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.    

CSUSM PSA

NETS-T 1 & 3
imovie presentation of CSUSM campus with text and music.

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).

Inspiration/Mindmapping

NETS-T 2
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.        

                     

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 

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.                    

 

3. Classroom 2.0 

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.

         

Assessment sample: All ABout Me

Journal 6 (NETS: 1, 2, 3, 4): Student Voices for Change

Student Voices for Change 

Miller, S. (2010). Student voices for change. learning and leading with technology, Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2011.asp

The focus of this article is how students in a school in Iowa shared how technology has impacted, inspired and transformed their education.  Students in grades 5-12 demonstrated their use of advanced technology programs such as virtue reality, Prezi presentations, tutorial videos and social networking to Iowa's House and Senate Education Appropriations Committee.  As a result of their presentations and shared examples of advanced technology, Van Meter Community School now share their extraordinary technology programs virtually through social networks to other school districts around the world.             

How realistic is this in the state of California given the budget, increased class sizes, and the over all negativity about public schools?
After reading this article, I felt that many schools, especially here in California, are far from accomplishing what the school in Iowa has done.  Realistically, I don't see this happening any time in the near future.  The author, Shannon Miller, is the district's librarian and technology specialist.  In many school sites we have eliminated librarians with parent volunteers and many schools don't have qualified technology specialist.  Notwithstanding, many schools have computer labs but no one qualified to teach our students.

What can my students and I do to voice our needs regarding technology?
Hopefully, I will take what I am learning in this class; ED42, to begin to introduce such things as a class blog to share creative works such as pictures, writings, stories or just share what we are learning in class.  Find other teachers who have the same optimistic attitude about transforming education through the use of technology.  

Journal 5 (NETS: 3 & 5 ): Harness the Power of Technology

Harness the Power of Technology
Duncan, A. (2010). Harness the power of technology. learning and leading with technology, 38 (8). Retrieved from http://www.learningandleading-digital.com/learning_leading/digital-edition-june-july-2011.aspx


This article focuses on the National Education Technology Standards.  According to Secretary of Education, A. Duncan, teachers must be ready and able to teach their students the technology needed to keep up with this ever changing world of technology.  Educational professionals must change and evolve with advanced technologies.  As a result, 5 technological standards have been developed for teachers and students.  These NETS include learning, assessment, teaching, infrastructure, and productivity.  The goal of these standards is to have technology accessible to all students in all schools and to have teachers ready and eager to support the use of technology in the classroom.  According to the Secretary of Education, the Obama administration is very supportive to improving accessibility to technology in all classrooms.
I especially appreciated Duncan's reference to the point that "teachers are still the most essential part of the learning process".

How will I implement all five standards in my classroom?
Because I am an immigrant when is comes to advanced technology, I think I will focus on one or two standards at a time and "take risks" when it comes to trying new technologies such as those I am learning in this class (ED422).

Living and working in a rural community where many of our families do not have computers, internet, or very limited access to any form of technology, is the Obama's administration willing and ready to provide monies to provide technology in ALL classrooms?

In these times of budget cuts, limited resources, and increase class sizes, I feel that teachers will be very frustrated and discouraged when it comes to meet the challenges of a digital classroom.  And we can't forget that "teachers are still the most essential part of the learning process".    

Journal: 4 (Nets I): One Size Never Fits All

One Size Never Fits All
Courduff, J. (2011). One size never fits all. learning and leading with technology,38(8),
Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-June-July-2011.aspx

The focus of this article is how to integrate technology in the specialized academic instruction (SAI) program.  And another familiar theme in the journal articles read so far, is how are we preparing our students for the future in the culture of technology.  A school in California has been involved in providing professional development to their special education educators to improve student progress on their
IEP goals.  The data shared states that students are reaching their goals sooner and are performing better on district benchmarks assessments.  This program of integrating technology in the special education arena, is divided up into three tiers.  Tier one gives educators the opportunity to learn  about a variety of assisstive technologies.  Tier two allows teacher to use AT in their classroom with their students.  Tier three focuses more on social networking and online collaboration.

What is the goal of integrating technology in the special education classroom?

According to Courduff,  the goal is to engage and inspire educators in the SAI classroom.  She also includes the development of curriculum aligned with IEP goals, increase student progress and performance via integrated technology. 

What impacts a successful integrated technology program in the SAI setting? 
I appreciate the author adding this very important detail about how difficult it is to implement a successful program.  She states that it takes more than three years to integrate the program.  The realization of time restraints such as time to collaborate with general education teachers and administrators, writing and implementing  IEP goals and making sure that teachers are supported and well trained.                

Journal 3: Abracadabra-It's Augmented Reality

 NETS-T 1 & 2

 Abracadabra-It's Augmented Reality

Raphael, R. (June/July 2011). Abracadabra-It's Augmented Reality. Learning and Leading with Technology, 38 (8). Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-June-July-2011.aspx

This article begins with what we already know about augmented reality.  According to the author, we experience AR when we watch a game on the NFL, go on a ride at Disneyland, or watch the evening news live from the perspective of a soldier.  This not-so-new technology is very profitable and allows for businesses to sell their products to a wider group of consumers.  Raphael continues to discuss how AR can be integrated with education and technology in the classroom setting.  An excellent example is "Zooburst".  Students are able to create their own "pop-up" books as well as share their stories with other students.  Augmented reality allows for more active participation in both the business world and in the learning environment. 

How would I use "Zooburst" in my classroom?  

My students do lots and lots of writing in my class.  The idea of them writing stories and publishing them as "pop-up" stories sounds wonderful.  I also like the idea of sharing and discussing their stories.  A well written augmented reality lesson can include writing, technology, oral language and social skills.

  

What does the future look like for AR?

According to the author, AR is already in use and there are new creative innovations. Some of these include new mobile apps, games, virtual desktops and virtual training.  I particularly like the idea of the virtual training.  This involves a device that trains airplane mechanics.  Great for our high school students learning a new trade!!   

Tecnology Self Assessment Tool: School 2.0

NETS-T 1, and 4
Teachers use their knowledge and improve their profession by facilitating and promoting technology in the classroom.

Facilitate and Inspire Student Learning and Creativity

Reflection result for NETS-T Module:
T1.a Creativity and Schools-Sir Ken Robinson

As an educator for more than 20 years I have seen the pendulum change from left to right and back to the left again.  And in all those years we have done exactly what Mr. Robinson shared in his talk and that is that the educational system has focused on "academic abilities" rather than promote creativity.  At this time of budget cuts, standardized testing, state standards, and accountability, the first subjects eliminated from our schools are the arts.  Music, art, dance, drama are the creative subjects that address the needs of those students who excel in these areas.  When they first enter school, our children make mistakes, they use their imaginations, they are "free thinker".  Today our students are no longer "risk takers" and are afraid to make mistakes.  

According to Robinson, "schools kill creativity".  I believe those of us in education totally agree, but what can we do?  Robinson suggests we change the structure of our educational system and promote the arts, acknowledge students talents, enhance their creativity and imaginations by educating the whole child.

Journal: 2: Join The Flock

Journal 2: Join the Flock   Nets: V

Ferguson, Hadley (2010). Join the flock. Learning and leading with technology, 30(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2011.aspxhttp:

Another acronym to learn.  Professional learning network or PLN.  Hadley Ferguson's PLN article reminds me very much of what many districts are advocating and that is PLC or professional learning communities.  PLCs collaborate, share ideas, have followers specific to their teaching specialty, develop lesson plans and discuss their success with students.  According to the journal article, professional learning networks do about the same thing but via the Internet.  I appreciate the idea of tweeting with "followers" that relate to you professionally.  The idea of being of "Lurk" is helpful for those of us who are just beginning to build a PLN.  Just reading and following others on the PLN as they relate to my specific educational needs, allows me to chose when and what to retweet.  For those beginners,  Hadley Ferguson also suggests that we retweet a simple but positive comment such as  "Gr8 idea" or just respond with "I like your comment".

Questions #1:  Since I already participate in professional learning communities (PLC) at my school site and at the district level, why should I add another element such as professional learning network?

Yes, just as Hadley Ferguson mentions in her article, we do talk, discuss, share, collaborate in the staff lounge during lunch.  In our site PLC meetings I collaborate with general education teachers and in our district PLC meetings I collaborate with other special education educators.  The idea of PLN is very appealing and I'm sure a great learning and sharing tool for all educators but, at this time, I think I would like to be a "Lurk".              

Questions #2:  Who would I follow professionally?

If I was to tweet and develop a professional stream they would include educators in the field of special education such as those who work with children with disabilities, speech and language pathologist, educational psychologist, occupational children with disabilities, speech and language pathologist, educational psychologist, occupational therapist, adaptive physical education specialist and  those working with autistic children.

Journal 1: 100 Things that make me Happy

1. Grandchildren
2. My 3 sons
4.  My husband
5.  My home
6.  Our dog
7.  Our cats
8.  My 5 Sisters
9.  My 3 Brothers
10.  My mom
11.  My dad (rest his soul)
12.  My back yard
13.  Hiking
14.  Swimming
15.  Biking
16.  Playing tennis
17.  Walking
18.  Backpacking
19.  Traveling
20.  Sightseeing
21.  Reading
22.  My students
23.  Being in my classroom
24.  Teaching
25.  Positive collaboration with teachers
26.  Professionals I work with
27.  Knowing I did a good job
28.  My afternoon summer nap
29.  Relaxing
30.  Eating
31.  Cooking for friends
32.  Flowers
33.  A clean house
34.  Watching the sunset
35.  A compliment
36.  Gardening
37.  Entertaining
38.  Seeing my family and friends having a good time
39.  Laughing
40.  Dancing
41.  Watching a good comedy
42.  Playing game boards
43.  The outdoors
44.  The Grand Canyon
45.  Yosemite
46.  The Tetons in Winter
47.  Boating on the Colorado
50.  Water Skiing
51.  Weddings
52.  Birthday parties
53.  Any party
54.  When one of my students tells me the they understand
55.  Smiles on my students faces
56.  My students drawings
57.  My students writings
58.  When my students reach their IEP goals
59.  When my students make progress on their goals
60.  A good evaluation
61.  A successful lesson
62.  Exiting a student from special ed.
63.  Listening to music
64.  Singing with my sisters
65.  Knowing I am in good health
66.  Finishing my 4th marathon
67.  Raising money for Leukemia
68.  Hawaii in the summer
69.  A successful vegetable garden
70.  Enough money in the bank
71.  Having paid off our mortgage
72.  Buying myself a new truck
73.  Finishing a 40 mile bike ride
74.  Climbing "Half Dome"
75.  Traveling in our motor home
76.  The desert
77.  4-wheeling in our jeep
78.  Playing soccer with my grandson
79.  Playing dress-up with my granddaughter
80.  Watching my grandson score a touchdown
81.  Watching my grandson score a 3 pointer
82.  Watching my granddaughter beat her time in the free style
83.  Watching my son finish 3rd in the Baja 500 off-road race
84.  Watching my son indoctrinated as a deacon in his church
85.  Mountain biking in Mammoth
86.  Sharing memories about my dad
87.  Reconnecting with old friends
88.  My 3 foster children:  Bobby, Peter, and Greg (no kidding)
89.  Knowing our foster kids are successful and have a good life
90.  Knowing I am almost done with my Level II credential
91.  Finding just the right outfit for a special occasion
92.  Happy hours (anywhere)
93.  Don Julio
94.  Making tamales with my sisters
95.  Christmastime with the family
96.  Thanksgiving with family and friends
97   Sleepovers with girlfriends
98.  Looking forward to retirement
99.  Full filling my dreams
100.  Waking up in the morning and saying "Thank You".

My granddaughter Jazlynn helped me with this weeks homework. 

About Me: Gloria Gustine

About me:  Gloria Gustine

San Marcos has been a place that has nurtured me, provided me with lifetime friends, and a lifetime husband as well as educated me and continues to do so after 56 years.  My family and I moved from Escondido, where I was born, to San Marcos when I was 5 years old.  I attend San Marcos schools from K to high school and 2 years at Palomar College.   Now I can add CSUSM to my biography.  I was a stay at home mom until my children were in high school, when I decided to return to school and fulfill my dream of being a teacher.  I graduated from SDSU in 1987 and got my very first job as a Bilingual teacher in the Fallbrook School District.  For the last 16 years I have been working in my hometown of Valley Center as a Bilingual teacher and now as a special education teacher.  In my spare time I enjoy hiking. bicycling, swimming, playing tennis, traveling in our RV and reading mysteries.  My passion is volunteering for the lymphoma/leukemia society as a fundraiser and participant in their annual marathons. 
     At the age of 63, I continue to follow my dream and continue my education. I am an immigrant when it comes to technology.  Learning a new language, a new culture and living in a technological environment is a real challenge for  "baby boomers".  Patience is what I am asking of myself and of this course.    
The university's mission statement is the format for my own  philosophy of teaching.  And that  is to teach the whole child. I focus on each individual student and his/her educational potential through effective teaching strategies, development of positive self- esteem, and parental involvement. The most important concept that I try to recognize is the uniqueness of each student and their unique educational needs. I try to become aware of their strengths and areas of needs through continuous assessments, observations, one-to-one communication and on-going communication with parents and collaboration with all those I work with, including administrators, general education and special education professionals, paraprofessionals.  Once their strengths are identified, my teaching will challenge them as well as nurture and support their areas of need. To meet these challenges, I must be creative, assertive and not be afraid to tell myself that something is not working and I will re-evaluate my teaching. I need to motivate and have a sense of understanding of the difficult challenges faced daily by my students with special needs. I have to accept the challenges of being not only a teacher but also a counselor, a friend and a confidant to my students with whom I share their educational and developmental experiences. The most rewarding aspect of teaching are the satisfaction and fulfillment I get from seeing my students grow, learn, become more self assured both academically and socially, and when they come back years later and tell me how much I helped them in school.
And that is why I am here today completing my level II educational specialist credential .  According to Eleanor Roosevelt, "The future belongs to those who believe in the beauty of their dreams."  We are never too old to believe and dream.