Journal 8- Adaptive Technology

Tools for Communication

Augmentative and Alternative Communication (AAC for short) is considered all forms of communication, excluding oral speech, that are used to communicate the feelings of a person. These feelings include wants, needs, thoughts and ideas. A few examples of AAC are writing, making facial expressions, drawing pictures, or communication aid tools. AAC is used most often by those whose hearing or oral speech is impaired, (asha.org).

No tech tool to aid in the communication process: American Sign Language

American Sign Language is a tool used often both in and outside of the classroom in order to assist special needs students with communication. As a student of American Sign Language, I have seen this tool used nearly every day for two years, and it has proven to have a high success rate. American Sign Language is most often used to enhance communication for deaf or hard of hearing people. It is a language that combines gestures, hand movements and signs, and also facial expressions. This language can be used as a tool for children and adults who have the ability to fully move their hands and arms, and "have adequate fine-motor coordination skills to make fine-grained production distinctions between hand shapes,"(asha.org). With American Sign Languages comes an entire alphabet, and a specific movement, gesture, or hand shape for nearly every word in the dictionary. This language includes grammar so one is able to form complete and comprehensible sentences to anyone who understands the language. ASL can be extremely effective in aiding students who cannot use oral speech, and also who are hearing impaired.

High tech tool to aid in the communication process: ChooseIT Literacy

ChooseIT Literacy is an application that can be easily downloaded to any Apple product to assist special needs students in the communication process. With the help of this application, students can enhance their listening skills, letters, sounds, alphabet, every day words, and more. This high tech device assists students in their literacy skills. It is also available in the form of a CD if an Apple device is not available in the household. Many activities are included in this device, and it is based on a positive reinforcement strategy. This device helps students in communicating how they feel, what they think, or ideas they may have. It also aids in their listening skills, if they are not hearing impaired.

Tools for Accessibility

An input device is any piece of hardware equipment that can provide data and information to a computer. Without input devices, a computer would simply be a screen with no mouse or keyboard. Through use of input devices, a person is able to send a signal and a command to the computer.

Hardware option to assist with accessibility: Loop/Ring Mouse

Input devices such as a keyboard or a mouse are often difficult for special needs students to use because their hands and fingers often slip off. A simple loop has been added to a laptop size mouse in order to assist special needs students in computer accessibility. This input device is a regular mouse, but has an added loop or ring to keep the "clicker finger" in place, which prevents fingers from slipping due to dexterity issues. This hardware device would be helpful in any classroom with students who need assistance in using a mouse for more simple accessibility to the computer.

Software option to assist with accessibility: Click-N-Type Virtual Keyboard

The Click-N-Type Virtual Keyboard is a software used to provide computer accessibility to even those who cannot physically use a keyboard to type. The on screen keyboard can be used by anyone who can control a mouse, touch screen, trackball, joystick, etc. Any program on the computer can be used with this virtual keyboard, so students would be able to more easily type an assignment, project, or essay. This software is also free, so it is extremely accessible for anyone who may be in need of keyboard assistance.

Other useful resources:
Amber
David
Jenny

Journal 7: My Personal Learning Network

1. PLN is an acronym for Personal Learning Network, as one can note from the title of this post. The main goal behind having a PLN is to find people to learn from, connect with, share with, etc. Most of the people in one's PLN have similar interests such as teaching a particular subject, or researching a broad topic. A PLN can be created through many websites such as Facebook, Twitter, Diigo, LinkedIn, Skype, Blogspot, Pinterest, and nearly any other social networking site in existence. As a student working to become a teacher, I benefit most from having a PLN because I can interact with and learn from current teachers. I have already had several teachers from CSUSM contact me and extend an offer for help if I need any in the future. I am also able to connect with students who are on the same path as I am in order to form a support system while working our way through the credential program. When I do become a teacher, I will benefit from having a PLN because I will be able to exchange ideas and information with other teachers. I will be able to reach out to other high school educators if I have any questions, need any help, or desire feedback on a particular lesson plan.

2. The majority of the people I am following on Twitter are in my PLN because of my ED422 class. I will always have the opportunity to connect with my fellow students as we are all on the path to becoming teachers. In my PLN on Twitter, I also have several teachers suggested by my current ED422 professor, Professor Heil. Most of these teachers are at my current college, CSUSM. I am also following several student teachers, also recommended by Professor Heil, who are involved in the single subject English program. My education chat on Twitter was quite a hectic experience, but I also was able to add people who's insights I agreed with and privileged to my PLN. Since my laptop at home crashed about a year ago, and EdChat met on Tuesday March 27th at 9:00am, I had to participate in the chat on my iPhone. Although this technique sufficed and I was able to actively follow and contribute, next time I will be on a laptop or desktop so I have a larger screen to follow along with the chat. Going into this chat, I had knowledge that it was a popular chat and would be fast paced. A few times I got lost and trying to catch up only made it worse. I noticed there was one person who continually would post the topic of the chat, which was helpful for the latecomers. This particular topic was about the idea of using coaches/specialists in the classroom instead of observers. Many people spoke about the differences, or if they were the same. Everyone had ideas, opinions and questions about this particular subject. I only asked one question, (because I was slightly intimated by the pace of the chat) and it was about how one would find the coaches/specialists, and how much more money people would be forking out. The question was retweeted, and one person said we would extend out into our own communities. It was nice knowing that I could add something to the chat and not be disregarded.

3. Diigo is a social bookmarking website which allows users to bookmark, tag, and share websites, journals, articles, blogs, etc. It is an essential tool for current and future educators alike. Not only am I able to connect with other individuals, but I have full access to infinite websites with information that could help me in my future. I currently am following educators who I found off other educators' Diigo (such as Professor Heil), and also a few students in my ED422 class. One website I tagged PLN is about students complaining that they are bored in the classroom. The writer of this article looks for ideas to help prevent boredom, and also asks teachers to question why the student may be bored. It will be a useful tool when I have my own students and classroom. I also tagged "This Week in Education" which is a website containing current news and events in education. The last website tag is a blog that also has current educational news, but since it is a blog and is written by a blogger, not a newscaster, the posts contain some comedic relief.

4. For the digital discussion forum, I joined the Educators PLN, which is a "personal learning network for educators." This website has a forum where people can post questions, ideas, articles, etc, and receive feedback from any other member of the community. It also has videos, events, and blogs all regarding education. The blogpost I reviewed is about standardized testing and is called "The World 'Because Of' Standardized Testing! (A Little Teacher Humor). Since I have just started researching the cons of these tests in the past few years, I found myself cracking up at this post. It contains four jokes about how standardized testing is negatively affecting students' education and knowledge.

Journal 9

Pape, L, Sheehan, T, and Worrell, C. "How to Do More- Lessons From Online Learning." Learning and Leading with Technology. 39.6 (2012): 18-22. Web. 26 Mar. 2012. <http://www.iste.org/Store/Product.aspx?ID=2348>. 

Summary: In this article, the authors focus on the issue of teachers being limited on resources such as money and time, yet parents and the government are expecting more out of both teachers and students alike. These three authors create different techniques that teachers can use in order to get the most out of the little that they are given. By using technology both within and outside of the classroom, teachers can get the most communication with their students. Through and online program, students are able to collaborate with each other, and also use the teacher as a resource when they are not physically in the classroom. Personally, I had never heard of a flipped classroom before this article, and I am fond of the concept. It seems as though it would save so much classroom time if the students reviewed the lectures at home. The material can then be reviewed and applied within the classroom. Many of the tools we have used in our own classroom (ED422) are mentioned in the article, and each one enhances the students' learning experience. As long as students have access to computers, through the use of technology, teachers can ensure their students are getting the best education possible despite the budget and time restraints.

Question 1: In what ways could I ensure I am giving my future students the best education?

When I am a teacher, I will definitely use a program like Blackboard or CougarCourses in order to keep constant communication with my students. Not only do these programs save time, but they are environmentally friendly. I do not want hundreds of papers flying around my house, but rather, have every assignment from each student neatly placed into its appropriate folder on the computer. I also strongly believe that websites such as Diigo and reddit could enhance students' learning, so long as the distractions are minimal.

Question 2: What [in my own opinion] is the best way to save time and money while maximizing the students' education?

I feel that putting lectures onto videos or podcasts is genius, and I am surprised more lecturers do not take advantage of this type of technology. The only issue I could see occurring is when the students do not watch/listen to the lecture prior to the class. This, however, is a problem that happens in every class and every situation. There are students who do not read, do not complete homework assignments, etc. Reviewing and applying the lecture material in the class could still benefit the students who missed the lecture though.

Journal 6

Vaidyanathan, S. (2012). Fostering creativity and innovation through technology. Learning and Leading with Technology, 39(6), 24-27. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/DigitalEditionMarch-April2012.aspx.

Summary:

The main focus of this article is placed on the importance of students not only being educated in science, engineering, technology and mathematics, but also creativity and innovation. These skills are a definite part of the NETS, and it is crucial for teachers to have the ability to teach these skills to their students. One solution to teaching students both right and left brained skills can be through use of technology and digital art. Vaidyanathan explains that technology and computer based art is the best tool for art and design, which in turn ignites creativity. This method of art also boosts the students' confidence, as there is no negative affect from adding an unwanted mark or using the wrong color, due to the "undo" button on a computer. The options for creativity are unlimited, and the author includes sample lesson plans in order to incorporate technology art into the classroom. Through use of art on the computer, the students are able to use both sides of their brain, as technology is a left brained skill and art/creativity is right brained. The issue of cost is predetermined and confronted in this article. Vaidyanathan informs us that all of the software she is using is free, and that anyone can access it. As long as students have access to a computer, the software can be used anywhere at anytime.

Question 1: Would I be able to use Digital Design within my own class?

If I was skilled enough to use this program, I feel it could be a fun and interesting addition to a high school English classroom. We could use the program to create diagrams, or explain a poem through art.

Question 2: Would there be any possible downfalls to using this program?

So long as every student has access to a computer and is informed on how to correctly use the program, I think it would be beneficial to all students. Students who use mostly their left brain skills would get to exercise their right brain and vice versa. I think it would intrigue and interest all students.

Journal 4

Campbell, L. (2012). If you give a kid a camera.. Learning and Leading with Technology, 39(5), 30-33. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

Summary:

Campbell makes the very likely assumption that if a student is given a personal mobile device, the result will be the student wanting to learn more about it. So long as the students are using these devices in the correct and appropriate way, they can be useful in an educational environment. Campbell proposes questions for the teacher to ask him or herself in order to avoid using technology for technology's sake. If a particular device will not enhance the student's learning, it is useless and should not be forced into the classroom. It is also important to keep an eye on the students to ensure that effective learning is taking place. The student and teacher would be able to bond over the review part of using a video camera by watching the video together, and then analyzing the performance. The author gives many ideas of how different subjects can thrive off the use of video cameras. She address language arts, math, science, social studies and active learning with in depth explanations and examples of how a teacher can use personal mobile devices within the classroom. Obviously, I was the most interested in how this activity could be used in an English class, and I like the idea of using it for language.

Question 1: How could I use video cameras to help English language learners?
Campbell provides the example of using video cameras for pen pals, but it could also be a wonderful help to English language learners, whose families speak only Spanish. When a student does not have a person who speaks English at home, the student is only hearing English for half of the day, while at school. With a video camera, the teacher could record a video for the student to watch to guide him or her through homework. I could also have the child record a video of him or herself reading in English, and then giving a summary of what what retained from the reading. The student and I (as the teacher) could then watch and assess the video together.

Question 2: At what grade level could video cameras be implemented in the classroom?

I think the use of video cameras may be my favorite idea to integrate technology and the classroom, and could be used to enhance learning at any age or grade level.

Journal 3

Krauss, J. (2012). More than words can say: Infographics. Learning and leading with technology, 39(5), 10-14. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx.

Summary

Krauss gives a rough explanation of what infographics are, and provides examples of how computational thinking skills can and should be used within a classroom setting. As a future high school English teacher, I was concerned that infographics would not be applicable to my own classroom, but Krauss addressed these concerns immediately. Any kind of data, from statistics, to networking website data, to characters within a novel, can be expressed through computational thinking skills. The students can then take this information and transform it into an infographic to better understand the material. Krauss continues on to provide specific lesson plans that educators could make their own and use in educational settings. She also lists wider ideas for lesson plans to promote imagination including an interactive map, a visualization of time-travel plots, and representations of the history of bankruptcies. There are three simple steps to follow when creating an infographic: get an idea, sketch it out, and collect the data. Krauss also provides essential information regarding the rules of infographic making. There must be an ultimate purpose for the infographic- to answer a question, or provide specific data. Krauss expresses the importance of using valid and up to date sources to ensure that one is providing accurate information. One must also be sure that the infographics are clear and easy to read, so that the viewers understand the material with ease.

Question 1: What is an example of a lesson plan I could use in my classroom encouraging students to use infographics?
Students would be assigned a reading assignment, and then compare character or scenes in the novel using infographics. The students would likely be more excited about learning this information because it is visually appealing, and they would have control over how it looks when presented to the rest of the classroom.

Question 2: Can infographics be used for all subjects in an education setting?
I definitely can imagine infographics becoming a part of every classroom at all grade levels and in every subject. I think the hardest class to incorporate infographics would be math, but even then, data is involved in most math classes and can easily be understood through the use of infographics. Using infographics for word problems at a younger age might make them more exciting, as well.

Journal 2

Ferguson, H. (2010). Join the flock!. Learning and Leading with Technology, 37(8), 12-15. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Join_the_Flock.aspx

Miller, S. M. (2010). Enhance your twitter experience. Learning and Leading with Technology, 37(8), 15-17. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2010.aspx

Summary:

Learning about PLNs is a concept that seems intimidating to a student who has never heard of the acronym before, but these were my second and third articles I have read in the past two weeks regarding PLNs, so I have become more familiar with and excited about professional learning networks. The first article provides step by step instructions on how to build your professional learning network, and how to receive the most out of the experience. Ferguson offers the idea that building a PLN is similar to a friendship, in that it takes time and effort, possibly even confidence. I like that the benefits can still be reaped even if one does not contribute to the network, and remains a follower until ready to offer his or her opinions.
Miller recommends that Twitter users who are building their PLNs use a Twitter organizer, which seems necessary in order to keep information, people and interests separated. The percentage breakdown of how time should be spent on Twitter is important for Twitter users, especially the students in ED422, to keep in mind. Only 10% of what one writes on Twitter should be personal. The P in PLN stands for professional, and that is extremely important to take note of. The Twitter Twerminology column provided essential information for new Twitter users such as myself. The terms of Twitter are often used, and I am now familiar with the meaning for each term.

Question 1: Can I see myself integrating Twitter accounts into my high school English classes in the future?

I am not sure I would encourage the students to use Twitter inside the classroom, but I will absolutely continue using Twitter in a professional way. This technique will ultimately benefit the students because I will be using my PLN to discover new information about technology and education. I would definitely encourage the students to begin using Twitter for professional uses rather than personal, but I would not require it.

Question 2: How would I organize my Tweet Deck?

I would have different columns for different interests, such as Education, Technology, English, High School, and personal interests such as Comedy or Crafts. This method of organization would ensure that I do not confuse any of my own tweets or other people's tweets, and ensure that I am posting with correct hashtags so that my tweets go where they are intended to be.