Shettel, J. (2012). Literacy ipad apps for teahers. Learning and Leading with Technology, 39(6), 38-39. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/DigitalEditionMarch-April2012.aspx
Summary: This article provides a glimpse into the iPad applications for teachers that are just learning to work with ipads with students. The article lists and provides a brief description of each application and the cost. The article also breaks the applications into grade level; elementary, middle, or high school. Many of the applications listed are free, which is beneficial for schools, whereas other applications cost anywhere from $1.99-$2.99. One downfall of buying applications is that if it is not an effective application, there is no way of returning it.
A couple of the applications caught my eye, as potential to use in my classroom. The use of mad libs is a great option for grammar and vocabulary review. Anther great great application that I am going to try in the classroom is Puppet Pals. This is a free app that allows the kids to focus on story writing using pre-made puppets and backdrops. The students are able to record their voices to create dialogue between the characters.
The Constitutional and Declaration for iPad is a wonderful resource for my eighth grade students. All of the students complete a large project on the Constitution. This application allows the students to learn about the signers of the Constitution, read more in depth information about the articles of confederation and amendments. They are primary resources that students can use in research projects!
Question: My school site had the privilege of gaining thirty ipads this year. I have used them with the students and they love working with them! We have had a couple of issues with some of the applications. What kind of support is given to the schools to help alleviate the 'technical' issues with the individual applications? Our school, specifically, needs to go to our assistant principal with any issues. He then contacts a district tech person who then contacts apple. This process takes some time before our issues are resolved. I wonder if school sites have other options available? Does Apple provide any technical service to schools specifically?
Question 2: Will there be a time when all textbooks are offered digitally so kids can access them on an Ipad? So many applications are available and to assist anyone and everyone. I can definitely see a time when schools no longer have textbooks because they only offer applications of the textbook. I think we are far from this way of teaching and many rules needs to be in place before this happens. Overall, I feel it will help kids with learning disabilities gain more access to the general education setting.
Monday, April 16, 2012
Journal 9: How to Do More with Less
Pape, L., Sheehan, T., & Worrell, C. (2012). How to do more with less. Learning and Leading with Technology, 39(6), 18-22. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/DigitalEditionMarch-April2012.aspx
Summary: The author of this article exposes the idea of teaching more students and larger content areas with less money and resources. How can parents expect teachers to improve students' test scores? The author defines two strategies that are designed to help in this type of situation. Two learning strategies discussed are the blended classroom and the flipped classroom. The blended classroom is a mixture of face-to-face time between teacher-students and students-students. Classrooms that incorporate this strategy have: teaching resources such as videos, notes, slide shows that teachers post online for students to review after school hours or offering on-line assessments. The flipped classroom takes the idea of homework and classroom practices and flipping them. Such as, rather than utilizing home time to apply the knowledge students learned during class time, they should become familiarize themselves with the content. Once the students familiarize themselves on the content, in class the students can apply what they learned into real world situations with the teacher and other students. The article provides and explains examples of resources teachers can use in class to teacher independence and learning.
Reflection: I found this article to be very interesting because my school incorporates some of the resources described in the article. We use Wikis to document and collaborate strategies that assists individual student learning. Teachers create pages for each 'at-risk' student and strategies they used to assist that student. Other teachers, who may be having difficulty with that same student, can access the Wiki page and gain ideas and strategies from other teachers.
Question 1: I like the idea of providing on line resources for studnets' use but I often find this tool becomes a tool for the parents use. It takes all the responsibility away from the child and places it on the teacher. How can a great tool such as blackboard teach the kids independence without enabling them? Our school has a blackboard site which each individual teacher sets up. Some teachers offer a wealth of information and resources where as other don't spend the time to do so. The teachers who offer the many classroom resources often becomes the crutch for the parents. Parents become irate when notes, examples, and study guides are not placed on the site rather then the parents using it as a tool to help their child's independence. The parents need to hold their own child responsible for their work, not the teacher.
Question 2: What can a school do for those parents/families who do not have access to the Internet? This is a huge issue with certain kids in my school. Some families have the Internet and others are not able to have such a luxury. I find it difficult to require something from the kids when they don't have access.
Reflection: I found this article to be very interesting because my school incorporates some of the resources described in the article. We use Wikis to document and collaborate strategies that assists individual student learning. Teachers create pages for each 'at-risk' student and strategies they used to assist that student. Other teachers, who may be having difficulty with that same student, can access the Wiki page and gain ideas and strategies from other teachers.
Question 1: I like the idea of providing on line resources for studnets' use but I often find this tool becomes a tool for the parents use. It takes all the responsibility away from the child and places it on the teacher. How can a great tool such as blackboard teach the kids independence without enabling them? Our school has a blackboard site which each individual teacher sets up. Some teachers offer a wealth of information and resources where as other don't spend the time to do so. The teachers who offer the many classroom resources often becomes the crutch for the parents. Parents become irate when notes, examples, and study guides are not placed on the site rather then the parents using it as a tool to help their child's independence. The parents need to hold their own child responsible for their work, not the teacher.
Question 2: What can a school do for those parents/families who do not have access to the Internet? This is a huge issue with certain kids in my school. Some families have the Internet and others are not able to have such a luxury. I find it difficult to require something from the kids when they don't have access.
Journal 8 Adaptive Technology
Communication
Augmented and Alternatuve Communication devices or AAC includes forms of communication that are used to express thoughts, needs, wants, and ideas. Making facial expressions, gestures, symbols, and pictures are examples of how we use AAC. People who have severe communication deficits use augmented devices to help them express themselves and increase social interaction. They might use special augmented aids, such as pictures and symbol communication boards to assist in communicating. Overall, devices such as these also help a person's overall performance and self-esteem.
Lo-Tech Devices
Low-Tech Devices are devices is is any source of technology that requires no power source, such as batteries or electricity. Such devices are picture boards or books that use pictures, symbols, and phrases that help a person communicate.
One example of a low tech device is:
Tech/Speak 6x32 is a great way for students with communication delays. This device helps communicate using pictures and cells. There are varying numbers of cells/pictures for the different levels of need for each student. This device is lightweight and portable which is easy for student use.
This device helps children to communicate wants and needs with others around them. By having pictures to help communicate, they are broadening their ability to interact with other children. Using the tech speak can change a students life dramatically.
Hi tech devices refer to electronic devices that allows storage and retrieval of electronic messages. Many hi tech devices vary depending on the needs of the child. Some devices allows the person to type in information where as other have a voice recognition for those who are not able to type. MP3 player and alpha smarts are two examples of a hi tech device.
Proloquo2Go is an example of hi tech device for people who speaking or can not speak at all. The device has text-to-speech voices, symbols, over 7000 vocabulary with many more options. This is available to be placed on Ipads, Ipods, and Iphones which makes this very user friendly and easily accessible.
Accessibility:
Input device: An input device is a hardware device that sends data to a computer.
One example of a hardware input device is a drawing tablet - A drawing tablet is similar to a white board, except you use a special pen to write on it and it's connected to the computer. Then the word or image you draw can be saved on the computer. This device can assist a student with communicating needs and wants as well as copying notes. For a student who struggles to write with proper legibility, this device give him/her an opportunity to participate in class discussions.
One example of software is Tiger Software Suite 4The Tiger Software Suite 4 makes it easy to get accurate braille translation in seconds. Insert text and graphics within familiar programs such as Word and Excel and translate with the touch of a button. It’s great for users of all skill levels!
The use of this software can help students participate in a least restrictive environment. Students can take the information presented to them and tranlate it to Braille inorder to undesratnd and learn the content.
Monday, April 9, 2012
Journal 6 Fostering Creativitiy and Innovation through Technology
Vaidyanathan, S. (2012). Fostering creativity and innovation through technology. Learning and Leading with Technology, 39(6), 25-27.
http://www.iste.org/learn/publications/learning-and-leading/DigitalEditionMarch-April2012.aspx
Summary: The author explores states that children needs to be well educated in order to lead productive and successful lives in their future. Society is driven so much by technology and computers yet students who are successful in technology and love technology often lack creativity. The right-brained children often become the artists and have the creative side within them. The author proposes the idea of teaching left-brained children science, engineering, technology, and mathematics while incorporating the creativity of right-brained. She even researches specific ways to attempt to clash the two thoughts; it is call digital design. This program teaches creativity and innovation through the use of technology. The author worked with students from fourth to sixth grade to teach them using digital design. After working with the children, they were less fearful of making mistakes because the children realize it is easy to make changes on a computer. The students also become very excited about the idea of being on computers and being able to create their own projects.
Reflection: I feel this is a great way to combine the strengths of left-brained and right-brained children. I also can see how this program also challenges the kids to want to perform better and be creative. They also have the opportunity to share and learn from one another, which is a powerful teaching strategy.
Question 1: How reasonable is a program like this when schools are so focused on tests scores? I know at my school, we focus and prepare the students months in advance to prepare for the California State Tests. If we utilize a program like the one highlighted in the article, we are taking valuable time away from what all the kids are testing on; reading, writing, and mathematics.
Question 2: How realistic is a program like this? Where do the funds come from when schools are so financially tight? Who will teach such a program? What kind of certification would one need to teach such a subject? I feel this is a program that would need to come from the top down as a state-wide initiative. I feel our schools are constantly under a microscope for 'falling behind' other countries and by creating a 'new subject' or 'area of learning,' we are jeopardizing falling farther behind.
http://www.iste.org/learn/publications/learning-and-leading/DigitalEditionMarch-April2012.aspx
Summary: The author explores states that children needs to be well educated in order to lead productive and successful lives in their future. Society is driven so much by technology and computers yet students who are successful in technology and love technology often lack creativity. The right-brained children often become the artists and have the creative side within them. The author proposes the idea of teaching left-brained children science, engineering, technology, and mathematics while incorporating the creativity of right-brained. She even researches specific ways to attempt to clash the two thoughts; it is call digital design. This program teaches creativity and innovation through the use of technology. The author worked with students from fourth to sixth grade to teach them using digital design. After working with the children, they were less fearful of making mistakes because the children realize it is easy to make changes on a computer. The students also become very excited about the idea of being on computers and being able to create their own projects.
Reflection: I feel this is a great way to combine the strengths of left-brained and right-brained children. I also can see how this program also challenges the kids to want to perform better and be creative. They also have the opportunity to share and learn from one another, which is a powerful teaching strategy.
Question 1: How reasonable is a program like this when schools are so focused on tests scores? I know at my school, we focus and prepare the students months in advance to prepare for the California State Tests. If we utilize a program like the one highlighted in the article, we are taking valuable time away from what all the kids are testing on; reading, writing, and mathematics.
Question 2: How realistic is a program like this? Where do the funds come from when schools are so financially tight? Who will teach such a program? What kind of certification would one need to teach such a subject? I feel this is a program that would need to come from the top down as a state-wide initiative. I feel our schools are constantly under a microscope for 'falling behind' other countries and by creating a 'new subject' or 'area of learning,' we are jeopardizing falling farther behind.
Journal 7: My Personal Learning Network
As an educator, I need to keep up to date with all the innovative teaching strategies and tools. Technology is one ever-changing teaching tool.
Personal learning networks, also known as PLN, are ways for teachers to communicate and share professional ideas. By participating in PLNs, educators learn about innovative teaching techniques and up-and-coming tools. Through the use of Twitter and Diigo, I have had access to educational articles and news.
I have participated in Twitter, which is a social on-line networking system and blogging system that allows people to share ideas and thoughts. It allows people to text short messages of 140 characters or less, which causes twitter to be a fast and rapid network. My time using Twitter has been beneficial because I have learned more about educational concerns/issues that we face on a daily basis. I chose to follow other people who have special education interests because I work with students with disabilities on a daily basis.
Another PLN is Diigo, which is a social bookmarking website which allows signed-up users to bookmark and tag web-pages. I am following a diverse group of people, including people who are special eudcators to educational consultants to curriculum specialists. I chose to follow people who are from a broad range of expertise so I can learn from them. I have 'tagged' several articles that I found through Diigo that I feel are vital in education. The first article is a clip from a television broadcast of 60 Minutes. This show highlights the use of Ipads in the classroom, specifically, with students who have autism. My school recently purchased thirty Ipads for the classroom. Exploring new ways to reach children is important to me. The other articles I have tagged are related to social skills. Teaching social skills can be challenging yet fun, if prepared properly. Social skills are vital for every person to learn. Students with disabilities struggle with social skills more so than other people.
I joined Educators PLN, which is an online professional learning social network for educators to share ideas, videos, thoughts. I read a blog titled, The Power of Self-Reflection. This blog caught my eye because I actively participated in self-refelction during the first two years of teaching. I kept a journal, similar to the woman who posted the blog. I continue to reflect but on a less formal manner. It is true that we all get caught up in our daily lives, which can be overwhelming at times. I do see value in keeping a reflection journal for a couple of reasons. One can refect on that day, documenting thoughts and observatrions but also go back weeks and/or months later. I find myself reflecting most when a majority of students don't show the improvment I thought they would make. The first question I ask myself is; what could I have done differently? I feel that when a majority of students perform poorly, it is because of my actions, thought process, or presentation. This allows me an opportunity to re-do the lesson and strive for better results the second time around.
Personal learning networks, also known as PLN, are ways for teachers to communicate and share professional ideas. By participating in PLNs, educators learn about innovative teaching techniques and up-and-coming tools. Through the use of Twitter and Diigo, I have had access to educational articles and news.
I have participated in Twitter, which is a social on-line networking system and blogging system that allows people to share ideas and thoughts. It allows people to text short messages of 140 characters or less, which causes twitter to be a fast and rapid network. My time using Twitter has been beneficial because I have learned more about educational concerns/issues that we face on a daily basis. I chose to follow other people who have special education interests because I work with students with disabilities on a daily basis.
Another PLN is Diigo, which is a social bookmarking website which allows signed-up users to bookmark and tag web-pages. I am following a diverse group of people, including people who are special eudcators to educational consultants to curriculum specialists. I chose to follow people who are from a broad range of expertise so I can learn from them. I have 'tagged' several articles that I found through Diigo that I feel are vital in education. The first article is a clip from a television broadcast of 60 Minutes. This show highlights the use of Ipads in the classroom, specifically, with students who have autism. My school recently purchased thirty Ipads for the classroom. Exploring new ways to reach children is important to me. The other articles I have tagged are related to social skills. Teaching social skills can be challenging yet fun, if prepared properly. Social skills are vital for every person to learn. Students with disabilities struggle with social skills more so than other people.
I joined Educators PLN, which is an online professional learning social network for educators to share ideas, videos, thoughts. I read a blog titled, The Power of Self-Reflection. This blog caught my eye because I actively participated in self-refelction during the first two years of teaching. I kept a journal, similar to the woman who posted the blog. I continue to reflect but on a less formal manner. It is true that we all get caught up in our daily lives, which can be overwhelming at times. I do see value in keeping a reflection journal for a couple of reasons. One can refect on that day, documenting thoughts and observatrions but also go back weeks and/or months later. I find myself reflecting most when a majority of students don't show the improvment I thought they would make. The first question I ask myself is; what could I have done differently? I feel that when a majority of students perform poorly, it is because of my actions, thought process, or presentation. This allows me an opportunity to re-do the lesson and strive for better results the second time around.
Monday, March 5, 2012
Journal 4: If You Give a Kid a Video Camera
Campbell, L. (2012). If you give a kid a video camera.. Learning and Leading with Technology, 39(5), 30-33.
http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx Summary: The journal article, “If you Give a Kid a Video Camera” written by Laurie Campbell is a spin off of the book titled, If you Give a Mouse a Cookie. The overall message is highlighting the effects of providing a child with an innovative device, such as a video camera, to see what else they are able and want to come up with. The article provides several ideas of how educators can use a video camera in the classroom for any subject. Some of the ideas include, student refection’s of an activity, answering questions on video rather than with paper and pencil, creating pen pal letters via video camera, and recording landmarks to assist in making digital maps.
Reflection: I really enjoyed this article because the ideas and possibilities are endless. I work with students who have learning disabilities and I feel providing other avenues or means to express knowledge is critical in the classroom. Many of my students struggle with processing deficits therefore struggle when it comes time to write out answers to questions. I feel utilizing a video camera to help students answer questions can help students feel more successful.
Q1: My question related to this article has to do with social skills. I also work with a large population of autistic students. Is there a way we, as educators, can work with video cameras to practice social skills? I have showed videos that highlight examples and non-examples of appropriate social interaction. I feel that with the use of video cameras, teachers can create extensions to such social skills lessons by having the students create their own skit that highlights how to engage in conversation or other skills related to social skills. Some students may not like to see themselves on camera and that will take some time for students to adjust to the new way of learning but I don’t think that will be a huge problem. One other issue I foresee is getting permission for using a video camera. As a school district, we need parent approval to use a video with the students.
Q2: What other ways can schools use video cameras as 'teaching tools?' At our school, kids participate in a video club which helps to record and display our daily announcements for the entire school. This is an amazing way to have kids the initiative and show school pride. Our school site is spending a tremendous time on anti-bullying and the kids have taken over this initiative by incorporating video cameras. The students have created an anti-bulling campaign for the whole student body. The kids are having a competition of who can create the best anti-bullying skit. The best skit will be shown on our announcements. The kids are loving the opportunity to be on the morning announcements. I think this is a great idea!
http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx Summary: The journal article, “If you Give a Kid a Video Camera” written by Laurie Campbell is a spin off of the book titled, If you Give a Mouse a Cookie. The overall message is highlighting the effects of providing a child with an innovative device, such as a video camera, to see what else they are able and want to come up with. The article provides several ideas of how educators can use a video camera in the classroom for any subject. Some of the ideas include, student refection’s of an activity, answering questions on video rather than with paper and pencil, creating pen pal letters via video camera, and recording landmarks to assist in making digital maps.
Reflection: I really enjoyed this article because the ideas and possibilities are endless. I work with students who have learning disabilities and I feel providing other avenues or means to express knowledge is critical in the classroom. Many of my students struggle with processing deficits therefore struggle when it comes time to write out answers to questions. I feel utilizing a video camera to help students answer questions can help students feel more successful.
Q1: My question related to this article has to do with social skills. I also work with a large population of autistic students. Is there a way we, as educators, can work with video cameras to practice social skills? I have showed videos that highlight examples and non-examples of appropriate social interaction. I feel that with the use of video cameras, teachers can create extensions to such social skills lessons by having the students create their own skit that highlights how to engage in conversation or other skills related to social skills. Some students may not like to see themselves on camera and that will take some time for students to adjust to the new way of learning but I don’t think that will be a huge problem. One other issue I foresee is getting permission for using a video camera. As a school district, we need parent approval to use a video with the students.
Q2: What other ways can schools use video cameras as 'teaching tools?' At our school, kids participate in a video club which helps to record and display our daily announcements for the entire school. This is an amazing way to have kids the initiative and show school pride. Our school site is spending a tremendous time on anti-bullying and the kids have taken over this initiative by incorporating video cameras. The students have created an anti-bulling campaign for the whole student body. The kids are having a competition of who can create the best anti-bullying skit. The best skit will be shown on our announcements. The kids are loving the opportunity to be on the morning announcements. I think this is a great idea!
Journal 3 Infographics
Krauss, J. (2012). Infographics more than words can say. Learning and Leading with Technology, 39(5), 10-11. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/DigitalEdition/digital-edition-May-2012.aspx
Summary: The article, “Infographics: More than Words Can Say,” written by Jane Krauss speaks of the benefits of utilizing infographics in the classroom. Infographics are a way to represent data and ideas through the use of pictures and other visuals. This causes the reader to interpret and explore the meaning of the picture by using multiple parts of the brain in order to understand the problem/information provided in the visual. By creating visuals requires the reading to use higher thinking skills to answer such questions as, ‘what am I seeing?’ And ‘What does this picture represent?’ These are the same skills people use to solve problems in computer science and engineering fields.
Reflection: As a special educator, I like the idea of info graphics because it combines the use of textbooks and lectures, which is the linguistics side of learning with visuals, graphic organizers and kinesthetic activities, which is the non-linguistic side of learning in order to assist comprehension. In my experience, most students are visual learners and/or benefit from visual cues so this can be a very powerful tool for students.
Question: My question relates to teaching special education students specifically. How affective are the use of info graphics in a classroom of students with learning disabilities? Most educators know that the more learning modalities one incorporates into a lesson, the more likely students will capture the objective and idea of the lesson. On the other hand, just like teaching from a textbook, the ‘depth’ of learning will vary when teaching special education students, solely because of their lack of experiences. I also feel that info graphics is a ‘solution’ based and ‘process’ based learning technique, which I feel students lack, whether they have learning difficulties or not. My students struggle just to locate basic information from a text that is literally stated within the text. I can’t imagine how much scaffolding and support my students would need in order for them to ‘find the solution’ or process within a visual. All in all, I would be very interested to see how a technique like this would be implemented into a special education setting.
Question 2: How can Infographics help students improve social skills? Many students with special needs lack appropriate social skills in order to be mainstreamed into the general population. I am wondering how can the use of infographics improve this concern? Although, infographics are used generally to create higher order thinking skills but I feel that the graphics can help the students learn basic interaction/social skills. Many students use a form of infographics already, especially students with autism. Rather than relying on verbal communication, many children point to pictures to communicate. I guess this is taking that technique and utilting it in other ways.
Summary: The article, “Infographics: More than Words Can Say,” written by Jane Krauss speaks of the benefits of utilizing infographics in the classroom. Infographics are a way to represent data and ideas through the use of pictures and other visuals. This causes the reader to interpret and explore the meaning of the picture by using multiple parts of the brain in order to understand the problem/information provided in the visual. By creating visuals requires the reading to use higher thinking skills to answer such questions as, ‘what am I seeing?’ And ‘What does this picture represent?’ These are the same skills people use to solve problems in computer science and engineering fields.
Reflection: As a special educator, I like the idea of info graphics because it combines the use of textbooks and lectures, which is the linguistics side of learning with visuals, graphic organizers and kinesthetic activities, which is the non-linguistic side of learning in order to assist comprehension. In my experience, most students are visual learners and/or benefit from visual cues so this can be a very powerful tool for students.
Question: My question relates to teaching special education students specifically. How affective are the use of info graphics in a classroom of students with learning disabilities? Most educators know that the more learning modalities one incorporates into a lesson, the more likely students will capture the objective and idea of the lesson. On the other hand, just like teaching from a textbook, the ‘depth’ of learning will vary when teaching special education students, solely because of their lack of experiences. I also feel that info graphics is a ‘solution’ based and ‘process’ based learning technique, which I feel students lack, whether they have learning difficulties or not. My students struggle just to locate basic information from a text that is literally stated within the text. I can’t imagine how much scaffolding and support my students would need in order for them to ‘find the solution’ or process within a visual. All in all, I would be very interested to see how a technique like this would be implemented into a special education setting.
Question 2: How can Infographics help students improve social skills? Many students with special needs lack appropriate social skills in order to be mainstreamed into the general population. I am wondering how can the use of infographics improve this concern? Although, infographics are used generally to create higher order thinking skills but I feel that the graphics can help the students learn basic interaction/social skills. Many students use a form of infographics already, especially students with autism. Rather than relying on verbal communication, many children point to pictures to communicate. I guess this is taking that technique and utilting it in other ways.
Subscribe to:
Posts (Atom)