Journal 9

Pape, L., Sheehah, T., & Worrell, C. (2012). How to do more with less: Lessons from online learning.Learning and Leading with Technology, 39(6), 18-22. Retrieved from http://www.learningandleading-digital.com/learning_leading/20120304?pg=20&pm=2&fs=1

The article “How to Do More with Less” by Liz Pape, Tracy Sheehan, and Colleen Worrell gives teachers helpful tips on how to teach skills associated with this digital age on a limited budget and in an effective way.  This includes styles of classroom teaching such as “blended” or “flipped classroom” instruction.  Each of these methods offers easy ways to incorporate technology into learning without having to be in a computer lab.  However, they do require that students have access to a computer and Internet outside of the school environment, which may be difficult for some children.  One of the major benefits of these styles is that there are a large number of options of tools and programs that the student may use that allows for the child to find one that suits their personal learning style.  The variation in resources means that all areas of multiple intelligences can be represented.  The article also lists web tools that are free and can be incorporated into the class while fostering digital skills and fostering creativity, internet literacy, and research skills.  Some examples of these are blogs, social bookmarking tools, wikis, and prezi.  Most of these offer the opportunity for students to explore and create individually while also having the ability to create collaborative projects.  For example, the social bookmarking tool Diigo allows students to create or join a group where they can post resources for research projects or other assignments.  The authors also gives some real classroom examples of how web tools have been used to teach students digital skills in fun and innovative ways at no cost, while also incorporating core subjects into the learning process.  This multitasking cuts down on time constraints that have been placed upon teachers to demand higher standards from their students. 

Question 1: Why should there be an emphasis for students to learn digital skills?

Answer 1: In this day and age, technology is rapidly expanding and has reached almost every facet of our day to day lives.  It is important for students to learn how to use these existing and emerging tools to their advantages, and for personal and professional advancement.  There are some really amazing tools available that are designed to help students of all ages gain proficiency in subjects such as science and math, and others that can be manipulated and customized to fit the needs of language arts and history requirements.  Students should be made aware of the resources that are available to them and how to use them in educational ways to better both their lives and their grades.

Question 2: What is another example of a web tool cited in the article and how is it used?

Answer 2: Another tool that is cited in the article is My Fake Wall.  This is a spin-off of Facebook, which most students will probably be familiar with, even at the younger grades.  This is a cool tool because it allows the students to create fake Facebook wall for characters, which can be fake characters of historical figures.  This can be an interesting assignment for students because it requires the student to put themselves in the mindset of whomever they are creating for, and can put a new perspective on the way they understand the material they have learned.  It also allows them to use creativity and originality as they plan and design an outline for their page.  

Journal 8 - Adaptive Technology

Communication

Augmentative and Alternative Communication are all forms of speech (except oral) that people use to express ideas, thoughts, wants, and needs.  This can also include gestures, pictures, symbols, and writing.  The two types of AAC systems are unaided and aided, in which an individual either uses just their body to communicate or must rely on the help of tools or devices.  Children who have difficulty with their speech development often employ the help of aided AAC systems.  These can include either no/ low tech devices or high tech devices.

                The most common forms of no/low tech tools to help children express themselves are by use of graphic boards or gesturing and signing.  These can easily be implemented into the classroom because they are cost effective and do not take much time to explain how to use.  Graphic boards may be hung up against a wall or kept at a child’s desk for easy access, and the use of gesturing or signs can take place anytime there is a mutual non-verbal connection (such as eye contact) between the student and the teacher or other students.  These tools may be simple but can have a drastic and lasting impact on the child and their ability to communicate with others in an educational situation. 


                There are also some forms of high tech tools that can be helpful for children in expressing themselves.  One such device is a Voice Output Communication Aid (VOCA) which is a sort of recording device that uses digitized speech.  It is battery operated and can be used for single words or short phrases.  It works by incorporating pictures of objects over an area of buttons.  When these pictures are pressed, it plays back the recorded word or phrase that is linked to that graphic and is voiced aloud.  This can be used in the classroom for a student that has a speech impediment because it allows them to communicate effectively with the help of recorded dialogue, and also demonstrates the phonetics of how to pronounce words.  In this way, it can be used to help develop language as well as reinforce it for those with difficulties.

 

Accessibility

                An input device is a device that can be used to insert data into a computer or other computational device.  These can be common items in the technology world such as a computer mouse or keyboard.  However, for those with disabilities these can be difficult to use, so special devices have been created for those who may need extra help.  These can be either hardware or software options.

                For example, a hardware device that was created to help those with physical or visual impairments is the Bat Keyboard.  This is a one handed keyboard with limited keys that can replicate the function of a full keyboard with the added benefit of efficiency.  It works by creating simple key “chords” and combinations to type out all the letters and symbols that a regular keyboard offers, with either the left or right hand.  It is designed to reduce physical strain while typing and eliminates the need for recognizing lettering on a keyboard.  This tool can be used in the classroom by easily plugging into an existing computer for any child who needs assistance typing.

                An example of an assistive technology software program is TextAloud.  In this program, documents from the computer can be read out loud and also saved to common MP3 devices to be played back at a later time.  It can be used in the classroom to help children who have difficulty reading or have vision impairment.  TextAloud can read text from online books, documents that include project directions, e-mails with information, and more.  It is easy to use and easy to install on any computer.





Blogs I commented:

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Courtney O

Journal 7 - PLN

A PLN is someone’s Personal Learning Network.  It is an amalgamation of people that one can use to exchange information and ideas with, and takes place largely online.  I use my PLN to help connect with other future educators, or those who are already in the field of education that I feel can share valuable information about new trends in education, ideas on lesson plans, or anything else related to this area.  The tools I use in my PLN are Twitter, Diigo, and the digital discussion forum Educators PLN.  Through these I have a vast supply of resources available at my fingertips on almost any topic I can think of, and also have the possibility of meeting other educators with whom I may collaborate on projects.  It also allows me to share a website or other form of digital information to a large audience with a single post.  This makes the process of sending out information very easy and simple to accomplish with little effort. 

                My experience with Twitter has been a positive one.  I am currently following the educational newspaper, Education Week, as well as a couple of sites dedicated to global education and information regarding the TESOL certificate.  I am also following a Twitter account dedicated to sharing resources for history teachers and one that updates me on the newest TEDTalks, which are always full of interesting and informative presentations on a variety of topics. I recently observed an #edchat discussion on Tuesday, April 3, 2012 at 9am.  The topic of the discussion surrounded the idea of what makes a good Administrator and how to accomplish such a position.  I wasn’t sure what to expect when the discussion first started, but the responses started flooding in almost immediately.  At first it was a little overwhelming, but I was quickly able to discover which tweet was in reply to someone else, which tweet was part of the discussion in general, and which tweets acted as questions to guide the chat in more specific directions.  There were a few running themes in the responses of the educators participating.  These included having Admins that were active in the classrooms, encouraged risk taking and were open for discussion, and treated teachers, students, and parents alike with equal levels of respect.  Many thought that Admins should lead by example, and use more personal involvement in the school to foster personal learning and a more homogeneous school environment for faculty and students alike.  It was interesting to see the different perspectives on the topic and I appreciated the encouraging atmosphere when disagreements arose.   I am glad these debates take place, and it really proves to me how great of a tool Twitter can be in a professional atmosphere and how vast the network of educators really is. 

                Diigo has been another great tool in my PLN.  Again, it allows me to follow accounts dedicated to education as a whole, as well as future and current educators.  Currently I am following educators from different parts of the country who teach subjects in science, English, history and range from primary to secondary grade levels.  Diigo also allows me to bookmark websites that I think are interesting or helpful.  For my PLN, I recently bookmarked a blog for history teachers because I found it to be well written and was genuinely interested in the information as this is one of my favorite subjects.  I also bookmarked a website directly related to PLNs that gave tips on taking full advantage of the networking sites available and how to become better connected.  I also bookmarked a website giving information on the TEFL certificate and finding jobs abroad because this is something that I have recently become very interested in obtaining. 

                I joined the digital discussion forum, Educators PLN.  It is a great website full of videos, articles, and blog posts that members can browse and share or add their own input.  I read the article “Cellphones are a Distraction,” by Thomas Whitby.  It was an interesting new take the cellphone in classrooms debate in which he stated that instead of fighting technology, teachers should embrace the fact that most students have valuable learning tools in their pockets and backpacks.  He suggests that teachers should not be afraid to give up a little control of the classroom and show students how to properly use their smartphones in an educational format for research and communication.  I thought he made some good points, but there will always be an issue with cellphone use in the classroom and I don’t see things making a major change anytime soon.  

Journal 6

Vaidyanathan, S. (2012). Fostering creativity and innovation through technolgy. Retrieved from http://citationmachine.net/index2.php?reqstyleid=2&mode=form&reqsrcid=APAJournalArticle&srcCode=3&more=yes&nameCnt=1

Digital projects often involve the use of scaling, measurements, and experimentation which are taught in the classrooms using traditional methods that can then be used and reinforced in the computer lab.  Additionally, technology education can cut down costs of classroom supplies because the teacher does not have to buy bulks of paper of paintbrushes for each student to use and possibly destroy.  All the tools that are needed for a project come equipped on the software or website that can be easily distributed to the students on their own computers.  Students are not the only people who benefit from digital education; their parents do as well.  Parents have noted that their child can come home and teach them something new about technology that they did not previously know, and are proud to see their children so excited about sharing their knowledge. 

Question 1:  What are some benefits of digital technology in the classroom?

Answer 1:  Digital technology allows for the students to use the skills and knowledge they have acquired in other subjects, and apply in it creative ways.  It teaches the student that it is okay to make mistakes and to think outside the box and take creative license with how they want a project to look.  It lets the students be their own teacher and freely design something that they can be proud of.  The programs they use may also show the students real practical uses of their math and science skills and get them interested in career paths that they may not have considered before.  In addition, technology is always going to be progressing and the skills they learn at a younger age will make it easier for them to forge ahead as the advances continue.  It can also provide some beneficial projects for art work, as this is decreasingly available or encouraged in the classrooms now.

Question2:  Why might digital technology being encouraging to a child in school?

Answer 2:  Digital technology reinforces the skills learned in STEM learning, so that they may perform better in the classroom and benefit from the positive reinforcement of higher grades.  Also, it lets the child take creative control of their work and puts them in charge of their learning which may lead to elevated levels of pride in themselves, their work, and their education in general.  Additionally, some of these children are able to go home and teach their parents about programs and how to use them which may also foster self-confidence that can be taken back into the classrooms in a continuous pattern.