and the Hidden Park which create projections and allow one to map an environment onto a physical space.  Overall, AR tools encourage students to feel at home as creators in an age where technology is becoming very accessible.

Question 1:  What are some AR programs that are out in the market?

Some AR programs out in the market are Zooburst, Wikitude, Pocket Universe, Star Walk, TagDis, and Hidden Park.  Raphael specifically mentions about the benefits of Zooburst which is a storytelling tool for creating viewable pop up books.  Through Zooburst, students can drag or drop elements into stories, create narratives from scratch or bring digital creations from other applications, characters can be linked to text and sound, creative work can be exhibited through digital portfolios and include a discussion forum.  Last but not least, Zooburst adds teacher management tools where teachers can create student accounts and a private environment for students’ responses to each others' work.  This is a powerful way for students to feel comfortable with technology and also have the freedom to use their creativity.  

Question 2:  How can Wikitude be used in the classroom?

Wikitude provides information about the immediate environment.  For example, on can point at a monument and have historical images and information pop up.  A teacher may implement this during a field trip to a museum.  The teacher can be the only one with the device and program and point to specific paintings ect. that pertain to what is being learned in the classroom.  The information that comes up in the application can be presented to the students and the teacher can make connections to the material he or she is teaching in class.  The use of technology is open to many forms of implementation in the curriculum.