Wednesday, August 10, 2011
My Ed 422 Experiences
My Experiences in Ed422: Advanced Technology/ISTE/NETS-T
I can say one thing for sure about this class, I learned more about technology than I ever expected. I began as a tech immigrant and now feel I am acculturating and believe I can become technologically literate.
Monday, August 8, 2011
Friday, August 5, 2011
Journal 9: ADAPTIVE TECHNOLOGY
NETS-T 4
Communication and Accessibility of no/low & high tech tools for students with special needs.
Journal 9: Adaptive Technology for Students with Special Needs
Communication (AAC) Alternative/augmentative communication is defined as tools, equipment or products used to increase, maintain, improve, and provide accessibility of a child with a communication disability to convey his or her message. Examples may include simple communication boards with words or pictures, electronic communication boards and aides, sign language, and computerized speech/voice devices.
ACC tools can be either low tech or high tech.
An example of a low tech device can books on tape,
audio books, talking and interactive books. Students listening to stories are less distracted and focus on the text.
Examples of high tech devices are those controlled electronically by the individual and designed specifically for the individual's communication, physical or cognitive disability.
Software
The icommunicator is a system used with individuals who communicate in sign language. According to Interactive Solutions, the distributor, this computer system is NOT a replacement to signing, but an alternative for "sign language interpreters". The software includes a high tech computer, wireless FM system, and a variety of software programs. The icommunicator enables individuals with hearing impairments to effectively communicate their needs, wants, and thoughts. This particular computer software is especially good for persons with hearing aides or cochlear implants.
Hardware device for students who are hard of hearing
For the past 3 years, I have had students with cochlear implants and use communication devices to help them improve their listening in the classroom. During a child's day in school, there are many distractions such as background noises, distance between the student and the teachers, students talking at once, air conditioner/heater noises and countless other inteferers. By using an FM system with both a microphone and transmitter connected to their hearing aides, the devices enables the child to focus and hear the teacher with much more clarity. Both the students, general education teachers, speech pathologist and educational specialist must be trained in the correct usage of the FM system in order to maximize the student's success as well as solve any problems in the functionality of the devices.
This FM system is a wireless device for students to hear better and understand what is being said in the child's environment.
There is a tiny FM receiver attached to the hearing aide "boot" and the teacher or speaker wears a transmitter microphone (usually around their neck with a lanyard).
Communication and Accessibility of no/low & high tech tools for students with special needs.
Journal 9: Adaptive Technology for Students with Special Needs
Communication (AAC) Alternative/augmentative communication is defined as tools, equipment or products used to increase, maintain, improve, and provide accessibility of a child with a communication disability to convey his or her message. Examples may include simple communication boards with words or pictures, electronic communication boards and aides, sign language, and computerized speech/voice devices.ACC tools can be either low tech or high tech.
An example of a low tech device can books on tape,
audio books, talking and interactive books. Students listening to stories are less distracted and focus on the text.
Examples of high tech devices are those controlled electronically by the individual and designed specifically for the individual's communication, physical or cognitive disability.
Software
The icommunicator is a system used with individuals who communicate in sign language. According to Interactive Solutions, the distributor, this computer system is NOT a replacement to signing, but an alternative for "sign language interpreters". The software includes a high tech computer, wireless FM system, and a variety of software programs. The icommunicator enables individuals with hearing impairments to effectively communicate their needs, wants, and thoughts. This particular computer software is especially good for persons with hearing aides or cochlear implants.
Hardware device for students who are hard of hearing
For the past 3 years, I have had students with cochlear implants and use communication devices to help them improve their listening in the classroom. During a child's day in school, there are many distractions such as background noises, distance between the student and the teachers, students talking at once, air conditioner/heater noises and countless other inteferers. By using an FM system with both a microphone and transmitter connected to their hearing aides, the devices enables the child to focus and hear the teacher with much more clarity. Both the students, general education teachers, speech pathologist and educational specialist must be trained in the correct usage of the FM system in order to maximize the student's success as well as solve any problems in the functionality of the devices.
There is a tiny FM receiver attached to the hearing aide "boot" and the teacher or speaker wears a transmitter microphone (usually around their neck with a lanyard).
Wednesday, August 3, 2011
Inspiration/Mindmapping
Inspirations is a graphic organizer software tool that visually enhances instruction by presenting information in an innovative and creative way. My Inspirations presented all NETS-T, performance indicators, and artifact.
Journal 8: The Truth About the Pacific Tree Octopus (NETS-T: 1 and 2)
Ferrell, K. (2011). Find the truth about the pacific tree octopus. learning and leading with technology,
Retrieved from
www.iste.org/learn/publications/learning-and-leading/issues/Learning_Connections_Find_the_truth_about_the_Pacific_tree_octopus.aspx
The focus of this article is the fact that you cannot believe everything you read or find on the Internet. As part of a research lesson, students in a fourth grade class were given 2 specific questions to research. What students found were inaccuracies, blatant errors, untruths, and unreliable information. These results prompted the students to discuss the authenticity of information, use of critical thinking when on the web, and its reliability. Of course, the links given by the teacher to her students were done intentionally as part of the lesson. Some of the information found on the explorers site had Columbus born in 1951 in Australia and died in 1906. This article made me stop and think more about the reliability and accuracies found online.
Questions 1: What are ways I can use this lesson in a primary classroom?
First, I would check and read the entire article or information for its reliability before allowing my students to log onto a site. Similar to the fourth grade lesson, my students and I would have a discussion that you can't always believe everything you find on the Internet.
Question 2: What are some suggestions for making sure your site is credible and accurate?
Since the article did not address this questions, I Googled: "reliability online" and found a helpful site. "Reliability of online Information" provided a checklist to follow: credibility, accuracy, reasonableness, and support.
Since the article did not address this questions, I Googled: "reliability online" and found a helpful site. "Reliability of online Information" provided a checklist to follow: credibility, accuracy, reasonableness, and support.
Tuesday, August 2, 2011
Journal 7: My PLN
Journal 7: My Professional Learning Network (NETS-T: 3,4, & 5)
This is my very first experience with social networking, let alone Twitter, and creating
an educational professional learning network. Since I began this university class on advanced technology, I have learned that a PLN is a group of educational professionals who contribute and share similar academic skills, ideas, goals, and resources. This community of individuals give suggestions, advice, ask questions, and offer help and assistance to each other. Professionals become part of a chat group and interact on social networks such as Twitter, Educator's Professional Learning Network, Classroom 2.0 and Digest of Internet Information Groups and Other Stuff (Diigo).
Why should I develop a PLN?
In the arena of special education, of which I have been involved in for many years, there are ever changing laws, state and federal mandates, court decisions, and more children being identified with disabilities, that it is necessary to keep myself informed and aware of these changes. I feel that through a PLN I will be a better and more informed teaching professional. I am especially interested in new assistive technologies to use in my classroom with my students with special needs.
1. Twitter
On Tuesday, Aug. 2, at noon I joined edchat. I wasn't sure what the topic was because all the tweets seemed to address different topics. At first I was very confused and not sure of what to do. I began as a "lurk" and just read as many comments as possible. While reading others tweets, there were many followers looking forward to Tuesday tonight's "spedchat" on Inclusion. Facebook seems to be a very popular social network for many on "edchat".
On Tuesday, Aug. 2, 2011, at 5:30 pm, I participated in "spedchat". The topic for this evening was "inclusion". The moderator was Damien Bariexca, a psychologist, teacher and doctoral student. I followed the online chat and read many different responses to the topic question: is inclusion for everyone? Of course there were some differences of opinions to this topic questions. Some followers agreed with the idea but others shared the overwhelming challenges such as working and training general education teachers, paraprofessionals and dealing with social and emotional behaviors. I have to admit, I really enjoyed my first participation chat. I did notice a student in our Ed422 class participate as well Once I got involved, I decided to pose a question and to my surprise there was some discussion. I have to say, I enjoyed the experience and got some very good information.
2. Diigo
I just learned what Diigo stands for: Digest of Internet Information Groups and Other Stuff.
What I like about bookmarking on Diigo is the organization and easy to find topics under my tags and the short description. This makes it easier for me to quickly find what I am looking for and easier to share with colleagues. My intent is to use Diigo as a resource and research network by following other educators who have the same interests as me. Since I began this class, I have tagged a variety of interesting and informative articles, sites, and educators. I googled a search on WIKI for special education teachers and found a great blog titled: Supporting Students with Disabilities and am following 4 members: S. Delaney, S. Hartnett, J. Waldron, and A Didio. This blog has 7 other areas to research and teachers to collaborate with: Learning disabilities, developmental delays, emotional/behavioral disorders, communication disorders, hearing impairment and physical disabilities. What a find!
And of course the fifth person I chose to follow is jheil65 because he has a multitude of information, resources, and persons with whom to collaborate with on the Internet. My professional learning network is on a roll.
3. Classroom 2.0
Why should I develop a PLN?
In the arena of special education, of which I have been involved in for many years, there are ever changing laws, state and federal mandates, court decisions, and more children being identified with disabilities, that it is necessary to keep myself informed and aware of these changes. I feel that through a PLN I will be a better and more informed teaching professional. I am especially interested in new assistive technologies to use in my classroom with my students with special needs.
1. Twitter
Once I started to develop my PLN, I realized that all the students in this ed422 class are already members of my network as well as my professor, Mr. Heil. After logging into my Twitter account, I hashtagged: spedchat and discovered a multitude of special education teachers, speech pathologists, counselors, advis0rs and general education professionals. The first person that caught my attention was "techieteacher". This special ed. teacher shared information about assistive technology which is something I use in my classroom, but am always looking for new technologies for my students with special needs. I then decided on following "leslielipson". She provided a great site about positive IEP experiences. A topic close to me as I can have as many as 4 IEPs in one day. Finally, Special Ed. Advise was especially interesting. Checking in on what educational counselors have to say and share is informative and I found some great sites related to IEPs, how to collaborate and support
parents. This website has some helpful tips for special educators conducting an IEP meeting: http://www.specialeducationadvisor.com/iep-success-takes-more-than-love/. And of course I added this to my library on diigo.
On Tuesday, Aug. 2, at noon I joined edchat. I wasn't sure what the topic was because all the tweets seemed to address different topics. At first I was very confused and not sure of what to do. I began as a "lurk" and just read as many comments as possible. While reading others tweets, there were many followers looking forward to Tuesday tonight's "spedchat" on Inclusion. Facebook seems to be a very popular social network for many on "edchat".
On Tuesday, Aug. 2, 2011, at 5:30 pm, I participated in "spedchat". The topic for this evening was "inclusion". The moderator was Damien Bariexca, a psychologist, teacher and doctoral student. I followed the online chat and read many different responses to the topic question: is inclusion for everyone? Of course there were some differences of opinions to this topic questions. Some followers agreed with the idea but others shared the overwhelming challenges such as working and training general education teachers, paraprofessionals and dealing with social and emotional behaviors. I have to admit, I really enjoyed my first participation chat. I did notice a student in our Ed422 class participate as well Once I got involved, I decided to pose a question and to my surprise there was some discussion. I have to say, I enjoyed the experience and got some very good information.
2. Diigo
I just learned what Diigo stands for: Digest of Internet Information Groups and Other Stuff.
What I like about bookmarking on Diigo is the organization and easy to find topics under my tags and the short description. This makes it easier for me to quickly find what I am looking for and easier to share with colleagues. My intent is to use Diigo as a resource and research network by following other educators who have the same interests as me. Since I began this class, I have tagged a variety of interesting and informative articles, sites, and educators. I googled a search on WIKI for special education teachers and found a great blog titled: Supporting Students with Disabilities and am following 4 members: S. Delaney, S. Hartnett, J. Waldron, and A Didio. This blog has 7 other areas to research and teachers to collaborate with: Learning disabilities, developmental delays, emotional/behavioral disorders, communication disorders, hearing impairment and physical disabilities. What a find!
And of course the fifth person I chose to follow is jheil65 because he has a multitude of information, resources, and persons with whom to collaborate with on the Internet. My professional learning network is on a roll.
When I went to Classroom 2.0 I first did a search for assistive technology. I found various sites and decided on a video titled "What is Assistive Technology". I chose this topic because I have students with specific health impairments including cerebral palsy, hard of hearing, and students with apraxia, dysgraphia and autism. I learned about new amplification devices for students and FM systems for the classroom teacher. I found most beneficial the adaptive student desks for students with vision difficulty as well as for students with physical disabilities. Another device I wanted to follow up on was the voice-to-text program. I did a further search on this and found a video titled "Students Using Intellikeys-USB Alternative Keyboard Systems". The video showed a student using a computer with a custom made overlap specific for the student's educational needs and goals. All these assistive technology devices help students with disabilities to improve, achieve progress towards their IEP goals, and have access to the grade level curriculum. Can my district afford these technologies for our students? I don't know, but at least I have the information and the knowledge to advocate for them.
Now that I have constructed my professional learning network, what will happen when I return to school next month. As a Bilingual educational specialist who provides specialized academic instruction to both English and Spanish speaking students with learning and physical disabilities, time is very precious. Social networking takes lots and lots of time. Twitter is a great way to collaborate and chat but I personally found Diigo more efficient, easier to gather information, and more to my liking.
Now that I have constructed my professional learning network, what will happen when I return to school next month. As a Bilingual educational specialist who provides specialized academic instruction to both English and Spanish speaking students with learning and physical disabilities, time is very precious. Social networking takes lots and lots of time. Twitter is a great way to collaborate and chat but I personally found Diigo more efficient, easier to gather information, and more to my liking.
Monday, July 25, 2011
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