Journal #9: How to do more with less

Page, 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 article “How to Do More with less” begins by mentioning the undeniable truth that today’s teachers are given more responsibilities, meaning more students to teach, and not enough assistance.  How can teachers accomplish the objective of teaching students a new set of tools when the number of students in classrooms keeps on growing? The authors of this article describe two very successful methods of accomplishing this objective and they include the blended teaching and the flipped classroom instruction.  In blended teaching teachers rely on traditional face-to-face instruction but also offer students a multitude of tools such as digital resources to accomplish the learning.  Secondly, in flipped classroom instruction students become familiar with the content of a lesson at home and complete homework and activities in the classroom.  Students are able to familiarize themselves with the material through the use of podcasts or videos that present the material.  Both forms of teaching rely on many free online resources such as blogs, social bookmarking tools, among others to teach students.  

Question 1:

Can the blended teaching and flipped classroom approach be used at all grade levels?

I believe that both of these teaching approaches are great for older students, not so much younger ones.  Younger students do not possess the patience to visit websites and listen to videos.  Additionally, they are not responsible enough to take care of their personal needs.  Blended teaching and flipped classroom would work perfectly for student in the middle grades and beyond because they learn to apply themselves and are more eager to obtain new knowledge.  Not to mention, older students have honed their technology skills.   

Question 2:

How can educators obtain videos suitable for their students’ needs?

Making sure that the material being offered to students online is suitable is a very important factor that should be taken into consideration.  Teachers cannot expect for students to master a certain subject if the additional resources such as the videos do not explain the material in a clear fashion.  One way in which educators can guarantee that their videos among other resources are suitable for their students is by reviewing the material beforehand and determining its educational value.  If a video is unclear that is a sign that students will not understand it.  Teachers can engage in the act of recording their own videos to guarantee that students will understand the material.    

Journal #8- Adaptive Technology

---COMMUNICATION---

 Alternative Communication (AAC):

Alternative Communication (AAC) is used to define forms of communication other than oral speech that are used to express thoughts and ideas.  Pictures, writing, symbols, and gestures can be classified as AAC.  Among the group of people that rely on AAC to express themselves are individuals with severe speech or language problems. 

No/Low-tech:

Picture Exchange Communication System (PECS) is a system where students use pictures to communicate.  PECS was designed to aid children with autism who have delays in speech development.  This system of communication works by presenting the child a set of pictures such as foods or toys.  Whenever the child wants one of these items, he or she gives the picture to a communication partner, such as a parent, teacher, or therapist.  Then, the communication partner hands the child the item.  The purpose of PECS is to reinforce communication.  As the child begins to exercises his or her communication skills, the hope is that the child will begin to use natural speech.  It is important to emphasize that the materials used in PECS are very inexpensive.  The communication partner can create PECS’s board by simply obtaining pictures and a board.  The pictures can be self-drawn or printed from online sources.  The fact that an effective PECS program can be created so inexpensively is great because teachers can use it and incorporate it in their classroom.  For instance, PECS can be used in a classroom to aid a student who might suffer from delays in speech in order to enhance communication between student and teacher.  A set of pictures dealing with school topics can be used to expose the student to the school setting. 

High-Tech:

WordPower is a communication tool that aims at improving communication skills for individuals with speech and language disabilities.  This device combines the features of core vocabulary, spelling, and word prediction to communicate the thoughts of the individual.  For instance, it takes advantage of the fact that a core of just 100 words accounts for about 50% of words spoken in everyday conversation.  The core words are categorized, color-coded and alphabetized for easy access by the individual using the product.  It is important to state, that this device is intended for users who are literate, and for those with emerging literacy skills.  Once again, WordPower, although it is a high-tech tool, it can be incorporated in the classroom to enhance the communication between the student and teacher and it will also help the student increase his or her vocabulary.  One great advantage of this tool is that it provides students with the ability to ask questions meaning that if a student has a question he or she can ask it and obtain an answer.

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---ACCESSIBILITY---

Input Devices:

Input devices can be defined as devices that are used to input information into computers such as a keyboard, mouse, or controller.  Inputs as they relate to special education are used to meet the need of students with disabilities to improve their understanding, language skills, or communication skills.

Hardware:

The Keys-U-See is a large print keyboard that is designed for students who have a hard time working with a standard keyboard.  For instance, students who suffer from visual impairment or low vision such as macular degeneration, glaucoma, diabetic retinopathy can greatly benefit from this keyboard.  The keyboard has big and bold 41-point typeface on the keycaps and features high contrast yellow keys with black printing, thus, making it easy to distinguish the letters. It connects to the computer with a USB cable.  Having a keyboard of this nature in a classroom would be great because students who suffer from conditions that impair their vision would be able to use computers and complete the work. 

Software:

ArtikPix is an application that can be downloaded to an iTouch, iPad, or computer that is designed to help children with speech sound delays.  This application works by presenting virtual and interactive flashcards that allow students to practice sounds.  Students are also presented with the option of playing games that allow them to exercise language skills.  Children can use ArtikPix to practice sounds independently, or with an adult.  Obtaining this application would be great for teachers because students with speech problems would be able to use it to practice their skills.  Additionally, since the game is interactive and simple students would be able to engage on it by themselves.   

 

Journal #6: Foster in creativity and innovation through technology

Vaidyanathan, S. (2012). Foster in creativity and innovation through technology. Learning and Leading with Technology, 39(6), 24-27. Retrieved from http://www.learningandleading-digital.com/learning_leading/20120304?pg=26&pm=2&fs=1

 Summary: 

The article “Fostering Creativity and Innovation through Technology” by Sheena Vaidyanathan describes the importance of granting elementary students the ability to explore and develop their creative minds while learning science, technology, engineering, and mathematics (STEM) subjects with the assistance of digital design programs.  Vaidyanathan states that her fifth and sixth grade students from Los Altos School District in California used digital design programs, which are free the majority of the time, to create games, art projects, interactive stories and other interactive activities.  Furthermore, she describes that digital design programs allow her the opportunity to teach her students STEM subjects in a fun and interactive approach because students are able to apply math, science, technology lessons to real life.  For example, her students engaged in the act of creating virtual towns on their computers in order to build successful towns students needed to understand different aspect of geometry such as angle and line significance. 

Question 1:

How can the use of digital design programs help younger students (kindergarten, first grade)?

Using digital design programs younger students can learn basic art/math concept which become the foundation for further academic development.  For example, the author explains that older students use programs to create virtual towns and simultaneously apply their geometry skills.  Similarly, younger students can use this same type of programs to create cities in which they focus on creating dynamic and different shape buildings.  They would be able work with shapes like rectangles, squares, circles, and so on.   

Question 2:

Can teachers find time to allow students to use digital design programs?

Educators have busy schedules and many are afraid that allowing students to use these types of programs will take away from other academic subjects.  However, allowing students to use these programs during school hours will allow students the opportunity to apply math, science concepts to real life, thus, making the time invested on these activities well worth it.  Additionally, students with access to computers and the Internet at home can continue the learning once school had ended.