Final Reflections Paper
Lesley University Cohort
Nancy Story
ECOMP 5106
This course is described as an exploration of integrating technology into the academic curriculum. Yet for me, it has opened up a new realm of possibilities for learning and teaching. In fact, in many ways, I was using technology in my classroom as a separate entity from my curriculum units. After taking this course, my eyes are now wide open to the extensive variety of computer and technology tools which can enhance and extend all areas of my curriculum. I was also unaware of the multitude of curriculum tools the internet offers which can enhance learning opportunities for myself and my students.
The strategy theory, “Backward Design”, is certainly not a new notion for me but after thoroughly investigating this concept, I realize that its purpose goes far deeper than just being, “beginning with the end in mind”. I understand that the fundamental ideas of backward design are centered upon value and purposes of learning. It facilitates students to work collaboratively with peers, attain personal success and encourage a love for learning that will extend for a lifetime.
Backward Design is now an essential element when I begin to create my curriculum units.
During weekend one, I was confused as to where many of the assignments were leading us. I was not sure how they were all going to fit together. One of the more favorable assignments for me was designing a curriculum web on the Mindmeister.com website. I had no idea there were internet sites dedicated to creating learning maps. Although I ended up having to redesign my map several times, the experience was valuable and helped me to begin making sense of the assignments thus far.
The word chain assignment was another favorite. The website www.visualthesaurus, is a great place for students to explore and extend their knowledge of vocabulary and gain a better understanding of the English language. It also offers exposure to many other languages, and interactive dictionaries.
At first glance, midterm assignments appeared somewhat problematic. I felt limited in my ability to create a technology plan designed for students with intellectual disabilities. After looking directly at what I was currently doing within my classroom, it dawned on me that I was already implementing this assignment within my curriculum unit!
My least favorable assignment was that of technology brochure making. I simply could not get it right and before I knew it, time was up. I was, however, very impressed by the brochures created by my techno-savvy classmates!
By weekend two, I was able to pull everything together and refine it. I explored the online chapters from “Teaching for Understanding Guide” by Tina Blythe. Blythe explains the teaching for understanding concept splendidly. She reminds me that teachers in the classroom still instruct in chunks of knowledge in which much of the information is meaningless because students are not allowed the time to explore and apply this knowledge to their own lives. An example would be attempting to teach a student about the wonders of the ocean when the child has never seen or been to the ocean.
Bloom’s Taxonomy was also a challenge to me. It divides the way students learn into hierarchy domains, and I had trouble moving past the application domain into higher order domains because most of my students have significant developmental disabilities. I reread all the information regarding Bloom’s concepts and decided to focus on the main gist of these higher order questions: bring forth independent thinking, use collaborative brainstorming, foster imagination and utilize personal choices. This helped me tremendously in writing my questions.
Overall, the technology tools I discovered during this course were all new to me. Each one opened a new door into the world of technology. By combining the performance standards and the NET standards into a clearer framework, I am now better able to design my own curriculum units more effectively. It has also allowed me to feel more connected to the world of general education.
Tuesday, October 23, 2007
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.
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.
Sunday, September 23, 2007
Portalportal
Final Portaportal web book marker site complete:
Go to : portaportal.com
login: snj8468
password: johnson3
I enjoyed sharing bookmarks with my teammates and adding cool new stuff I didn't know about. Creating this site also gave me a great feeling of organization. It allowed me to categorize all my areas of interest and look at the areas that needed more information.
So far, portaportal has been a great new technology tool for me as well as my co-workers.
Go to : portaportal.com
login: snj8468
password: johnson3
I enjoyed sharing bookmarks with my teammates and adding cool new stuff I didn't know about. Creating this site also gave me a great feeling of organization. It allowed me to categorize all my areas of interest and look at the areas that needed more information.
So far, portaportal has been a great new technology tool for me as well as my co-workers.
Journey into Web Making
Journey into Web Design
Lesley University
ECOMP 7007
September 4, 2007
Nancy Story
As a technology novice, I have limited practice with web creations and designs. My journey has been an interesting experience with numerous bumps along the way. I only realized how difficult it was when I found myself half way through it!
As I began to unshelter this web design journey, I wanted to create a site that would be useful to special needs children, their parents and advocates. I wanted the site to portray a since of compassion and encompass information that would normally be found on several sites. I chose information which was most current. I added operational poems and photos of my own students. The parents of these students were very excited! I spent a lot of time researching many special needs web sites, many of which were international. I noticed that Sweden and Germany in particular had many creative sites which provided viewers with an abundance of free information and downloadable software.
Unlike American sites, it appears that Europe provides more “free stuff” in the special needs area. After viewing these sites, I was motivated and convinced that if I dug deep enough, I too could find “free stuff” available to the special needs population in our country. After probing further, I began to find a plethora of information available for parents and educators.
After many days of downloading various information and tools, I began the arduous journey into web design. Originally, I wanted to use Dream weaver but found it to be very technical and not very easy to navigate. I chose Weebly because it seemed so much simpler and user friendly. Weebly appears fairly simple but lacks more design capabilities than dreamwaever. Weebly’s font button is tricky so while editing, it is difficult to tell what size the font is actually going to be! This stumbling block created many hours of frustration and unnecessary guess work. Additionally, there lacked variety when it involved the web design layout. There were very few options to choose from so the choices only allowed certain one text to picture ratio, one title to picture or only a stand alone picture. There was no creative way to copy and paste inside the picture box space or add picture credits. As a result, the pictures are caption less and have big spaces around them. It was annoying not to be able to have choices to add text to areas of the photos. Moreover, the pictures upload into an oversized frame that will not seem to format into the frame!
More wearisome still, the cutting, pasting and cookie problems. Cookies on, cookie off, no cookies, too many cookies! Finally, I could not get the feed burner nor the built in RSS feed to make feeds for my site. One of the newest problems encountered consist of the inability to get fonts to size up consistently. Also, font colors are very difficult to match up when adding new materials to the page. Often, I would change, cut or paste one page to a different page to reformat the sequence and this information would delete itself.
As of yesterday, September 18, 2007, the last two pages of the site will not publish at all yet when I do an edit check, they look just fine! I have emailed Weebly three times and they are “working on it”. So far, it has been an exhausting journey with a lot of bumps along the way. Concerned for others who might be in the same predicament, I began to surf the net in search of reviews and feedback. It was interesting to see that there were many users having similar problems but over all, thought the site was awesome. Others claimed that no one can compare to Google page creator and del.icio.us. Weebly itself also revealed a news release in which they acknowledged the problems, appreciated the advice and announced that they were in the works of “tweaking” the bugs out.
Aside from all the tribulations while creating this web site, it was an incredibly satisfying and fun undertaking. I have gained a great deal of satisfaction in providing an all encompassing, specialized site that provides a wide spectrum of tools and information which will help and assist this area of the population.
Lesley University
ECOMP 7007
September 4, 2007
Nancy Story
As a technology novice, I have limited practice with web creations and designs. My journey has been an interesting experience with numerous bumps along the way. I only realized how difficult it was when I found myself half way through it!
As I began to unshelter this web design journey, I wanted to create a site that would be useful to special needs children, their parents and advocates. I wanted the site to portray a since of compassion and encompass information that would normally be found on several sites. I chose information which was most current. I added operational poems and photos of my own students. The parents of these students were very excited! I spent a lot of time researching many special needs web sites, many of which were international. I noticed that Sweden and Germany in particular had many creative sites which provided viewers with an abundance of free information and downloadable software.
Unlike American sites, it appears that Europe provides more “free stuff” in the special needs area. After viewing these sites, I was motivated and convinced that if I dug deep enough, I too could find “free stuff” available to the special needs population in our country. After probing further, I began to find a plethora of information available for parents and educators.
After many days of downloading various information and tools, I began the arduous journey into web design. Originally, I wanted to use Dream weaver but found it to be very technical and not very easy to navigate. I chose Weebly because it seemed so much simpler and user friendly. Weebly appears fairly simple but lacks more design capabilities than dreamwaever. Weebly’s font button is tricky so while editing, it is difficult to tell what size the font is actually going to be! This stumbling block created many hours of frustration and unnecessary guess work. Additionally, there lacked variety when it involved the web design layout. There were very few options to choose from so the choices only allowed certain one text to picture ratio, one title to picture or only a stand alone picture. There was no creative way to copy and paste inside the picture box space or add picture credits. As a result, the pictures are caption less and have big spaces around them. It was annoying not to be able to have choices to add text to areas of the photos. Moreover, the pictures upload into an oversized frame that will not seem to format into the frame!
More wearisome still, the cutting, pasting and cookie problems. Cookies on, cookie off, no cookies, too many cookies! Finally, I could not get the feed burner nor the built in RSS feed to make feeds for my site. One of the newest problems encountered consist of the inability to get fonts to size up consistently. Also, font colors are very difficult to match up when adding new materials to the page. Often, I would change, cut or paste one page to a different page to reformat the sequence and this information would delete itself.
As of yesterday, September 18, 2007, the last two pages of the site will not publish at all yet when I do an edit check, they look just fine! I have emailed Weebly three times and they are “working on it”. So far, it has been an exhausting journey with a lot of bumps along the way. Concerned for others who might be in the same predicament, I began to surf the net in search of reviews and feedback. It was interesting to see that there were many users having similar problems but over all, thought the site was awesome. Others claimed that no one can compare to Google page creator and del.icio.us. Weebly itself also revealed a news release in which they acknowledged the problems, appreciated the advice and announced that they were in the works of “tweaking” the bugs out.
Aside from all the tribulations while creating this web site, it was an incredibly satisfying and fun undertaking. I have gained a great deal of satisfaction in providing an all encompassing, specialized site that provides a wide spectrum of tools and information which will help and assist this area of the population.
Thursday, September 20, 2007
MY NEW WEB SITE!
Here is the web address to my newly designed site!
It was a blast to create but with a lot of headaches!!
www.snj18468.weebly.com
If this doesn't work use my login and pass:
Login: snj18468
Password: johnson3
It was a blast to create but with a lot of headaches!!
www.snj18468.weebly.com
If this doesn't work use my login and pass:
Login: snj18468
Password: johnson3
Monday, September 3, 2007
FINAL REFLECTIONS
Well, I must say that I have had a blast with this class! My fellow cohorters are smart and funny. They taught me so much about bringing technology into my classroom. They helped me with assignments that I would have never understood on my own. I guess this concept of teacher collaboration really works!! I have learned that "jumping in"is the best way to explore and come to understand the internet and all it's intricacies. I had no idea there was so much
to know. One of the most interesting and fun activities we did was creating our blog. I enjoyed being able to have the feedom to be creative and encorporate things that interest me. Although it's still under construction, I am having a great time creating my web site. Ecomp7007 has been a great "hands on" experience. It's so nice to be able to learn and have fun at the same time!
to know. One of the most interesting and fun activities we did was creating our blog. I enjoyed being able to have the feedom to be creative and encorporate things that interest me. Although it's still under construction, I am having a great time creating my web site. Ecomp7007 has been a great "hands on" experience. It's so nice to be able to learn and have fun at the same time!
Wednesday, August 29, 2007
Assistive Technology at Towson University by Tricia Ryan, Ph.D.
The author, Tricia Ryan, prepares a resourceful and “hands on” paper that identifies very specific assistive technology devices which are available for the special needs population. These AT devices are also readily available at Towson University and are utilized by their students with special needs. Ryan provides visuals in her paper which are valuable examples of the technology available to facilitate instruction for the diverse population of learners with disabilities.
The first example used is an adapted children’s book created by a graduate student that illustrates the creative abilities available to adapt narrative elements of books. By using board maker technology software programs, educators can alter books, create mini books or mini photo albums which aid non-verbal and autistic students who would otherwise not comprehend the elements of a narrative book. Board maker software also provides teachers with the ability to adapt visual schedules and directions.
Dr. Ryan also discusses the variety of alternative keyboards available for the special needs population. These keyboards can be easily installed on any computer and come with a variety of overlays specifically designed for students with visual and physical limitations. Another efficient AT devise which is commonly used in middle and high schools, is the Alpha Smart Keyboard. This tool is fairly small, portable and can be used note taking with has easy retrieval of information.
Another efficient AT devise which is commonly used in middle and high schools, is the Alpha Smart Keyboard. This tool is fairly small, portable and can be used note taking with has easy retrieval of information.
One of the most valuable devices available through assistive technology is the Touch Screen Window. With this devise, students can actually touch the computer screen and manipulate moving objects, pull down screens and draw graphics. Also available are screen magnifiers for the visually impaired. Figure four below shows a touch screen that is actually placed over the actual computer screen. Today, most Touch Screen software is built directly into the computer so the student actually touches the computer screen itself.
Today, there are hundreds of assistive technology devices available to augment, adapt and modify our current and on going technology for the classroom. This technology allows teachers to plan instructional lessons and activates using AT support to blend technology content into course content. The use of AT allows multiple opportunities for all students to fully engage in the learning process. AT is now more than ever, essential to the special needs population providing specific accommodations to meet individual learning needs and to empower this diverse group of unique learners.
References
Ryan, T. ( 2003, December ). Assistive Technology at Towson University. Retrieved August 29, 2007, from ( http://www.pages.towson.edu/)
The author, Tricia Ryan, prepares a resourceful and “hands on” paper that identifies very specific assistive technology devices which are available for the special needs population. These AT devices are also readily available at Towson University and are utilized by their students with special needs. Ryan provides visuals in her paper which are valuable examples of the technology available to facilitate instruction for the diverse population of learners with disabilities.
The first example used is an adapted children’s book created by a graduate student that illustrates the creative abilities available to adapt narrative elements of books. By using board maker technology software programs, educators can alter books, create mini books or mini photo albums which aid non-verbal and autistic students who would otherwise not comprehend the elements of a narrative book. Board maker software also provides teachers with the ability to adapt visual schedules and directions.
Dr. Ryan also discusses the variety of alternative keyboards available for the special needs population. These keyboards can be easily installed on any computer and come with a variety of overlays specifically designed for students with visual and physical limitations. Another efficient AT devise which is commonly used in middle and high schools, is the Alpha Smart Keyboard. This tool is fairly small, portable and can be used note taking with has easy retrieval of information.
Another efficient AT devise which is commonly used in middle and high schools, is the Alpha Smart Keyboard. This tool is fairly small, portable and can be used note taking with has easy retrieval of information.
One of the most valuable devices available through assistive technology is the Touch Screen Window. With this devise, students can actually touch the computer screen and manipulate moving objects, pull down screens and draw graphics. Also available are screen magnifiers for the visually impaired. Figure four below shows a touch screen that is actually placed over the actual computer screen. Today, most Touch Screen software is built directly into the computer so the student actually touches the computer screen itself.
Today, there are hundreds of assistive technology devices available to augment, adapt and modify our current and on going technology for the classroom. This technology allows teachers to plan instructional lessons and activates using AT support to blend technology content into course content. The use of AT allows multiple opportunities for all students to fully engage in the learning process. AT is now more than ever, essential to the special needs population providing specific accommodations to meet individual learning needs and to empower this diverse group of unique learners.
References
Ryan, T. ( 2003, December ). Assistive Technology at Towson University. Retrieved August 29, 2007, from ( http://www.pages.towson.edu/)
Sunday, August 26, 2007
Reflections from Free Choice Paper
Reflections Readings/ Choice # 1
Online Course Accessibility: A Call for Responsibility and Necessity
As technology in education keeps rapidly growing, there is now a great need to accommodate our special needs population. The author points out the multitude of areas that appear to be lacking in the realm of assistive technology. Some areas of concern include distance learning, and internet web sites.
Furthermore, there is trepidation regarding the equalization and accessibility to educational content within all technology realms. Fortunately, the federal government created the American Disabilities Act to provide funding and assistance to all individuals with disabilities. This act provided a beginning to remove barriers for individuals with disabilities.
Another essential Act established in 1998, the Assistive Technology Act, added additional training and funding for technology in both the work place and all public education setting for people with disabilities. Therefore, assistive hardware and software and Internet adaptive components are now available.
The author clearly recommends more training become available to educators due to the increasing population of learners with disabilities and the growing use of distance learning. There are a whole host of assistive technology devices with unforeseen benefits and capabilities some of which include: braille calculators, voice synthesizers, electronic readers and the list extend on and on. Web accessibility for all learners is of primary concern to assistive technology developers as technology rapidly integrates into all realms of curriculum.
Opitz, C. (2002) Online Course Accessibility: A Call for Responsibility and Necessity. Educational Technology Review v10 v1. Retrieved January 8, 2004 from HYPERLINK "http://www.aace.org/pubs/etr/issue2/optiz-x1.cfm" http://www.aace.org/pubs/etr/issue2/optiz-x1.cfm
Online Course Accessibility: A Call for Responsibility and Necessity
As technology in education keeps rapidly growing, there is now a great need to accommodate our special needs population. The author points out the multitude of areas that appear to be lacking in the realm of assistive technology. Some areas of concern include distance learning, and internet web sites.
Furthermore, there is trepidation regarding the equalization and accessibility to educational content within all technology realms. Fortunately, the federal government created the American Disabilities Act to provide funding and assistance to all individuals with disabilities. This act provided a beginning to remove barriers for individuals with disabilities.
Another essential Act established in 1998, the Assistive Technology Act, added additional training and funding for technology in both the work place and all public education setting for people with disabilities. Therefore, assistive hardware and software and Internet adaptive components are now available.
The author clearly recommends more training become available to educators due to the increasing population of learners with disabilities and the growing use of distance learning. There are a whole host of assistive technology devices with unforeseen benefits and capabilities some of which include: braille calculators, voice synthesizers, electronic readers and the list extend on and on. Web accessibility for all learners is of primary concern to assistive technology developers as technology rapidly integrates into all realms of curriculum.
Opitz, C. (2002) Online Course Accessibility: A Call for Responsibility and Necessity. Educational Technology Review v10 v1. Retrieved January 8, 2004 from HYPERLINK "http://www.aace.org/pubs/etr/issue2/optiz-x1.cfm" http://www.aace.org/pubs/etr/issue2/optiz-x1.cfm
Saturday, August 25, 2007
Nancy Story
Final Project ECOMP 7007
August 26, 2007
As my final project, I would like to create a web site designed to implement an accessible and effective format which will enable students with disabilities to access with ease. Also, this design will incorporate elements for teachers as well as parents which present various dynamic information and links critical to the needs of their students and children.
After surfing the web site available to special learners, it came to me that there is a great need for a web site that incorporates a multitude of offerings for this population and their advocates. Designing this web site will be a great challenge due to the mandated guidelines which require that effective content be accessible in which all learners have equal access to achieve the same content and learning environments.
Final Project ECOMP 7007
August 26, 2007
As my final project, I would like to create a web site designed to implement an accessible and effective format which will enable students with disabilities to access with ease. Also, this design will incorporate elements for teachers as well as parents which present various dynamic information and links critical to the needs of their students and children.
After surfing the web site available to special learners, it came to me that there is a great need for a web site that incorporates a multitude of offerings for this population and their advocates. Designing this web site will be a great challenge due to the mandated guidelines which require that effective content be accessible in which all learners have equal access to achieve the same content and learning environments.
Thursday, August 16, 2007
Daily Reflections
Ok, it's been a rough week at school. The first week is always the thoughest!
I think it was a 55 hour week for me!!!! For anyone who is in the area of special education, it's really changing and I'm not sure for the best!!! I am looking forward to our cohort this coming weekend!
I think it was a 55 hour week for me!!!! For anyone who is in the area of special education, it's really changing and I'm not sure for the best!!! I am looking forward to our cohort this coming weekend!
Sunday, August 12, 2007
Why Pursue a Masters Degree in Technology?
By
Nancy Story
There are extensive reasons why people pursue advanced degrees. Many of these motives are not just for higher salaries. According to the national association of colleges and employers, the following responses where most popular among people who follow additional education. Some simply report that they want to learn more about their expertise area. There are others who wish to combine an interest in two or more areas and still others who just enjoy going to school. What ever the reason might be, working towards a master degree can only benefit and enhance those who engage in it.
As we fly through the new millennium, obtaining a masters degree in technology is an exciting and practical choice. Technology in schools has quickly become an essential part of educational curriculum and in all other aspects of society. The benefits of educational technology can greatly enhance the learning process. It provides valuable assistance in modeling complex and abstract processes, teaching problem solving and drill for basic skills. Technology expands skills for students in group interaction, teamwork, and especially independent resourcefulness.
Since 1990, educational technology has undergone rapid ands exciting changes which have significantly impacted historical research, science and learning. With equally important implications on education, computers provide access via complex linkages to resources across the globe. This technology hinges on the ability of teachers to use it effectively. At present, many teachers still lack adequate skills and training within this area. Despite all the incredible advances, many teachers are simply reluctant and skeptical about integrating this technology to its utmost potential. Many are hesitant because they fear that technology will eventually take their place. Others are more of “the old school”, unable to adapt to the rapid changes. They hold on to the steadfast idea that it is best practice to use the same delivery model they have always used.
Today, there is unprecedented growth in technology which if harnessed correctly, will not doubt change our standards and facilitate entirely new challenges with in our schools. The more literature I read, the more convinced I am that perusing a degree in educational technology would be the best learning enrichment possible for me at this time. I am excited at the prospect of becoming knowledgeable in the area of integrated technology. I believe it is the path that needs to be taken in order strengthen our counties educational future. If our national goal is to create higher achievers, then the reinvention of
education must incorporate these new tools.
In 1996 I reentered the teaching profession after a 14 year break. My promise was to someday further my education. My big dream is to one day obtain a doctorate degree.
I am a special needs kindergarten so I know eventually I will become too old and tired to teach in that capacity forever. I would love to teach at a college or university someday.
Also, my choice of a master’s degree in technology will allow me more opportunities in other fields besides specialized education.
Like most working mothers, finding time to return to school seemed like an impossible dream. In 2000, I began an on line graduate program and managed to last through one class. It was impossible juggling work, kids and ball games! In 2004, I tried again through the University of Phoenix on line program. After 11 credits worth of classes, once again life’s demands overwhelmed my ability to continue successfully with the online program in educational technology. Frustrated and looking for a “better deal” I entered the program at Colorado State University and on the day my classes were to begin, I happen to walk by the table where the Lesley University flyers were and couldn’t believe this great opportunity. Needless to say, I with drew from Grand Canyon University immediately! I called right away to “get a slot” and everyone was so friendly and helpful.
When I herd about the masters’ cohort program that Lesley University was offering to Cobb county teachers, I began to do some research on the topic. I am now amazed at why educators have not been gaining higher education in this fashion before now! It is high-quality; reality based learning which makes a promising alternative to traditional programs. It also appears to meet the needs pf practicing teachers in both its format and delivery. There are many exciting aspects to earning a degree through cohort learning. This professional journey is difficult enough in itself so the prospect of collaboration with other teaching learning together in an atmosphere of mutual respect and support is very appealing to me.
One great benefit I see is the built in support system that will remain consistent in membership semester to semester.
Cohort learning also offers a network of teachers from all over my county which can only improve my system of teaching and learning. Teachers will be able to share on theories, research and classroom practice. There are many exciting aspects to earning a degree through cohort learning. This professional journey is difficult enough in itself so the prospect of collaboration with other teaching learning together in an atmosphere of mutual respect and support is very appealing to me.
It appears to be a more valuable and personal way to achieve a degree. The weekend model will work for me because it enables me to find balance between my work, family obligations and academic demands. I look forward to gaining close professional and personal bonds. I look forward to “study buddies” and learning other people opinions on things. Also, as my own kids get older, I want them to see how much value there is in education. My goal is also to be able to reach my students in a more variety of ways and be able to soar with them as we grow and learn together. I realize this program will require considerable time, effort and commitment on my part and I am ready to face the challenge and be on my way to a better future.
By
Nancy Story
There are extensive reasons why people pursue advanced degrees. Many of these motives are not just for higher salaries. According to the national association of colleges and employers, the following responses where most popular among people who follow additional education. Some simply report that they want to learn more about their expertise area. There are others who wish to combine an interest in two or more areas and still others who just enjoy going to school. What ever the reason might be, working towards a master degree can only benefit and enhance those who engage in it.
As we fly through the new millennium, obtaining a masters degree in technology is an exciting and practical choice. Technology in schools has quickly become an essential part of educational curriculum and in all other aspects of society. The benefits of educational technology can greatly enhance the learning process. It provides valuable assistance in modeling complex and abstract processes, teaching problem solving and drill for basic skills. Technology expands skills for students in group interaction, teamwork, and especially independent resourcefulness.
Since 1990, educational technology has undergone rapid ands exciting changes which have significantly impacted historical research, science and learning. With equally important implications on education, computers provide access via complex linkages to resources across the globe. This technology hinges on the ability of teachers to use it effectively. At present, many teachers still lack adequate skills and training within this area. Despite all the incredible advances, many teachers are simply reluctant and skeptical about integrating this technology to its utmost potential. Many are hesitant because they fear that technology will eventually take their place. Others are more of “the old school”, unable to adapt to the rapid changes. They hold on to the steadfast idea that it is best practice to use the same delivery model they have always used.
Today, there is unprecedented growth in technology which if harnessed correctly, will not doubt change our standards and facilitate entirely new challenges with in our schools. The more literature I read, the more convinced I am that perusing a degree in educational technology would be the best learning enrichment possible for me at this time. I am excited at the prospect of becoming knowledgeable in the area of integrated technology. I believe it is the path that needs to be taken in order strengthen our counties educational future. If our national goal is to create higher achievers, then the reinvention of
education must incorporate these new tools.
In 1996 I reentered the teaching profession after a 14 year break. My promise was to someday further my education. My big dream is to one day obtain a doctorate degree.
I am a special needs kindergarten so I know eventually I will become too old and tired to teach in that capacity forever. I would love to teach at a college or university someday.
Also, my choice of a master’s degree in technology will allow me more opportunities in other fields besides specialized education.
Like most working mothers, finding time to return to school seemed like an impossible dream. In 2000, I began an on line graduate program and managed to last through one class. It was impossible juggling work, kids and ball games! In 2004, I tried again through the University of Phoenix on line program. After 11 credits worth of classes, once again life’s demands overwhelmed my ability to continue successfully with the online program in educational technology. Frustrated and looking for a “better deal” I entered the program at Colorado State University and on the day my classes were to begin, I happen to walk by the table where the Lesley University flyers were and couldn’t believe this great opportunity. Needless to say, I with drew from Grand Canyon University immediately! I called right away to “get a slot” and everyone was so friendly and helpful.
When I herd about the masters’ cohort program that Lesley University was offering to Cobb county teachers, I began to do some research on the topic. I am now amazed at why educators have not been gaining higher education in this fashion before now! It is high-quality; reality based learning which makes a promising alternative to traditional programs. It also appears to meet the needs pf practicing teachers in both its format and delivery. There are many exciting aspects to earning a degree through cohort learning. This professional journey is difficult enough in itself so the prospect of collaboration with other teaching learning together in an atmosphere of mutual respect and support is very appealing to me.
One great benefit I see is the built in support system that will remain consistent in membership semester to semester.
Cohort learning also offers a network of teachers from all over my county which can only improve my system of teaching and learning. Teachers will be able to share on theories, research and classroom practice. There are many exciting aspects to earning a degree through cohort learning. This professional journey is difficult enough in itself so the prospect of collaboration with other teaching learning together in an atmosphere of mutual respect and support is very appealing to me.
It appears to be a more valuable and personal way to achieve a degree. The weekend model will work for me because it enables me to find balance between my work, family obligations and academic demands. I look forward to gaining close professional and personal bonds. I look forward to “study buddies” and learning other people opinions on things. Also, as my own kids get older, I want them to see how much value there is in education. My goal is also to be able to reach my students in a more variety of ways and be able to soar with them as we grow and learn together. I realize this program will require considerable time, effort and commitment on my part and I am ready to face the challenge and be on my way to a better future.
Saturday, August 11, 2007
Reflections Readings #2
The Internet-only Research Approach: Does the Web Really Have All There Is to Say?
by Ken Vesey
The author describes his experience during a faculty technology training session in which the bulk of its content describes the unlimited and flourishing benefits of Internet access for students. The specific technology pointed out will supposedly help rid students of timely library- based research. Vesey is adamant that all research should be drawn upon by all resources available and not be limited to sources from the Web alone.
He contends that students might be selling themselves short when they use the web exclusively as their source of research information.
He maintains that teachers should be guiding students into other research options available to them. These resources are reliable and have already been validated as such. His concern about the Internet-only approach is that many of the authors who publish are not accredited therefore; there will be many who will plagiarize from other sources. There are still others who provide inaccurate information and appear to be amateurs or novice writers. Vesey encourages digital, human and print resources in addition to online research components because students still need to be able to know how to find information outside of digital means.
Vesey’s favoritism to original research found in libraries shouts out in every paragraph. It is certainly evident that he has limited knowledge as to what free web resources are available in the area of library archives. Today, there are a multitude of websites and search engines that are designed for the purpose of “filtering out” bad or non-accredited authors. One such site called Invisible Web provides databases and journals that give only unique and specific information.
The author under estimates the current power and impact that the universal web has had on education today. Yes, it is flashy and inviting and yes, it’s much more attractive to students to look for their information on a web journey as opposed to seeking the information out at the library!
The Internet-only Research Approach: Does the Web Really Have All There Is to Say?
by Ken Vesey
The author describes his experience during a faculty technology training session in which the bulk of its content describes the unlimited and flourishing benefits of Internet access for students. The specific technology pointed out will supposedly help rid students of timely library- based research. Vesey is adamant that all research should be drawn upon by all resources available and not be limited to sources from the Web alone.
He contends that students might be selling themselves short when they use the web exclusively as their source of research information.
He maintains that teachers should be guiding students into other research options available to them. These resources are reliable and have already been validated as such. His concern about the Internet-only approach is that many of the authors who publish are not accredited therefore; there will be many who will plagiarize from other sources. There are still others who provide inaccurate information and appear to be amateurs or novice writers. Vesey encourages digital, human and print resources in addition to online research components because students still need to be able to know how to find information outside of digital means.
Vesey’s favoritism to original research found in libraries shouts out in every paragraph. It is certainly evident that he has limited knowledge as to what free web resources are available in the area of library archives. Today, there are a multitude of websites and search engines that are designed for the purpose of “filtering out” bad or non-accredited authors. One such site called Invisible Web provides databases and journals that give only unique and specific information.
The author under estimates the current power and impact that the universal web has had on education today. Yes, it is flashy and inviting and yes, it’s much more attractive to students to look for their information on a web journey as opposed to seeking the information out at the library!
Daily Reflection
Today I realized that I have a lot to do for this course and not much time to do it in! As a special education teacher, I have been racking my brain in search of the "BEST" final project I can offer as it directly relates to Special needs kiddos.
If anyone has a suggestion, please let me know!
If anyone has a suggestion, please let me know!
Friday, August 10, 2007
Daily Reflections
As school officially opens for us on Monday, I was wondering if I would be able to handle my graduate studies and my teaching work!! I am a slow learner and tend to learn often just by my mistakes!!! After looking at my classmates blogs, I realize that I have a long way to go but I'm haggin in there.
Friday, August 3, 2007
Daily Reflections on Grad. School
OK! Well, well .....Tuesday, the entire bottom floor of my condo flooded from a busted pipe!
I have been unable to do any work at home for my class! It was and still is a mess. The Friday before that, my driver side window exploded from the heat! We have had incredibly hot days down here in Georgia! Somehow, it all works out...
I have been unable to do any work at home for my class! It was and still is a mess. The Friday before that, my driver side window exploded from the heat! We have had incredibly hot days down here in Georgia! Somehow, it all works out...
Thursday, August 2, 2007
Graduate Studies in Teahnongy Reflection Readings
The ABC's of Web Site Evaluation: Teaching Media Literacy in the Age of the Internet
By Kathleen Schrock (2002)
The ability to obtain research based information that is accurate and relevant from the internet appears to be a primary focus Schrock tries to convey in her article, "Teaching Media Literacy in the Age of the Internet". The author provides a multitude of criteria which if used, can be of great benefit to both students and teachers while on their quest through Web pages in search of critical information. Although these criteria are all important, there are a few that stand out over the rest.
There are many sites that contain unreliable authors therefore it is pertinent to check for familiar names, email address, and that the source came from a reliable link. Another factor to check for is bias information. Avoid these sites if they have words that try to influence rather than report. Citations are of major importance. Look for sites that have good bibliography sources. Make sure sites have dates that are current and that the sites are navigation friendly.
By checking for the use of Netscape navigation or Internet explorer browsers, the students can be assured that their site is on the "up and up". Another important tip is not to go to a site just because it's deemed "popular". Just because it is popular does not make it erudite or intellectual. Teachers and students can avoid this problem by checking the site on hotbot.com or altavista.com.
Schrock concludes with some very good advise, use the 5 W's to each site looked at to determine it's credibility and character. She supports the idea that teachers and students alike must become "digitally literate" in order to move forward in this rapidly changing age of technology.
POSTED BY NANCY STORY AT 3:38 PM 0 COMMENTS
TUESDAY, JULY 31, 2007
By Kathleen Schrock (2002)
The ability to obtain research based information that is accurate and relevant from the internet appears to be a primary focus Schrock tries to convey in her article, "Teaching Media Literacy in the Age of the Internet". The author provides a multitude of criteria which if used, can be of great benefit to both students and teachers while on their quest through Web pages in search of critical information. Although these criteria are all important, there are a few that stand out over the rest.
There are many sites that contain unreliable authors therefore it is pertinent to check for familiar names, email address, and that the source came from a reliable link. Another factor to check for is bias information. Avoid these sites if they have words that try to influence rather than report. Citations are of major importance. Look for sites that have good bibliography sources. Make sure sites have dates that are current and that the sites are navigation friendly.
By checking for the use of Netscape navigation or Internet explorer browsers, the students can be assured that their site is on the "up and up". Another important tip is not to go to a site just because it's deemed "popular". Just because it is popular does not make it erudite or intellectual. Teachers and students can avoid this problem by checking the site on hotbot.com or altavista.com.
Schrock concludes with some very good advise, use the 5 W's to each site looked at to determine it's credibility and character. She supports the idea that teachers and students alike must become "digitally literate" in order to move forward in this rapidly changing age of technology.
POSTED BY NANCY STORY AT 3:38 PM 0 COMMENTS
TUESDAY, JULY 31, 2007
Tuesday, July 31, 2007
My Web presentation
I will be working with Ellen Rubin on our web presentation utilizing an exciting site called, http://www.ology.amnh.org/ . This site is provided by The Museum of Natural History.
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