Journal 8: Adaptive Technology

Communication

       When people are unable to communicate with others through speech, they often rely on Augmentative and Adaptive Communication (AAC). According to the American Speech- Language- Hearing Association, AAC includes communication forms other than oral speech that convey thoughts, needs, wants, and ideas. AAC systems range in simplicity from very simple, where the only tool needed is the communicator’s body (unaided system) to more complex, where certain technologies are needed for communication to happen (aided system).

       One popular tool that falls low on the technology scale is the Picture Exchange Communication System (PECS). This system consists of cards or tiles with visuals on them, which are used by the communicator to express what they need/want/feel. In this system, the communicator exchanges picture cards with another person to express themself. The actual exchange of the visual instead of it just being pointed to creates a stronger interaction between the two communicators.

       Another commonly used communication tool is a Voice Output Communication Aid (VOCA). This tool is more technology- based than the PECS system because it relies on a computer device to speak for the differently- abled communicator. The VOCA system is switch based, and with it the computer will speak depending on what its buttons are programmed to communicate for.

Accessibility

       According to Computer Hope, an input device is a hardware device that allows computer users to send information to the computer and interact with it. There are many types of input devices, each serving different functions. Some of these are: audio conversion devices, digital camera/ video, microphones, barcode readers, and keyboards. Input devices can be used to help people with limited fine motor skills so that they can successfully work with computers.

        One hardware input device that helps with computer accessibility is the Roller Plus Trackball. This device serves the purpose of a conventional computer mouse, but it is more easily controlled for people with special needs. The Roller Plus Trackball has a large rolling ball that users touch to control the cursor on the computer. Features of this device include strict up/ down and left/ right movement of the cursor as well as speed options for the cursor. Overall, more control is allotted to the user with this device, and it enables those with fine motor difficulties to use a computer as they wish.

       Software options are also available to help learners of different abilities through the computer. An example of such software is the Clicker 6 program. The Clicker 6 is the latest version of the computer software designed to help learners of all types on the computer, especially learners with specific needs. Clicker 6 is an interactive computer program and contains features specific to dyslexic, speech- impaired, or autistic learners. Clicker 6 creates virtual learning environments thoughtfully designed for everyone to be successful.

 

Educational Chat Storify

Journal 7: My Personal Learning Network

A Personal Learning Network (PLN) is an entanglement of connections a learner creates in order to share, swap, and save ideas in a particular area of interest. Through PLNs professionals, students, artists, teachers, parents, or your average Joe can come together to learn about the same field and strengthen their own knowledge by interacting with others that have the same interests. Some tools I use in my network are: Twitter, Diigo, Symbaloo, and The Educator’s PLN. As a teacher, being part of a PLN will give me access to a wealth of knowledge and ideas from others in the field of education. By being able to readily access information online from others in my network, I can infuse my lessons with new ideas and constantly seek fresh perspectives to address in the classroom. The beautiful thing about a personalized network like this is that it ensures our continuous growth and constant learning as people.

         One resource I have become fond of is Twitter. As a future teacher I have used Twitter to learn from other teachers, find resources I can use someday,and discuss issues specific to education. Twitter allows people to share short bits of information or “tweet” and then tag their thoughts to be categorized with a specific group. This allows people to search a particular topic and find all the tweets relating to that topic from anyone and everyone on the web. This aspect of Twitter makes sharing information especially interesting because you can gain perspectives from all over the world. I enjoy participating in chats on Twitter, specifically the new teacher chat. This weekly chat allows for educators to have discussion about topics pertaining to students, lessons, the classroom, etc and share relevant resources at the same time.

On April 10, I participated in the new teacher chat focusing on struggles new teachers face and techniques they use to overcome them. This was a great experience because it gave me insight to a variety of challenges I may face as a teacher as well as multiple strategies to get around these roadblocks. It seemed as though most new teachers found organization and taking on so much at once to be the biggest issue. I was able to save my favorite parts of this discussion through Storify, an online personal story publisher, which is shown in another blog post. Mostly, I take away from these chats a deep enjoyment from talking and sharing with other educators and a huge reminder that teaching is my biggest passion.

          Diigo is another tool I like to use to connect with educators. Once I find a resource I like from Twitter, a chat, or online I can save a link to the resource in my Diigo library. Diigo allows for bookmarking, or saving, as well as highlighting, capturing, and sharing of any resource found on the Internet. In addition to creating my own library full of resources, I am able to view the libraries of people with similar interests to mine. On Diigo, I follow other educators with a passion for teaching, and most of them also take an interest in technology. By connecting with these people, I am able to see the resources they bookmark and even bookmark them for myself to use later. This ability to share and save information highly contributes to my PLN as a whole. The main resources that I tagged PLN in Diigo are the websites I use to share ideas with others, specifically: Twitter,Tweetdeck, Tweetchat, and Symbaloo.

          To enhance my Personal Learning Network, I joined The Educator’s PLN, which is a digital discussion forum. This is a website where people of a common interest (education) can come together to share ideas, videos, discussion, thoughts, and resources. It works like any other social media site being that the overall goal is to serve as an outlet for the exchange of information. This site is different, and special, because its purpose is specific to education. Through The Educator’s PLN, I am able to watch videos that other educators find worthy of sharing. One video I watched was a taped speech by sociologist, Sam Richards, titled A Radical Experiment in Empathy. This motivational speech uses the current war over oil in the Middle East as an example to catalyst empathy within the audience. The speaker continuously challenges the audience to put themselves in another person’s shoes and sincerely try to understand the life of another individual. By the end of the speech, a very powerful message in empathy is conveyed, and I was inspired to be a little more patient with others and to remember that despite our differences, we are all just people with the same desires, fears, dreams, and needs at the end of the day. Having the patience to stop and understand each other before jumping to conclusions and being reactive is a trait that should be emphasized in the classroom. As a future teacher, I plan to encourage my students to see the world with a perspective similar to the one Richards presents and to approach conflict resolution with kindness instead of frustration.

Journal 6: "Ten Reasons to Get Rid of Homework (and Five Alternatives)"

Spencer, J. (2011, September 19). Retrieved from ten-reasons-to-get-rid-of-homework-and

Summary: In his article, “Ten Reasons to Get Rid of Homework (and Five Alternatives) Spencer proposes the idea that homework is not all that it’s cracked up to be. He suggests that children need time to play and explore, and that when schoolwork is mandatory the joy of learning is lost. The article also brings attention to the reality that many children do not have sufficient support at home to get the homework done, which then makes assigning homework conflict with fairness. This list of faults within the traditional homework system provides an interesting perspective to the topic teachers and students are so familiar with, and it urges educators to rethink the way they encourage children to learn.

My Five Alternatives to Homework:
1. Teach someone else what you learned in school- I think the best way to truly learn material is to teach it to another person. When you try to explain something to someone else, it will show you how much you really do or do not know the topic yourself. Having students teach their parents or siblings something they learned at school will enable them to showcase their knowledge and take pride in it. Also, if there are areas the student is having trouble understanding, the parent will become aware them as their child teaches the lesson.

2. Do something active- Children have bodies and minds that are rapidly growing, and they need proper nutrition and exercise to stay healthy. As a teacher, encouraging students to play outside and move each day will give them some of the exercise they need. This will benefit the child’s overall health as well as help them stay more focused in class, making school work done at school more significant.

3. Make a creation- Encourage students to be creative at home and draw, color, paint, sculpt,take pictures, etc. Creativity and imagination should be valued at every age, and by suggesting art instead of homework, children could really foster these unique talents. It would be neat to encourage students to create masterpieces related to something they learned at school and display the artwork in the classroom.

4. Write in a journal- Instead of assigning specific homework problems, teachers could encourage students to write in a journal each day. If journal articles revolved around what the child learned in school that day, by the end of the year an entire book full of meaningful information would be created. More importantly, this would all be information that stood out to the student and was significant to them.

5. Read for fun- Encourage students to read as much as they can/ want to. By exposing children to literature, a world of opportunities opens. Children should learn to read to quench their curiosity and find enjoyment. Also encouraging students to read to others is a great way to practice reading skills.

Journal 4: "Join the Flock" and "Enhance Your Twitter Experience"- Learning and Leading With Technology (NETS 3,4,5)

Ferguson, H. (2012). By join the flock. Learning and Leading with Technology, Retrieved from http://www.iste.org/learn/publications/learning-leading/issues/june-july-2010/join-the-flock

McClintock, S. (2010). Enhance yout twitter experience. Learning and Leading with Technology, 37(8), Retrieved from http://www.learningandleading-digital.com/learning_leading/201000607?pg=16&search_term=enhance your twitter&doc_id=-1


Summary: Hadley Ferguson and Shannon McClintock Miller both share about the benefits of a professional learning network (PLN) in each of their articles, “Join the Flock” and “Enhance Your Twitter Experience.” Ferguson explains that having and using a PLN  is a great way for educators to find and share ideas. Her article outlines the steps needed to embark into the PLN world via Twitter. The basics are touched on here so that any educator will have enough information to get started. Miller inspires new users of Twitter to really dive in and seek every benefit it offers in “Enhance Your Twitter Experience.” This article gives reference to various organizational methods possible through Twitter. Both articles insist that organizing information is key because Twitter allows for so much input, and the streams of ideas present are truly endless. With a tweet deck, one organizational option, users can filter their interests into visually appealing columns that are separated by topic. This way, educators can find themselves as observers of global conversations among other educators, which allows the transfer of ideas and techniques to be at its prime. Through a PLN like Twitter, teachers embody NETS 3,4, and 5 as appropriate usage of modern technology is showcased, global connections are made via internet, and learning communities in which research is contributed to are formed.

Q1: How might insisting that teachers take part in a PLN benefit classrooms and schools as a whole?
A1: Personal Learning Networks allow for quick, easy, and abundant transfer of information in nearly every subject area. If schools required teachers to become part of such networks, they could very readily open themselves to a flow of information from others with a passion to teach similar to their own. This could be extremely beneficial, especially to students, because educators online may propose new ways of approaching material, engaging students, reaching all students, and managing classrooms altogether. With such a varied array of research available and fresh outlooks, teachers could really foster growth within their own classrooms by utilizing what applies to their students.

Q2: How would you specifically use Twitter to your advantage as an elementary school teacher?
A2: I would use Twitter as a search engine for ideas pertaining to material I was teaching as well as to share ideas I like with others who might benefit from them. By following educators and becoming part of chat groups, a hearty supply of information about education, or any topic in particular, would flow right to me. I could peruse Tweets from these sources for ideas or search specifically by tag. I might find examples of how other teachers have taught certain lessons or celebrated certain events in their classrooms and then alter them to fit my own classroom well. I like the idea of using Twitter as a source of shared knowledge so that as a teacher I can constantly better my techniques and work to reach students in unique ways.

Journal 3: "Students Need a Digital Driver's License Before They Start Their Engines"- Learning and Leading With Technology (NETS 4)

Swan, G., & Park, M. (2012-13). Students need a digital driver’s license before they start their engines. Learning and Leading with technology, 40(4), Retrieved from http://www.learningandleading-digital.com/learning_leading/201212?pg=28&search_term=driverslicense

Summary: Gerry Swan and Marty Park outline the importance of teaching online responsibility and etiquette by comparing the situation to new drivers on the road. As it would be dangerous to allow drivers to take on the responsibility of driving without any training, it is dangerous for students to venture into the internet without knowing what they are doing. Many schools, especially ones that have a Bring Your Own Device (BYOD) policy, are requiring students to partake in an online license program that teaches the ins and outs of internet safety. Through scenarios presented throughout the program, students can understand the situations they may encounter while working online. As our society is leaning on technology more and more, it is vital that students know how to maneuver through the Internet and work with digital devices in a safe way. The Internet is a significant tool, but it can be dangerous when not approached cautiously or wisely, which is why the points in this article should be considered by educators. A program like the one Swan and Park discuss showcase NETS 4 as it touches on responsibility online and teaches safety and respect while using the Internet.

Q1: Could you aim a digital driver’s license toward a younger audience?
A1: Yes, I think that teaching digital responsibility toward younger students, even fourth or fifth graders, is a great idea. As the technological craze continues to grow, students are getting involved with the Internet at much younger ages than five or ten years ago. With this in mind, it would be silly to wait until high school to teach online etiquette. Introducing the concept of online responsibility to children may help them approach the Internet in a better, and much safer, way. This in turn would start a chain reaction of all around wiser Internet users for the future.

Q2: How can high school teachers make time for students to obtain a digital driver’s license?
A2: High school teachers could help their students become responsible Internet users by making sure they have learned about Internet safety through a digital driver’s license program. Time could be made for something like this by incorporating it into another lesson. For example, if students are doing a research project, they might be required to obtain this license before they begin their research. Teachers could tie together the credibility of sources with the credibility of the Internet as a whole. With this connection, students may be able to better internalize the caution they should take while using online resources, which includes being wise about what they read and believe.

Journal 2: "Learning Without Borders"- Learning and Leading with Technology (NETS)

Sue Anderson, S. A. (2012). Learning without borders.Learning and Leading with technology, Retrieved from http://www.iste.org/learn/publications/learning-leading/l-l-december-january-2012-13/feature-learning-without-borders

Summary: Anderson shares the unique experience her high school students had in communicating globally through the Schoolwires Greenleaf program. In an attempt to further technology as an outlet for education, this program matched students from the US with students in China and designed six units around the interaction among these diverse groups of students. Each unit encompassed NETS and aimed to teach the students about appreciating differences among cultures while building global connections through the tools technology offers. The first time through this program, groups of American students were matched with groups of Chinese students, and the second time through students from each country were paired one on one as to create a more personal environment. The Chinese students had been learning English and were able to translate to English, so all communication took place in the language understood by both cultures. Anderson notes that her students were interested in the way these Chinese students had so much in common with themselves and that they embodied the same desires and dreams as the average American student despite stereotypical norms. The experience provided by the Schoolwires Greenleaf program was infused with NETS 1,3,4, and 5 as real world issues were addressed, collaborative efforts were made, online etiquette and responsibility was touched on, global awareness came about, and shared decision making occurred.

Q1: Could a program like the one Schoolwires Greenleaf offers be aimed toward an elementary audience?
A1: Yes, I think a similar experience could be crafted for younger children. If an elementary school class were to carry out this experience, it would probably be less individualized than the high school one. Teachers may need to lead discussions and assignments instead of giving students free range and responsibility to communicate with their global partners. An elementary program might be more reflective of an online pen pal system than a collaborative learning partnership, but creating global ties among children at a younger age could be very beneficial.

Q2: How would you you alter/ add to the program?
A2: In addition to the requirements and assignments this program entails, I might have students reach out to their own communities more. Maybe as students journey through the program, they could produce their own newsletter or blog that informs about their progress and simultaneously teaches a general audience interesting findings they have come across.