Tonight we learned about the wonderful technological tool of smartboards. We could not use mimio, but that is okay because the smartboard was still loads of fun. It was actually brilliant and I WANT ONE RIGHT NOW!!! That kind of sounded like Veronica from Charlie and the Chocolate Factory when she screamed for an Oompa Loompa, didn't it? Anyhow, Katy and I did a lot of hands on experimenting with the Smartboard on our computers and she drew me lots of funny little pictures and I proved I was an unreformed, incorrigible troublemaker once again by writing unspeakable words on my slides. (I did erase them though, which is an improvement).
The best part of the class was the presents--okay just kidding. No, in all seriousness folks, the presentation of technology plans was a nice conclusion to the course. I was amazed at everything that people learned and researched in an effort to bring technology and accessibility to their students. I sincerely believe that this course is a true treasure trove of information and the students who are in it just add to it. I learned so much in this course that I cannot think of any others that rival it.
Not only did this course improve how I will approach technology in my classroom, but it has already improved my leisure time. I have already made a couple of musical audio recordings on Audacity and am pursuing the dreams of my youth by being a recording artists! I am absolutely serious. I applied what we learned in class to laying down tracks of music and then adding tracks of vocals and then played around with the effects to have a pretty professional product. After Technology in Special Education with Rick Mills who needs Nashville???
Tuesday, June 26, 2007
Sunday, June 24, 2007
Website Review #2
I selected YAACK: What is Augmentative and Alternative Communication's website as my second website review. The reason for this is because I had very little clue about this topic before I took this class. This website is very informative about what AAC is. Not only did it discuss the meaning of AAC, but the website provided education about when a child might need AAC.
I particularly liked the portion on the site that dealt with learned helplessness. I think this is an issue that is seriously impacted the lives of young children in our society and it was refreshing to see a website that is geared toward helping children with communication needs warning about the dangers of learned helplessness. That is definately something parents need to be aware of and avoid when raising any child, but particularly one with disabilities.
The website addressed the fear that AAC might replace normal communication. It points out the benefits of multimodal communication. This website takes a very common sense approach to such issues that do come up in the minds of parents and others. They simply point out that we all use multimodal communication and point out the benefits of having more than one means to express oneself. They dispel fears with common sense and evidence to the contrary.
This site is chock full of information, ranging from historical perspectives of AAC, to resources that provide help for those with communication disorders, to selecting the right AAC device for a students, to teaching students with AAC devices.
I think the site's table of contents are set up nicely and are clearly set up for different topics. It is an easy site to navigate and perhaps the only drawback is a benefit of the site as well, which is that it has TONS of information!
I particularly liked the portion on the site that dealt with learned helplessness. I think this is an issue that is seriously impacted the lives of young children in our society and it was refreshing to see a website that is geared toward helping children with communication needs warning about the dangers of learned helplessness. That is definately something parents need to be aware of and avoid when raising any child, but particularly one with disabilities.
The website addressed the fear that AAC might replace normal communication. It points out the benefits of multimodal communication. This website takes a very common sense approach to such issues that do come up in the minds of parents and others. They simply point out that we all use multimodal communication and point out the benefits of having more than one means to express oneself. They dispel fears with common sense and evidence to the contrary.
This site is chock full of information, ranging from historical perspectives of AAC, to resources that provide help for those with communication disorders, to selecting the right AAC device for a students, to teaching students with AAC devices.
I think the site's table of contents are set up nicely and are clearly set up for different topics. It is an easy site to navigate and perhaps the only drawback is a benefit of the site as well, which is that it has TONS of information!
Web Site Review #1
I selected LD Online as the first web site review. I chose this specifically because it has been a resource that I have enjoyed using over the years, as an educator, parent, and students. The site claims it is the "world's leading website on learning disabilities and ADHD." I agree whole-heartedly. As a beginning student in graduate school I found this site to be invaluable in terms of learning about LD and ADHD in general and how it applied to me as a teacher.
There is a tab on the left hand column that is specific to educators and when you click on it it takes you to another window where you can delve into Intructional Strategies for Teaching Students with LD or ADHD. I have implemented some of those very strategies in my classroom. There are news articles and resources, as well as forums, links, a store, and other teaching issues.
As a parent I have relied on the strategies and advice that is able to be harvested from the pages within the website for parents. I especially appreciated the advice on negotiating for the best education for your child.
I think the best part of this site, however, is the links for kids which include an Art gallery of works created by kids, as well as stories from other kids with learning disabilities or ADHD. This enables students, who may be feeling awkward or alone to reach out and make connections with others.
This site serves as an educational and emotional resource for all of those who visit it and I highly recommend it.
There is a tab on the left hand column that is specific to educators and when you click on it it takes you to another window where you can delve into Intructional Strategies for Teaching Students with LD or ADHD. I have implemented some of those very strategies in my classroom. There are news articles and resources, as well as forums, links, a store, and other teaching issues.
As a parent I have relied on the strategies and advice that is able to be harvested from the pages within the website for parents. I especially appreciated the advice on negotiating for the best education for your child.
I think the best part of this site, however, is the links for kids which include an Art gallery of works created by kids, as well as stories from other kids with learning disabilities or ADHD. This enables students, who may be feeling awkward or alone to reach out and make connections with others.
This site serves as an educational and emotional resource for all of those who visit it and I highly recommend it.
Article Review #3
My final article review is on Universal Design. The article "Curriculum Access and Universal Design for Learning" begins with an explanation about how the re-authorization for IDEA mandated that "all students, regardless of their abilities must be given the opportunity to become involved with and progress in the general educational curriculum." The article cautions , however, that such a mandate decrees more than just supplying every student with a textbook or computer. The author points out that it means that students must be engaged in the learning process to meet the letter of the law.
The author points out that often to accommodate student needs teacher have relied on adapted or altered texts and tests. So, for instance they would provide a braille test for a blind students instead of a written one. The author makes the comparison of such after-though accommodations as being similar to the wheelchair ramp added to a building where stairs used to be the only access--they are often awkward and difficult to use. The author claims a more efficient way to provide student access is to consider what their needs are at the beginning of curriculum development and put the accommodations in right from the get go.
The article goes on to explain what Universal Design means from three principals:
1. The curriculum provides for multiple means of representation, using different modalities to present subject matter.
2. The curriculum provides multiple means of expression to allow students to respond with their preferred means of control to accommodate the differing cognitive strategies and motor-system controls of students.
3. The curriculum provides multiple means of engagement because students learn best in their preferred modality and are more motivated when they are engaged in what they are learning.
The article notes that teachers who want to implement Universal Design must use flexible curricular materials. It is stressed that one does not "dumb down" the lessons but instead keep the lessons challenging enough to motivate learners. They give the example of software for reading programs which have different settings for speed to permit readers to select their own speed. It can be a reader that reads and highlights (permitting for different modalities, audio and visual), and can be controlled vocally, with single switch controls or alternate keyboards (multiple expressions). It can request varying levels of feedback from students ranging from having them repeat vocabulary words to writing their own stories (multiple engagements).
This is Universal Design but I call it darn good teaching. This is exactly what teachers should be doing for their students and it doesn't require a lot of money or effort if planned correctly. The article notes that more and more teachers are using this type of teaching and concludes with informational resources for those wishing to learn more about it.
I think that this is so important to education. Universal Design just makes a lot of common sense. It should be embraced and required just as ADA requires embracing accessibility to housing, telecommunications, buildings, etc... It would bring benefits to all of us, not just those with disabilities. Society as a whole reaps the rewards of such sweeping change.
The author points out that often to accommodate student needs teacher have relied on adapted or altered texts and tests. So, for instance they would provide a braille test for a blind students instead of a written one. The author makes the comparison of such after-though accommodations as being similar to the wheelchair ramp added to a building where stairs used to be the only access--they are often awkward and difficult to use. The author claims a more efficient way to provide student access is to consider what their needs are at the beginning of curriculum development and put the accommodations in right from the get go.
The article goes on to explain what Universal Design means from three principals:
1. The curriculum provides for multiple means of representation, using different modalities to present subject matter.
2. The curriculum provides multiple means of expression to allow students to respond with their preferred means of control to accommodate the differing cognitive strategies and motor-system controls of students.
3. The curriculum provides multiple means of engagement because students learn best in their preferred modality and are more motivated when they are engaged in what they are learning.
The article notes that teachers who want to implement Universal Design must use flexible curricular materials. It is stressed that one does not "dumb down" the lessons but instead keep the lessons challenging enough to motivate learners. They give the example of software for reading programs which have different settings for speed to permit readers to select their own speed. It can be a reader that reads and highlights (permitting for different modalities, audio and visual), and can be controlled vocally, with single switch controls or alternate keyboards (multiple expressions). It can request varying levels of feedback from students ranging from having them repeat vocabulary words to writing their own stories (multiple engagements).
This is Universal Design but I call it darn good teaching. This is exactly what teachers should be doing for their students and it doesn't require a lot of money or effort if planned correctly. The article notes that more and more teachers are using this type of teaching and concludes with informational resources for those wishing to learn more about it.
I think that this is so important to education. Universal Design just makes a lot of common sense. It should be embraced and required just as ADA requires embracing accessibility to housing, telecommunications, buildings, etc... It would bring benefits to all of us, not just those with disabilities. Society as a whole reaps the rewards of such sweeping change.
Article Review # 2
The second article I have chosen to review, and first one off of the course disc, is the Guide to Disability Rights. The reason I have selected this article is because I believe this relates directly to some of the most important laws that have been enacted in recent years. The Guide is exactly that--an easy to read "summary of the federal civil rights laws that ensure equal opportunity for people with disabilities." What I like about this article is that it does not rely on the long-winded legal-speak that can bore the brown out of dirt. It addresses each Act that has been passed in the effort to make the world an easier and more accessible place for those who have disabilities.
I find this issue very close to my heart as the child of a father who spent his entire adult life with a leg and hip injury/disability that caused him to walk on crutches for the first twelve years of my life. I can remember accompanying him as a child as he ran errands and clearly recall the obstacles that hampered his ability to access the world like able bodied people. Once when he went to pick up a birthday cake from a bakery he struggled to go up the stairs and into the store with his crutches and me. Once he paid for the cake he asked if someone could assist him to his car and was refused!This was back in a day when stores used to walk people to their cars and put groceries into their trunks! I remember the hurt sound in his voice when he told my mother about this. I was young and it made me sad to hear my father's emotional pain. As an adult it angers me that ignorant people brought that upon him. He is a proud and very independent man. For him to even ask for assistance took a lot out of him, and then to be refused is outrageous.
My father became an independent businessman so that he could be employed consistently and carry good health insurance through his business. He did this because, at that time, employers could discriminate against those with disabilities. Under the Americans with Disabilities Act that is now illegal. The following Acts are also discussed within the article:
State and local governments are also mandated to give people with disabilities equal opportunities to benefit from all their programs, services, and activities--including public education, employment, transportation, recreation, health care, social services, courts, voting, and town meetings.
Telecommunication carriers are mandated to provide access for people with speech and hearing disabilities. They must close caption television programming and provide 24 hour interstate and intrastate telecommunications relay service for those who need such services. In addition, manufacturers of telecommunications equipment must make sure their equipment and services are readily available to those with disabilities.
The Fair Housing Act makes it illegal to discriminate against those with disabilities in regards to renting or buying dwellings. It requires owners of buildings to make "reasonable exceptions" in policies or operations to provide those with disabilities equal housing opportunities. For instance if an apartment complex does not permit pets an exception should be made for a blind person who relies on a seeing eye service dog. New housing is also required to be designed to be handicapped accessible--in housing units of four or more.
The Air Carrier Access Act prohibits discrimination in transportation by domestic or foreign carriers.
The Voting Accessibility for the Elderly and Handicapped Act requires polling places to be physically accessible for those with disabilities for federal elections--or provide an alternate means for voting. This law was recently strengthened by the National Voter Registration Act which is also known as the Voter Motor Act. Essentially this act requires State level agencies that provide services to those with disabilities to provide them with voter registration materials and assistance with filling forms out and transmitting them to the appropriate state official. Most people encounter this at their local Department of Motor Vehicles, where they are able to fill out voter registration cards while conducting their business there.
The Civil Rights of Institutionalized People Act is a law that permits the U.S. Attorney General to investigate conditions of confinement in jails, publicly operated nursing homes and institutions for those with psychiatric and development disabilities. This law is especially important given the terrible history of those facilities that have taken care of those with disabilities or the inability to speak out publicly (such as a prisoner). In the past places like Pineland or the Maine Youth Center or Augusta Mental Health Institute mistreated and in some cases tortured those committed to their care. The Maine Youth Center was even cited by Amnesty International for their violations of basic human rights. The laws have been amended to provide more oversight and better care for those who are institutionalized.
Schools are held to higher standards through the Individuals with Disabilities Act - as they can no longer discriminate against those children with disabilities, but instead must provide them with a free and appropriate education like everyone else. This has had huge impacts on those with disabilities who have been given access to education with their peers in the last 30 years. Prior to this Act many of those with disabilities were forbidden to education and opportunities to learn.
The Rehabilitation Act prohibits discrimination on the basis of disability in programs run by the federal government, in programs being funding through the federal government, in federal employment and in the employment practices of federal contractors. This change in the law opened up doors for employment to a huge class of people that had been formerly discriminated against by their own government. This is remarkable that it took so long for such laws, given that a full forty years earlier the United States had a President that had been crippled by Polio and was confined to a wheelchair!
And the Architectural Barriers Act essentially requires that all buildings constructed with federal funds or leased by federal agencies comply with federal standards for accessibility. This again, opens doors--quite literally--for those who with disabilities.
The article does a nice job of outlining the acts that have been passed to make life easier for those with disabilities. Look a little bit closer, though, and you will realize that life is easier for us all. Think about the last time you walked through the doors of a building, carrying a load of packages and the doors swung open for you automatically. Think about the workout at the gym that was made more bearable for you because of the televisions that bear closed captioning of their programs so you could understand what was going on, despite all the noise in the room. These are just two of the ways that changes in the laws have provided benefits to every single one of us. What a small price to pay for accessibility for all!
I find this issue very close to my heart as the child of a father who spent his entire adult life with a leg and hip injury/disability that caused him to walk on crutches for the first twelve years of my life. I can remember accompanying him as a child as he ran errands and clearly recall the obstacles that hampered his ability to access the world like able bodied people. Once when he went to pick up a birthday cake from a bakery he struggled to go up the stairs and into the store with his crutches and me. Once he paid for the cake he asked if someone could assist him to his car and was refused!This was back in a day when stores used to walk people to their cars and put groceries into their trunks! I remember the hurt sound in his voice when he told my mother about this. I was young and it made me sad to hear my father's emotional pain. As an adult it angers me that ignorant people brought that upon him. He is a proud and very independent man. For him to even ask for assistance took a lot out of him, and then to be refused is outrageous.
My father became an independent businessman so that he could be employed consistently and carry good health insurance through his business. He did this because, at that time, employers could discriminate against those with disabilities. Under the Americans with Disabilities Act that is now illegal. The following Acts are also discussed within the article:
State and local governments are also mandated to give people with disabilities equal opportunities to benefit from all their programs, services, and activities--including public education, employment, transportation, recreation, health care, social services, courts, voting, and town meetings.
Telecommunication carriers are mandated to provide access for people with speech and hearing disabilities. They must close caption television programming and provide 24 hour interstate and intrastate telecommunications relay service for those who need such services. In addition, manufacturers of telecommunications equipment must make sure their equipment and services are readily available to those with disabilities.
The Fair Housing Act makes it illegal to discriminate against those with disabilities in regards to renting or buying dwellings. It requires owners of buildings to make "reasonable exceptions" in policies or operations to provide those with disabilities equal housing opportunities. For instance if an apartment complex does not permit pets an exception should be made for a blind person who relies on a seeing eye service dog. New housing is also required to be designed to be handicapped accessible--in housing units of four or more.
The Air Carrier Access Act prohibits discrimination in transportation by domestic or foreign carriers.
The Voting Accessibility for the Elderly and Handicapped Act requires polling places to be physically accessible for those with disabilities for federal elections--or provide an alternate means for voting. This law was recently strengthened by the National Voter Registration Act which is also known as the Voter Motor Act. Essentially this act requires State level agencies that provide services to those with disabilities to provide them with voter registration materials and assistance with filling forms out and transmitting them to the appropriate state official. Most people encounter this at their local Department of Motor Vehicles, where they are able to fill out voter registration cards while conducting their business there.
The Civil Rights of Institutionalized People Act is a law that permits the U.S. Attorney General to investigate conditions of confinement in jails, publicly operated nursing homes and institutions for those with psychiatric and development disabilities. This law is especially important given the terrible history of those facilities that have taken care of those with disabilities or the inability to speak out publicly (such as a prisoner). In the past places like Pineland or the Maine Youth Center or Augusta Mental Health Institute mistreated and in some cases tortured those committed to their care. The Maine Youth Center was even cited by Amnesty International for their violations of basic human rights. The laws have been amended to provide more oversight and better care for those who are institutionalized.
Schools are held to higher standards through the Individuals with Disabilities Act - as they can no longer discriminate against those children with disabilities, but instead must provide them with a free and appropriate education like everyone else. This has had huge impacts on those with disabilities who have been given access to education with their peers in the last 30 years. Prior to this Act many of those with disabilities were forbidden to education and opportunities to learn.
The Rehabilitation Act prohibits discrimination on the basis of disability in programs run by the federal government, in programs being funding through the federal government, in federal employment and in the employment practices of federal contractors. This change in the law opened up doors for employment to a huge class of people that had been formerly discriminated against by their own government. This is remarkable that it took so long for such laws, given that a full forty years earlier the United States had a President that had been crippled by Polio and was confined to a wheelchair!
And the Architectural Barriers Act essentially requires that all buildings constructed with federal funds or leased by federal agencies comply with federal standards for accessibility. This again, opens doors--quite literally--for those who with disabilities.
The article does a nice job of outlining the acts that have been passed to make life easier for those with disabilities. Look a little bit closer, though, and you will realize that life is easier for us all. Think about the last time you walked through the doors of a building, carrying a load of packages and the doors swung open for you automatically. Think about the workout at the gym that was made more bearable for you because of the televisions that bear closed captioning of their programs so you could understand what was going on, despite all the noise in the room. These are just two of the ways that changes in the laws have provided benefits to every single one of us. What a small price to pay for accessibility for all!
Tuesday, June 19, 2007
The Audacity of Robots and Podcasting
Tonight's class was quite incredible. As someone who is very interested in Radio and podcasting I think tonight's class was, by far, my favorite! I loved the technology involved in this and can definately see applications for my classroom, as well as personal. I loved the Audacity program and would love to utilize it with my class. I know my students would love to be able to create individual podcasts then convert them into Mp3 format...I can see them burning them onto CD's or downloading them onto their Mp3 players.
I was also quite intrigued by the Robot portion of tonight's lesson. To be able to get free books from Guttenburg Library and open them in ReadPlease then having it turned into an Mp3 file through Audicity would be a super thing to do with our students at school. This is all FREE stuff folks and it has excellent potential for students with exceptionalities.
Another super night, Rick!
Tracy
I was also quite intrigued by the Robot portion of tonight's lesson. To be able to get free books from Guttenburg Library and open them in ReadPlease then having it turned into an Mp3 file through Audicity would be a super thing to do with our students at school. This is all FREE stuff folks and it has excellent potential for students with exceptionalities.
Another super night, Rick!
Tracy
Friday, June 15, 2007
Seven thousand, five hundred, ninety-seven words and counting!
The title to tonight's blog is my attempt at a little bit of humor folks! We worked with word prediction though Kurzwiel. It was very interesting and very beneficial for those who type very slow for various reasons. I, who do not type fast, did find it a bit frustrating to work with but am pleased to know that if I ever needed that technology it would be available to me. We also tried a "shareware" version of word predication which I did not find very valuable at all. It did not pick up words that I had just used in a previoud sentence, which I think is unacceptable.
My title was inspired by the attempt to make a wordlist using a piece of literature we had downloaded for free from Project Guttenburg. I choose Mark Twain's "Tom Sawyer" which I thought would be a nice easy story to use. I mean, come on, the book is only a 1/4 of an inch thick! But the list of words grew to be over 7000 before I gave up and selected a poem by Robert Frost. It was informative to say the least.
I have to discuss Project Guttenburg which offers tons of books and works that are in the public domain that can be accessed for free. I LOVED IT!!!! I am so excited to go home and check that site out in depth.
We did create our own topic dictionaries which was easier than I thought. I never realized that you could type in almost any topic you would like, plus the word glossary on a search engine and have glossaries pop up for you. This makes a teacher's job very easy when trying to come up with vocabulary words and such for lessons. I typed in the word "Podcasting" and "glossary" and quite a few glossaries came up. NICE!!!!
And last but not least, Rick told us how to go to Cinemagic in Saco, Maine to watch the Red Sox in action on the big screen. While it is not out in the open skies, the action is definately bigger and the food is almost as expensive!!!!
Tracy
My title was inspired by the attempt to make a wordlist using a piece of literature we had downloaded for free from Project Guttenburg. I choose Mark Twain's "Tom Sawyer" which I thought would be a nice easy story to use. I mean, come on, the book is only a 1/4 of an inch thick! But the list of words grew to be over 7000 before I gave up and selected a poem by Robert Frost. It was informative to say the least.
I have to discuss Project Guttenburg which offers tons of books and works that are in the public domain that can be accessed for free. I LOVED IT!!!! I am so excited to go home and check that site out in depth.
We did create our own topic dictionaries which was easier than I thought. I never realized that you could type in almost any topic you would like, plus the word glossary on a search engine and have glossaries pop up for you. This makes a teacher's job very easy when trying to come up with vocabulary words and such for lessons. I typed in the word "Podcasting" and "glossary" and quite a few glossaries came up. NICE!!!!
And last but not least, Rick told us how to go to Cinemagic in Saco, Maine to watch the Red Sox in action on the big screen. While it is not out in the open skies, the action is definately bigger and the food is almost as expensive!!!!
Tracy
Article Review
Julie Willis begins her article, "From MySpace to MyBook" by discussing the problem of illiteracy at the high school level. She notes that many of her students begin high school reading below grade level. She recounts her struggles to motivate her students to read. Willis then appears to have had an epiphany about how to resolve this when she realized that every single one of her students had a MySpace page. She recognized that MySpace is a website that requires students to successful navigate using reading, writing and other communication skills. Willis sees the potential in MySpace where many other adults see a site gull of corruption and danger.
Willis noted that "the appeal of MySpace comes from the ability to share thoughts and ideas through pictures, movies, songs and text" (2007, p. 1). She speculated that those skills could be put to use in an effort toward improving literacy with older students as well as younger students just learning to read. She found software, called My Own Bookshelf, which is a co-authoring program that uses the same kinds of skills students use to build MySpace pages. The students create books that they author, design, and print themselves. The books are also burned onto CDs so that younger readers can follow along with the printed book as they listen to the audio version.
Willis noted that the cost of the program is only $139.00 and is extremely easy to use. The only thing that is needed is a computer, the software, a printer, a cd burner, and a target audience. Willis states that the "students are only limited by their imagination and technological savvy."
She explains that it gets the students involved in the writing process from storyboarding to editing and publishing. She adds that students are invested in the process because they choose the topics they will write about. Students demonstrate pride in their work because it is completely their original work. They are in charge of the creative process from the beginning to end--choosing font size, text style, colors, pictures, images and even videos and music if they wish.
I think this is an excellent idea for use with any students. I am inspired to go out and purchase the software for my student for next year. This author/teacher knows exactly how to get kids enthusiastic about producing work and engaging in the learning process--you make it relevant to them! The need to embrace technology and not fear it has got to be the way schools approach teaching in the coming decades. Our kids are already invested in technology everywhere else, so why not school as well? Instead of treating popular sites, like MySpace as monsterous things, schools and parents needs to figure out how to incorporate similiar technology as we impart lessons to our children.
Tracy
Willis noted that "the appeal of MySpace comes from the ability to share thoughts and ideas through pictures, movies, songs and text" (2007, p. 1). She speculated that those skills could be put to use in an effort toward improving literacy with older students as well as younger students just learning to read. She found software, called My Own Bookshelf, which is a co-authoring program that uses the same kinds of skills students use to build MySpace pages. The students create books that they author, design, and print themselves. The books are also burned onto CDs so that younger readers can follow along with the printed book as they listen to the audio version.
Willis noted that the cost of the program is only $139.00 and is extremely easy to use. The only thing that is needed is a computer, the software, a printer, a cd burner, and a target audience. Willis states that the "students are only limited by their imagination and technological savvy."
She explains that it gets the students involved in the writing process from storyboarding to editing and publishing. She adds that students are invested in the process because they choose the topics they will write about. Students demonstrate pride in their work because it is completely their original work. They are in charge of the creative process from the beginning to end--choosing font size, text style, colors, pictures, images and even videos and music if they wish.
I think this is an excellent idea for use with any students. I am inspired to go out and purchase the software for my student for next year. This author/teacher knows exactly how to get kids enthusiastic about producing work and engaging in the learning process--you make it relevant to them! The need to embrace technology and not fear it has got to be the way schools approach teaching in the coming decades. Our kids are already invested in technology everywhere else, so why not school as well? Instead of treating popular sites, like MySpace as monsterous things, schools and parents needs to figure out how to incorporate similiar technology as we impart lessons to our children.
Tracy
Tuesday, June 12, 2007
The Geeks Came in First but did not Triumph!
Tonight we all formed teams for a technology marathon. Lisa, Katy and I were minding our own business as we began with a challenging task. Of course, the Geek Squad had to race right by us making their snide remarks and displaying very poor sportsmanship. The spirit of the technological feat before us did not fade, however, and our team persevered with the true task--which was to learn, NOT cackle and strut around like roosters.
In any case, we had the opportunity to apply the knowledge we had been exposed to all semester in practical activities that simulated common technological tasks that one might encounter in Special Ed Land. This was useful and very enlightening. I am once agin very psyched to be able to share this information with colleagues and to use some of what I have learned on a pesonal basis as well. This class has consitently provided us with information that can be applied in varied ways. Its like opening up and oyster and finding a pearl.
Tracy
In any case, we had the opportunity to apply the knowledge we had been exposed to all semester in practical activities that simulated common technological tasks that one might encounter in Special Ed Land. This was useful and very enlightening. I am once agin very psyched to be able to share this information with colleagues and to use some of what I have learned on a pesonal basis as well. This class has consitently provided us with information that can be applied in varied ways. Its like opening up and oyster and finding a pearl.
Tracy
Friday, June 8, 2007
The Great Outdoors and Technology
Today we had the opportunity to sit outside and enjoy the almost perfect weather and beautiful scenery of Pineland. The discussion about the upcoming technology plan was helpful and left me feeling inspired. It can be exciting to think about bringing something useful and technologically savvy to our students.
We then learned about the copyright law as it pertains to educators and using scanned materials for special needs students. We had the chance to work with materials that were already scanned onto our computers and learned how Kurzweil permits you to highlight text, put electronic sticky notes on the document, type answers or even record your responses orally with a microphone. That was really interesting and definately cool!
We then took turns scanning documents into the Kurweil which was also really fascinating becuase the program actually fixes the document so it is right side up and centered. The program then can be prompted to read the document aloud. This is excellent for students who have reading disabilities. I thought it was wonderful.
One of the gems we learned about in tonight's class was Bookshare.org. This site allows schools to buy books that are already scanned and download them. It includes a vast amount of books--some of which are in the public domain so they end up being free, like Shakespeare or Twain. Again, this is worthy and relatively inexpensive technology that would be able to improve the lives of all students and teachers too! I am excited to go back to my district and discuss this with my supervisor who is the Special Education Administrator at the high school. This would make all the difference in the world to many of our students.
Tracy
We then learned about the copyright law as it pertains to educators and using scanned materials for special needs students. We had the chance to work with materials that were already scanned onto our computers and learned how Kurzweil permits you to highlight text, put electronic sticky notes on the document, type answers or even record your responses orally with a microphone. That was really interesting and definately cool!
We then took turns scanning documents into the Kurweil which was also really fascinating becuase the program actually fixes the document so it is right side up and centered. The program then can be prompted to read the document aloud. This is excellent for students who have reading disabilities. I thought it was wonderful.
One of the gems we learned about in tonight's class was Bookshare.org. This site allows schools to buy books that are already scanned and download them. It includes a vast amount of books--some of which are in the public domain so they end up being free, like Shakespeare or Twain. Again, this is worthy and relatively inexpensive technology that would be able to improve the lives of all students and teachers too! I am excited to go back to my district and discuss this with my supervisor who is the Special Education Administrator at the high school. This would make all the difference in the world to many of our students.
Tracy
Tuesday, June 5, 2007
Dragon Naturally Speaking and Alice's Wonderland
Today's class was very interesting for me. I had the opportunity to be the volunteer for the Dragon Naturally Speaking program, which was very enlightening. I really enjoyed the chance to do the hands-on learning experience--it was easier for me to understand the concept of speech to text programs as a result. While the program seemed to require a lot of upfront work to make it more successful, I was impressed with it. It was strange, at first, especially given the fact that I was reading "Alice in Wonderland" for the text. My first go around revealed some of the program's quirks but, all-in-all, it was just a first run. As Rick stated, going in to correct the errors through the program would eliminate most of those mistakes in the future. If you don't go into the program to fix errors through the program, and choose to use the keyboard instead, then the program thinks it had 100% accuracy (and eventually gets worse in the long run).
I still would not prefer the software to typing for myself because I am quite adept at typing. However, it is encouraging to know that such technology is available to those who need it, and if I were to ever require such modifications in the future.
The second half of the class focused on AAC. It never occurred to me how much assessment goes into evaluating what a student's communication needs are and what system would benefit that child most. For instance, I was fascinated to know that most of the systems require some comprehension of symbols by those using it - therefore a need to assess an individual's ability to understand symbols and what kinds of symbols they understand best is neccessary. Just a few of the other things that are considered include things such as whether they can access that device in all environments and whether they can mobilize themselves to the system.
It was also fascinating to hear about the need to limit and specifically designate the amount of people who should be programming the system. Every single teacher should not have a part in this. It can be confusing and detrimental to the child if he cannot use the inputed vocabulary with ease. It is maddening that so much paperwork is necessary to appease the insurance companies to get the funding for this. It is such a beauracracy! I was troubled that even those people who could probably fork over the cash for devices without breaking a sweat go through the insurance process--because it is a way to get it paid for. But hey, that's an issue for a future radio show.
Tracy
I still would not prefer the software to typing for myself because I am quite adept at typing. However, it is encouraging to know that such technology is available to those who need it, and if I were to ever require such modifications in the future.
The second half of the class focused on AAC. It never occurred to me how much assessment goes into evaluating what a student's communication needs are and what system would benefit that child most. For instance, I was fascinated to know that most of the systems require some comprehension of symbols by those using it - therefore a need to assess an individual's ability to understand symbols and what kinds of symbols they understand best is neccessary. Just a few of the other things that are considered include things such as whether they can access that device in all environments and whether they can mobilize themselves to the system.
It was also fascinating to hear about the need to limit and specifically designate the amount of people who should be programming the system. Every single teacher should not have a part in this. It can be confusing and detrimental to the child if he cannot use the inputed vocabulary with ease. It is maddening that so much paperwork is necessary to appease the insurance companies to get the funding for this. It is such a beauracracy! I was troubled that even those people who could probably fork over the cash for devices without breaking a sweat go through the insurance process--because it is a way to get it paid for. But hey, that's an issue for a future radio show.
Tracy
Friday, June 1, 2007
Ouch! That hurt! I have asked you 33 times to stop clicking my face.
I absolutely was enthralled with the ReadPlease program. I especially liked what happened when I did exactly what it told me not to do--click on the speaker's face. The best line was "We can't help it if we are all trapped in your computer. . ." Whoever designed that program certainly had a great sense of humor. I think that that function alone is worth using the program. For some of my kids who might have reading difficulties but are kind of tough kids that could be the thing that gets them to even consider using it.
I was also fascinated by the higher end programs. I think that the fact that Kurzweil will allow texts to be scanned in and then reads them is very useful for those students who have low reading abilities. I know for a fact that we own that program in our school, but I believe it is hugely underutilized. In fact, I only know of one student who has access to it, yet it was purchased by the district. I will be looking into this matter because for the price we paid for it one would think that it would be money better spent if all the students who needed such technology could use it.
I was also fascinated by the higher end programs. I think that the fact that Kurzweil will allow texts to be scanned in and then reads them is very useful for those students who have low reading abilities. I know for a fact that we own that program in our school, but I believe it is hugely underutilized. In fact, I only know of one student who has access to it, yet it was purchased by the district. I will be looking into this matter because for the price we paid for it one would think that it would be money better spent if all the students who needed such technology could use it.
Tuesday, May 29, 2007
Infrared Beams and Reflective Forehead Dots
Today was a class that seemed less like school and more like an entertaining infomercial! (I happen to love infomercials by the way) Deb shared her vast knowledge and expertise around those devices that are supportive to those people with low incidence disabilities - such as blindness, MS, and other conditions that rob the body of its natural ability to function. The demonstrations she gave were excellent and informative. I learned a tremendous amount from the visual displays of the ways the devices work. Deb also was able to answer questions from the group with the ease that can only come from knowing her stuff inside and out!
I was particularly fascinated by the infrared headset that helped move the cursor based on head movement and responded to puffs of air to click. It was neat to hear that the technology for that and the reflective dots originated from the military. I also was very interested in her discussion about voice activated technology that has some of its roots in the business world. It was heartening to hear that the costs for these devices have come down considerably throughout the years and are now more affordable for those who need them.
The information she provided about the keyboards and switches was very helpful and made some of the technology I have seen around the school I teach at make more sense to me. I also enjoyed the demonstration on the simple things that we can do just with word processing programs like Microsoft Word--such as changing the background for different disabilities.
Overall it was an excellent class which really packed a ton of information into a short time. I will probably think of ten more things I want to say after I sign off this blog! I guess I will save my comments for others' blogs.
Tracy
I was particularly fascinated by the infrared headset that helped move the cursor based on head movement and responded to puffs of air to click. It was neat to hear that the technology for that and the reflective dots originated from the military. I also was very interested in her discussion about voice activated technology that has some of its roots in the business world. It was heartening to hear that the costs for these devices have come down considerably throughout the years and are now more affordable for those who need them.
The information she provided about the keyboards and switches was very helpful and made some of the technology I have seen around the school I teach at make more sense to me. I also enjoyed the demonstration on the simple things that we can do just with word processing programs like Microsoft Word--such as changing the background for different disabilities.
Overall it was an excellent class which really packed a ton of information into a short time. I will probably think of ten more things I want to say after I sign off this blog! I guess I will save my comments for others' blogs.
Tracy
Tuesday, May 22, 2007
Web Nation With Accessiblity to All
I thought about the Pledge of Allegiance today when we were discussing computer acceissibility. The Pledge promises liberty and justice for all. . .but has that always been the case? I cannot help but think about the barriers that those with disabilities have faced throughout time. I cannot recall blind or deaf students, or even students with physical disabilities attending school with me as a youngster. Where were they? I mean they had to have existed and been living amongst the able bodies children. Interestingly enough, I do recall an influx of children with walkers, wheelchairs, deafness, and other disabilities during my freshman year in high school. They left class early to avoid the crowded hallways and took different gym classes. I now realize they were brought in out of the shadows because of the original IDEA laws enacted around that time.
I wonder, though, how much progress would have been made in terms of accessibility without the advent of computers. It seems as if computes and the internet have heralded in a new age for those who used to be delagated to the sidelines. Simple features, such as the ability to change accessibility options or computer settings can make all the difference for those with vison, hearing, or physical impairments. For instance, changing the resolution of the computer screen can increase the size of everything viewed on the screen. Changes with the keys can help those with one finger, one hand, or even those who rely on mouthpieces to type, utilize the keyboard more effectively. These changes are almost magical. The beauty of computers and the internet is that it levels the playing field. When I instant message or email someone half a continent away I do not necessarily know about the abilities or disabilities of the person to whom I am communicating.
Times keep a changing. . .and fortunately for all of us so does technology. I feel as though we are merely standing on the edge of a vast frontier full of new and exciting discoveries and innovative tools that will usher in a nation and a world with accessiblity to all.
Tracy
I wonder, though, how much progress would have been made in terms of accessibility without the advent of computers. It seems as if computes and the internet have heralded in a new age for those who used to be delagated to the sidelines. Simple features, such as the ability to change accessibility options or computer settings can make all the difference for those with vison, hearing, or physical impairments. For instance, changing the resolution of the computer screen can increase the size of everything viewed on the screen. Changes with the keys can help those with one finger, one hand, or even those who rely on mouthpieces to type, utilize the keyboard more effectively. These changes are almost magical. The beauty of computers and the internet is that it levels the playing field. When I instant message or email someone half a continent away I do not necessarily know about the abilities or disabilities of the person to whom I am communicating.
Times keep a changing. . .and fortunately for all of us so does technology. I feel as though we are merely standing on the edge of a vast frontier full of new and exciting discoveries and innovative tools that will usher in a nation and a world with accessiblity to all.
Tracy
Friday, May 18, 2007
Universal Design on a Friday Afternoon
What a wonderful way to begin the weekend! Seriously folks, after arriving a bit early for class Katy and I felt warm and fuzzy welcoming feelings right off the bat. Hot coffee and spot saves from the teacher, who could ask for more? (For anyone who might be confused about that I am refering to our placecards on our computers.) Our professor is a wise man who knows that humans are inherent creatures of habit. Placing our names on top of the computers we sat at during our first class was a nice way of acknowledging and meeting our needs.
Tonight's class was also very exciting because we got to go on wonderful field trip to the bathroom! I learned more about the universally designed signs that are posted outside of restrooms than I ever could have imagined. Now I know that not just the blind, the illiterate, children, and bleary eyed adults benefited from those signs. Those signs can also save lives during fires and blackouts and save all of us from terrible embarrassment by allowing us to quickly discern if we are about to enter the correct venue. In all seriousness though, I really appreciated the quick and innovative way Rick demonstrated Universal Design to the class through the simple signs we all often take for granted in today's day and age.
I also enjoyed the hands-on, practical activity of trying out some software to determine its feasibility for Universal Design. Katy and I found that there were definately some positve attributes about the program we chose. The software hailed itself as a program to fill in the gaps for reading--quite literally having the user fill in the gaps. While it had text-to-speech capability that was nice, as well as a highlighter for those words being read, it was difficult to navigate. Our conclusion was the students who would be able to nagivate the program best would like not require such reading support.
I am looking forward to next week and learning more about technology and its use in the special education setting. So far. . . so good. . .and very interesting.
Tracy
Tonight's class was also very exciting because we got to go on wonderful field trip to the bathroom! I learned more about the universally designed signs that are posted outside of restrooms than I ever could have imagined. Now I know that not just the blind, the illiterate, children, and bleary eyed adults benefited from those signs. Those signs can also save lives during fires and blackouts and save all of us from terrible embarrassment by allowing us to quickly discern if we are about to enter the correct venue. In all seriousness though, I really appreciated the quick and innovative way Rick demonstrated Universal Design to the class through the simple signs we all often take for granted in today's day and age.
I also enjoyed the hands-on, practical activity of trying out some software to determine its feasibility for Universal Design. Katy and I found that there were definately some positve attributes about the program we chose. The software hailed itself as a program to fill in the gaps for reading--quite literally having the user fill in the gaps. While it had text-to-speech capability that was nice, as well as a highlighter for those words being read, it was difficult to navigate. Our conclusion was the students who would be able to nagivate the program best would like not require such reading support.
I am looking forward to next week and learning more about technology and its use in the special education setting. So far. . . so good. . .and very interesting.
Tracy
Tuesday, May 15, 2007
The Accidental Teacher
You could say that I am an accidental teacher. I never intended to become an educator and there are days that I am as surprised as my former teachers probably are that I did. When I first began college, as an older adult, I pursued a criminal justice degree with the intention of later pursing a law degree. But life has a way of interfering with our best laid plans and I had to return to the reality of employment. The only job I could find was working with children as a residential case manager. I realized that I really had a knack for working with children. A few years later I found myself looking for another job at a day treatment school for children who have emotional disabilities. I was seeking a position as a behavioral interventionist but ended up being offered a teaching position instead. I was desperate enough for a paycheck to throw caution in the wind and accept a job I knew nothing about. Fortunately for me, and my students, I also had a talent for teaching. In fact, I would say that I have a passion for teaching.
I have found my life calling in working with those children that many others shy away from. The tougher the kid, the more I want to work with them. I currently work in Sanford, Maine at the high school. I work with teenagers who have emotional disabilities in a classroom called the Learning Center. The curriculum in that class focuses on affective education--including thinking errors, anger management, character development, decision-making skills, social skills, etc. It is my intention to finish up my master's degree in Special Education and eventually open my own special education charter school.
I have found my life calling in working with those children that many others shy away from. The tougher the kid, the more I want to work with them. I currently work in Sanford, Maine at the high school. I work with teenagers who have emotional disabilities in a classroom called the Learning Center. The curriculum in that class focuses on affective education--including thinking errors, anger management, character development, decision-making skills, social skills, etc. It is my intention to finish up my master's degree in Special Education and eventually open my own special education charter school.
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