Sunday, October 14, 2007

PORTFOLIO FOR ECOMP 5106-LESLEY UNIVERSITY

Nancy Story
ECOMP 5106
Lesley University
September- October 2007

Technology Autobiography. 2
Thoughts on Technology Integration. 2
Identifying Enduring Understandings. 3
Generative Topic Statement 4
Creating Essential Questions. 4
Unit Goals. 4
Learning Targets. 4
Technology Curriculum Plan. 6
Curriculum Unit 9
Unit Activities and Performances. 11
Assessment 1. 13
Assessment 2. 14
Assessment 3. 15
Assessment 4. 16

Technology Autobiography

My first real interest in technology started around 1996 when I taught at an alternative school in which every classroom was fully integrated with technology. I was fascinated at how every grade, behavior plan, lesson plan and staff interaction could be accessed via the computer. The students could track their own progress both behaviorally and academically. Their parents had direct access to all this information as well.
Being new to technology, I had to learn rapidly in order to keep up.
Remarkably, I found it was the students who taught me most of what I needed to learn that year!
When I returned to regular public schools, I began teaching special education at the elementary level. With this new assignment, there came even more incredible technology. This assistive technology opened an incredible new door for me. With the tireless help of my lead teacher, I began learning the assistive technology needs of my students. I explored the world of touch screens, writing with symbols, board maker, Intell keys and discrete trial training programs. These tools became a concrete foundation in my classroom. At present, I now incorporate a multisensory approach in teaching. I am capable of providing adaptive curriculum to best fit the individual needs of each student.
Thoughts on Technology Integration

1. Yes, I find it extremely important to utilize technology as much as possible. It is imperative to have knowledge regarding assistive technology available for students with special needs. I facilitate this technology based on the unique needs of my students. Also, by using a multisensory approach, I find students to be better motivated by the use of technology. Additionally, as part of my curriculum I am required to use assistive technology as it applies to the individual learning needs to each student.
2. Yes, The United States is somewhat behind as compared with other countries. This thought is based on my understanding of other countries’ educational ideals and standards. One good example would be Japan. There appears to be a better since of loyalty to both family and country. These values create a higher respect for education and work. America lacks motivation at home and work which prevents a general lack of respect to achieve to a full potential. My belief that America is behind in many areas and that is why Japan has many products in the technology and automotive industry which are preferred over American products.
3. The one item I would change at my school is the use to technology in general within the classrooms. I would make it mandatory for all teachers to integrate technology into their lessons on a daily basis. At one point, the county school system I am in considered and approved laptops for every student. Although it fell through, it was a fantastic idea and I hope it can be revisited in the future.
4. If every child had a laptop, it would change the course of quality in education, and incorporate a much needed connection between school and home. Additionally, it would create a since of cohesiveness and encourage higher demands on our culture and society. Within this power of technology, the weight of educational performance standards would become the responsibility of every American.
Identifying Enduring Understandings

I have a very hard time giving myself credit for knowing something really well.
I believe I am the type of person who soaks up a lot of information on a multitude of subjects, but I am not an expert in any field. I have a theory that there are no experts on any specific subject because to be an expert would mean perfection. There are no perfect people in this world, therefore, perfection cannot exist.
I do, however, seem to know a great deal about the area of Autism Spectrum Disorder. I developed this knowledge through hands on experience and a lot of training time.
My understanding and application of this knowledge came by exploring, experimenting and a lot of finding out what doesn’t work! The real reason I became good at what I do is due to passion and empathy for families and children living with Autism. I have a dedication in finding what will help and a belief that every child counts and has the incredible capacity to learn. It is also my belief that when something flows easily from me, I know it well. Also, if I can obtain measurable success and see positive changes as a result, then I know that subject pretty well. The curriculum I develop for my Autistic students is a reflection of my understanding.
Every Autistic child learns and develops differently therefore, my curriculum must be multisensory and often at a multitask level. Sensory integration is a key component in this development. Assistive technology and augmentative communication are also integral parts in any Autistic curriculum. Environment and personal comfort are considerations which my also influence the connections from knowing to understanding.
As I journey further through my passions for Autistic populations, my understanding continues to grow at a deeper level. It is gratifying to have others come to me for advice and guidance within this area!
Generative Topic Statement

Pictures can talk to create a story

This is a generative topic because it expresses a general theme which can be added to over a period of time. It also can extend, refine and leaves a great deal of creativity for both teacher and student. Because the majority of my students are non- verbal learners, the assistive technology device Smart/ Talk is a great way for them to learn to connect meaning from text to talking pictures. It covers a multitude of learning targets and can be modified to adapt to each child’s individual needs. It is also fun, colorful and opens a vast opportunity which covers a wide range of performance standards both in curriculum and technology. The Smart/ Talk board is engaging and motivating! Although there could be a multitude of enduring understandings, probably the most encompassing would be: Students will gain comprehension of literature through modified forms of text utilizing assistive technology.
Creating Essential Questions
1. How can we use assistive technology voice, pictures and symbols to tell a story?
Unit Goals
Please see Curriculum Unit Sheet Part 1
Learning Targets
Learning Targets 1: Knowledge and comprehension.
Students will name and identify the labeled pictures presented on the Smart Talk AT device. The students will recognize that print and pictures symbolizes the same information.
Learning Targets 2: Performance Skills
The student performs basic hardware operating functions by responding through the AT device, specific questions asked regarding the story.

Learning Targets 3: Products
Students gain meaning from picture story presented by creating their own story book.
Learning Targets 4: Dispositions
The student participates in communicating/corresponding ideas and information with others using telecommunication resources in a learning environment.
Technology Curriculum Plan

This curriculum unit is planned and designed to implement the use of an assistive technology device. Assistive technology is a broad term used to describe any specialist computer hardware, software or other peripheral pieces of technology available to people with disabilities. An ACC device, or Augmentative Alternative Communication device, is defined as any assistive technology device that aids a person in communication. This includes the transmission of speech and picture communication.
In understanding how this device will teach students, it is imperative to know the premise behind
speech and picture communication. Making choices, requests, getting attention and rejecting things not wanted, are the first four basic elemental tools a child needs to learn to facilitate communication. These four functions give children control over their lives. Using ACC devices increase independence and decrease incidence of behavioral issues. After students learn the basic operating skills and principals, they can then be taught higher order skills as well as other advanced communication experiences. As mentioned earlier, communication devices have a high success rate in students with behavioral issues who have communication deficits. This success is mostly due to the fact that once communication is established, there appears to be less frustration on the part of the communicator.
An amazing thing to watch is a child with communication deficits coming to understand the rewards of successful communication! These rewards are immediate and begin to flow naturally. It allows children immediate power over his or her life which, in turn, reinforces the value and the motivation of continued learning.
For this learning unit, the students will learn the use and operation of a Smart/ Speak. They will gain knowledge about its valuable use, how to employ its operation and maintenance, and also come to experience the value and impact within literacy and comprehension. The students will also learn about way to take good care of the devise. Smart/ Speak devises are incredibly durable and can be placed in a reading center for add ional exposure to its use.
Pictured below, this device allows multiple uses for student’s communication deficits and intellectual disabilities. They come in a variety of levels beginning with just three large cells and continuing up to thirty-two cells.



The literacy unit, Brown Bear, What Do You See? incorporates a multitude of learning experiences across the curriculum. Reading and comprehension, writing, beginning sounds, animal sounds, and animal identification are just a few examples.
One of the better websites dedicated to teacher literacy units is www.webenglishteacher.com/martin.html . The site provides day by day activity lesson plans to teach learning concepts that go beyond just language arts and provides a plethora of activities that enhance and extend the story. For instance, one of the culminating activities used is to create a Brown Bear story necklace. By utilizing AT computer software Boardmaker, students are able to use the exact picture symbols from the Smart/ Speak board to make their necklace.
Another exciting web site, www.thevirtualvine.com/brownbear.html, explores and shares what other teachers have done to extend and refine this rich literacy unit. There are templates for copy, pictures of adapted books, beginning sounds printables, art projects, and even the directions to making a class book! This site has virtually everything a teacher would need to cover all the important concepts taught for this unit. Equally useful is the teacher site, www.eric-carle.com/bb-bb.html.
This site is more of a blackboard for teachers to use and share the different ideas they have used with the Brown Bear book. It is great to see all the exciting ideas and sharing ideas with other teachers.
The net has hundreds of sites created by teachers especially for the Brown Bear story and it also offers many sites which can be used by students to reinforce the activities and learning stands introduced by teachers from the story book. One such site is http://www.enature.com/. Students may use this site to look up virtually any animal on the planet. They can explore their habitats and take quizzes or produce flash cards for the unit. A personal favorite is http://www.freeze.com/. This free site distributes thousands of sounds
created by almost anything. The animal sounds are a wonderful way to reinforce the animals in the story. This site does, however, require the user to first complete a short survey before allowing them to log in. An all-time favored site by most elementary teachers is http://www.starfall.com/ which takes reading and comprehension into another level. Not only is it fun, it has many different holiday themes and stories that can easily be tied into almost any primary literacy unit. It is a user friendly site and designed to produce higher order thinking as the students move along.
In conclusion, assistive technology devices can be powerful learning tools for all types of learners. They allow success for those who cannot facilitate communication and allow an open window for those who eventually will become independent communicators.


Competence
Questions Assignment 3.1 Six Questions

Knowledge

Name the 8 animal characters in the story," Brown Bear, What Do You See?"

Comprehension
Identify the 8 animal characters and their habitats.
.
Application

Portray an animal from the story and practice that character through imitation.
Analysis

Differentiate animals in the story that live in or near water vs. those who live on land.
Synthesis

Incorporate the animal character you have chosen into a sequenced play.
Evaluation
Why did you choose that particular animal to portray?
Did you like the story? What was your favorite part?
Curriculum Unit
Nancy Story
Grade Level: MOID Elem. K
Subject Area(s): Assistive Technology CCSD
State: GA
URL: www.picasso.cobbk12.org/ Georgia Performance Standards

Generative Topic Title: Rolling Down the Technology Highway

Essential Questions
that Frame this Curriculum Unit

1. How can we use assistive technology voice, pictures and symbols to tell a story?



Unit Understanding Goal 1
Learning Targets 1: Knowledge and comprehension.
The student performs basic hardware operating functions by responding through the AT device, specific questions asked regarding the story.
.

Associated Curriculum Standard (Reference)
T:1 Basic Skills Reading/writing/comprehension
Unit Understanding Goal 2
Learning Targets 2: Performance Skills
The student participates in communicating/corresponding ideas and information with others using telecommunication resources in a learning environment.

Associated Curriculum Standard (Reference)
T:3 Reading and comprehension
Unit Understanding Goal 3
2. Learning Targets 3: Product
Students will name and identify the labeled pictures presented on the Smart Talk AT device. The students will recognize that print and pictures symbolizes the same information.

Associated Curriculum Standard (Reference)
ELAK4
Unit Understanding Goal 4
Learning Targets 4: Disposition - Social Skills
Work cooperatively and collaboratively with peers, and others when using technology in the classroom by performing a play to reinact the story utilizing the Smart/ Talk.
Social Skills
Associated Curriculum Standard (Reference)
ELA K4
Unit Understanding Goal 5
Learning Targets: Disposition- Communication
The student’s will engage in student-teacher/ teacher – student interactions
Communication

Associated Curriculum Standard (Reference)
ELA4

Technology Goals
For Use of Computers & Other Technologies
(From state or ISTE Standards)
Goal 1.Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1) ISTE #
Goal 2.Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1) ISTE # 1
Gaol 3 Practice responsible use of technology systems and software. (2) ISTE #1
Gaol 4 Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3) ISTE #4
Unit Activities and Performances
Types of Performances
Activities Required
Goals Addressed by this Activity
Nature of Technology Use
Assessment Strategies
Introductory Performances
Introduce,E.Q. and Smart/ talk, its operation is modeled, the students take turns exploring how Smart-Talk works for themselves.
TG 1,2,3
Assistive technology
Smart/ talk device used for non-verbal learners and special needs students.
Checklist
Students will model the correct and incorrect ways to handle the smart-talk device
TG 1,2,3
Assistive technology
Smart/ talk device used for non-verbal learners and special needs students.
Checklist
Using sound track # 2 of Smart/ talk, the students will each try to record the animal sounds represented by an animal in the story.
TG 1,2,31
Recording sounds for communication
Observation
As the story is Introduced the students take turns responding to the story questions by touching correct pictures prompts.

TG 1,2,3
Assistive technology
Smart/ talk device used for non-verbal learners and special needs students.
Checklist


Using Imported pictures from Google, the students will print and show and tell the habitats where each animal live.


TG 1,2,3
Viewing information
From the internet and printing it.
Habitat guessing game in collaborative pairs

Guided Inquiry Performances
Students as a group will go to the web sites: http://www.freeze.com/
and http://www.enature.com/ to explore animal sounds and their habitats
TG1,2,3
Exposure to a variety of technology for extension/ computer technology
Observation
Students will create their own necklaces showing the characters in the story in sequence using boardmaker software.
TG 1,2,3
Software programs/
Boardmaker
Observation
Culminating Performances /
Final Projects
Students will show hands on that they can hold, turn on /off, and control volume and record voice over.
Students will also state one thing reviewed that would not be its proper use or care.

Students will be given a character assignment from the story and act out that character using Smart/ talk for their animal sounds.

Students will perform a skit for their 4th grade reading buddies in which they become the character of the story and pass along the smart/ talk to the next character in the skit.



All Tech Goals # 1,2,3
Smart/ talk
Rubric

Assessment 1

Check List ____INTRODUCTORY ASSESSMENT____________________
Teacher: Nancy Story

Student’s Name
Characterize animals/sounds /sequence/
Manipulates
AT device and recording
Responds to questions regarding story/Smart/talk
Comments





































































Assessment 2

OBSERVATION ASSESSMENT SHEET FOR GUIDED INQUIRY PERFORMANCES

Teacher: Nancy Story



Date_____________

STUDENTS NAME:________________




Goals and Objectives:







1. The students gains knowledge through the use of computers and internet sites



2. The students manipulate and navigate correctly through the websites.




3. The students show interest in the content and participate appropriately with peers.


Assessment 3


Rubric Assessment for Final Project

Teacher: Nancy Story

Student name:

4
3
2
1
Culminating Assessment
Characterizes animal and portrays correct animal and sound/ stays in habitats assigned
Approximates characterization and sounds/stays in habitat assigned
Unable to perform character/sounds stay in assigned habitat
Unable to perform character/ sounds or stay in habitat
Technology Assessment
Accurately understands and manipulates AT device recording sounds appropriately.
Manipulates AT device/unable to operate without assistance. records with assistance/
Unable to manipulate AT device but makes attempts
Unable to Successfully manipulate/control AT device or Unwilling to participate with group
Peer interaction/Following Direction
Appropriately engages with peers and outside visitors within classroom and attempts to communicate
Stays with the group/ attempts to communication
stays with group throughout assignment
Unable to focus/engage with peers or others successfully
Assessment 4
Culminating performances/Final Project 3.4

CATEGORY
4
3
2
1
Culminating Assessment
Characterizes animal and locates correct animal and sound with Smart/Talk response.
Characterizes animal and attempts to locate sounds on Smart /Talk
Locates picture and sound from Smart/talk but is enable to maintain character chosen in story
Unable to perform character/ operate basic functions of Smart/Talk
Guided Performances with peers
Uses multimedia resources to support learning by correct manipulation of computer/navigation and websites assigned.
Successfully moves through each web site assigned but has trouble with manipulation of general computer
Unable to navigate or manipulate computer successfully but make attempts and appropriately stays with group and tracks the navigation of others.
Unable to Successfully manipulate/control or navigate computer or websites. Unwilling to participate with group
Introductory performances
Listens to the story -understands/demonstrates how to use Smart/Talk- appropriately responding to story by touching correct cells of Smart/Talk -records animal sounds.
Unable to manipulate hardware but successfully answers questions to story using device. Records animal sounds correctly.
Unable to use hardware but listens/tricks and appropriately makes an attempt.
Unable to focus on listening to the story/demonstration of hardware/manipulate device or record animal sounds.