Journal #9: Adaptive Tecnology (NETS-T 2, 3, 5)

Augmentative and alternative communication (AAC) is different forms of communication to aid persons with impairments to relay thoughts, ideas, or emotions. It is the use of alternate methods to still allow for communication where communication may otherwise be limited or not at all possible. Systems of communication can range from using pictures to using technology-aided devices.

Communication boards are a great low-tech ACC tool. They are boards that contain pictures, letters, or symbols that help express a student’s needs. Language is expressed visibly and thus aids students who have speech impairments. They are low tech because they require no battery assistance; they can be purchased for a fairly low price or can even be made! They can aid in the classroom by assisting in communication between teacher and student and allowing for clarity of a day’s task.

A high-tech tool would be one such as a Lightwriter, a portable text-to-speech device. This tool allows for communication through dual displays; one facing the user, another facing the person who is receiving the message. As students type a message teachers can view that message on a display facing them. Lightwriters have built in memory, which allow for frequently used words to be more easily selected. They are easy to utilize and use rechargeable batteries for continuous use.

Special needs students sometimes need alternatives on how to access a computer; the traditional use of a keyboard and mouse are no longer an option. Their way of inputting information needs assistance, and systems such as voice recognition and touch screens make that process all more achievable.

An innovative alternative to the mouse is the Jouse2, an advanced joystick operated by the mouth. The Jouse2 performs all the tasks of a normal mouse but instead of being maneuvered by hand it can be operated by the chin, cheek, or even tongue. It comes with disposable mouthpieces as well as permanent mouthpieces. It also contains a saliva filter and other tools that allow for hygienic maintenance of the device. The use of an alternate mouse allows for student access to computers by maintaining navigation through minimal action.

 

The software by Dragon, “Naturally Speaking,” has been highly acclaimed to accurately recognize 98-99% of voice patterns of users. It types as you dictate and aids in multiple tasks involving the use of computers; editing documents, emailing, and anything else that can done on a computer. Speech is now the output tool and allows for continued use of a computer with accommodating software.

Journal #8 (NETS-T 2)

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

     

     This article depicts how easy it is for students to access wrong information on the internet. After being given the choice of researching either the "tree octopus" or "all about explorers" via Google, students came up with tons of facts.... facts that were not true. This lesson served to teach students to use critical thinking when doing any type of research online; the first result is not always the best to one to follow (Ferrell, 2011). Simply because something looks authentic doesn't mean it is authentic. Students mistook the display of pictures on a website for something that was credible (Ferrell, 2011). Students were therefore taught how to search for reliable sources and not just click on the first result that Google retrieves.

Question #1: What is the importance of this lesson?

This is a great lesson that can easily demonstrate the importance of being thorough researchers on the internet. We have instant access to knowledge through the internet, yet that knowledge is not always factual or reliable. It is important to teach proper use of the tools we have, and not 100% rely on everything the internet tells us. Common sense should still be implemented and reputable sources should be able to be identified.  

Question #2: Would you use this in your classroom?

Yes. It is a great introduction to show proper research methods through the use of technology. It does not take long to demonstrate that sites ending in "edu" or "gov" belong to institutions that are trusted and would provide only facts. It is a simple lesson, yet can teach a great deal about properly using digital tools and resources.

Inspiration

I made a mind map using Inspiration (software) as my tool. Within this mind map lie the NETS-T standards and, as a whole, this assignment meets the NETS-T standard 3a: demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

Journal #7: My PLN (NETS-T 5)

1. A Personal Learning Network is defined to “consist of the people a learner interacts with and derives knowledge from in a Personal Learning Environment. An important part of this concept is the theory of connectivism” (Wikipedia.org). It is the way in which a person develops and creates professional resources to further their learning while not always being in a face-to-face environment. As a teacher, the resources to new developments and forms of teaching will have to be personally retrieved. Having a PLN active and ready to go will help ease the process of searching for reliable sources. New methods for teaching and tips for the profession will be accessible wherever I go.

2. For my Twitter account, I chose to follow fellow classmates that are either starting the education specialist credential program this fall, or planning to start it at some point in the future because I plan to become a special education teacher too. I also chose to follow fellow educators from people that either follow or are followed by jheil65 and that provided details of their interests and careers in their profile. The educational chat I participated in was #spedchat on Tuesday, August 2, 2011 at 8:30est/5:30 pf.  The topic was inclusion, which couldn’t have been more appropriate since not too long ago I just had a conversation about this with a teacher in a local school district; however, I specifically remained a lurker. Even if I tried to participate in the conversation, I didn’t know how! The tweets and retweets were going by quick, and quite frankly, I couldn’t keep up with who was commenting/replying to whom. There were several different opinions that floated by unnoticed, while others were retweeted, making the same message scroll by more than once, making the whole thing even more jumbled. My lack of initiative came not from insufficient knowledge of the topic, but rather my insufficient knowledge of Twitter. 

Overall this experience made me realized that things such as Twitter might serve educational purposes after all. I could have benefitted more from the chat if I had more familiarity with Twitter, but at least now I know that it is available for me as a resource.  

3. Diigo is a learning network in which I not only have the ability to bookmark web pages, but I also have the opportunity to share with others in the Diigo community what I’ve bookmarked as well as search for and view what others have bookmarked. The sharing of resources allows for the exchange of knowledge, which then makes Diigo another valuable site to add to my PLN. People I chose to follow include educators that are either extremely active in bookmarking, or have created something on Diigo that I find valuable. I chose to bookmark pages “PLN” that either helped me with this assignment, or lead me to something that helped me with this assignment. I also bookmarked pages that had introductions to PLNs, as well as included steps to getting started and making the most out of a PLN.

4. I joined the Educators PLN; it is a learning network for educators, which provides tools and resources about education. I watched the video “Education for Uncertain Futures” on the Educators PLN. This video discussed a current problem that the education sysem is facing: outdated curriculum. Various presenters discussed the irony of schools using education from the past to prepare students for the future. The question is how to better equip students to transform the furture if they are not being provided the right tools. Teachers’ education came into question as they themselves need to accept technology as a resource for information as the first step towards updating the way in which students learn. I understand the concern of an outdated curriculum, and I also understand the concern of getting the profession of education up to date  with technology. I think the profession as a whole has taken too long to integrate technology and education, but that can be due to many factors. I think continued education on the resources available can slowly start to tranform the way educators think about how to teach and develop new ways to approach material. Technology is moving at a great pace, and learning is neverending, and I think at one point  learning and technolgy will find the right balnace for classrooms everywhere.

Journal #6 "Student Voices for Change" (NETS-T 1,3,5)

Miller, S.M. (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
     Van Meter Community School in Iowa has started what seems to be the technology revolution of education. This school has recently implemented on-to-one use of laptops in grades 6-12, and the results have been incredible. Because of the success this new system is having, students of Van Meter have been asked to hold presentations of their works and describe their new outlook on education. These students are not only becoming technology savvy, but they are learning how to use various tools to enhance their learning experience in the school. They are excited about learning and  are confident of their work because they know what they are doing is a first for education everywhere. The students of Van Meter understand the importance of integrating technology into the classroom and they themselves serve as examples of a successful transition of technological immersion. This article illustrates how technology has played a key roll in upgrading the way students learn. It demonstrates how students have taken the tools given to them, used them, and benefited from them to the fullest. It is a step that most schools have not taken, but perhaps Van Meter will serve as a stepping stool for schools to embrace and implement technology into their curriculum.
  
     Question #1: Is Van Meter Community School's results attainable at other schools?
Yes. While this school provided laptops to each individual student, the main change that took place was not the tool, but the resources available through such a tool. Schools on one level or another have access to computers, meaning the tools available via the internet are available to be taught, as long as a teacher is willing to learn how to use such tool in the first place. While success may not be attained at the same speed of Van Meter's, a step towards it is possible.

     Question #2: How do students' voices make a change?
If students are allowed to be an active part of the system that is teaching them, they in turn become more interested in what is being taught to them. By allowing students to share their interests and incorporate them with their education, an education system then has endless points of improvements making for a better functioning educational experience overall.

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Journal #4: "One Size Never Fits All" (NETS-T 2)

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

         

          In the article "one size does not fit all," the integration of technology into special education in one school district is explored. While there may be hesitation on how technology may fit into the special education curriculum, the Etiwanda school district has made amazing progress in this field (Courduff, 2011). With the use of programs such as speech-to-text on Microsoft Word and voice narration on Power Point students have achieved higher reading levels and overcome fears of public speaking (Courduff, 2011). Students in this district achieved their IEP goals at a much quicker pace than before (Courduff, 2011). This article gave a glimpse of how helpful integrating technology into special education classes can be.

Question #1: What are some examples of technology aiding in special education? 
Programs such as speech-to-text in Microsoft Word can help students overcome writing problems, yet help their creativity from their minds reach text form (Courduff, 2011). Voice narration in Power Point can assist in presenting presentations; a student may still project his or her findings without having to actually speak in front of a class (Courduff, 2011).

Question #2: Do you see yourself using technology as a special education teacher?

 I most definitely do! This article has described some incredible things that can be achieved through the aid of technology. It was truly heartwarming to read about the great deal of things that the teachers from the Etiwanda school district have been able to accomplish with their students. I can’t wait to integrate tools such as speech-to-text and others into my classroom when I become an education specialist.