Reflecting on the article, "Using Flexible Technology to Meet the Diverse Needs of Learners: What Teachers Can Do," I'd recommend increasing the use of web resources as the most important change to make in a traditional classroom. There are so many resources available on the web, including expert information, literature, articles, timelines, textbooks, video, etc. Students can work collaboratively with other students in their class or in other schools throughout the world. Whether a classroom has one computer or a computer for each student, class assignments can be modified to allow each student or group to obtain the information they need from the web.
Perhaps, even more importantly, by using flexible technology, we are preparing students to go out and be productive workers in the world. Many jobs require individuals to conduct research using the web. Students will be motivated by this real world experience. While a word processor is extremely important, it's the exposure to webpages that will help to expand a child's worldview.
Some barriers to implementing flexible technology in general is the training, time, resources and self discipline. Many teachers do not have appropriate training on the different forms of technology available. Time is also a factor to consider. Those that do have the training often lack the time necessary to practice with the software. Depending on the numbers of computers available in the classroom, teachers have to plan their lessons accordingly. For example, if the teacher has one computer and thirty students, then her lessons may include a variety of stations for the other students to continue working. If each student has a computer, then projects will move more quickly and each student will have more exposure to technology. Next, there are often limited resources for teachers and students. There is not often a computer for each student, nor the software available to expose children to the many interesting programs out there. Schools don't always make software and material available. Finally, having the web at your fingertips and being able to go anywhere you are interested in going can be very tempting for all people. It takes much self discipline to stay focused and on task.
Sunday, June 26, 2011
The Promise of Accessible Textbooks (NCAC)
There are three main characteristics of accessible textbooks. First, they are flexible. Accessible textbooks are alternate format versions of textbooks, essentially a digital book which makes them more flexible to format. Information can be transformed from one form of media to another with ease.
Second, they are standard. There is a movement, lead by the National File Format Technical Panel, toward standardizing the production of accessible text books. Some large publishing companies are adapting this alternate format and are seeking approval from authors as part of their contract. In this way, books are digitalized at the beginning of the process, rather than trying to convert the textbook into a form that meets the individual's need at the end.
Finally, they reach a large spectrum of people quickly. Prior to accessible textbooks, books were read aloud as in e-books or were converted to brail. With accessible textbooks, more individuals with disabilities are able to obtain the books in a shorter amount of time. Books are digital and standard, so many people across a spectrum of disabilities are able to be served without waiting for the textbook to be put into braille and without the expense of refreshable Braille displays (RBDs).
Many students benefit from accessible textbooks. Those that have poor vision benefit from digital textbooks increasing the size of the text and tint of the screen. The visually impaired, who are unable to see text or pictures, can have books quickly converted into a Braille or have pictures read aloud. Students having difficulty decoding are able to listen to books read aloud. Those that are physically challenged use switches to turn pages. Teachers can easily modify the information to help meet each student's individual needs. Under the Chafee Amendment students with an IEP are required to have the provisions listed in the IEP provided for them. For example, a blind person will have a book read aloud or a brail book. Students with other disabilities who do not qualify under Chafee for special provisions would also benefit from the increasing number of accessible textbooks.
Second, they are standard. There is a movement, lead by the National File Format Technical Panel, toward standardizing the production of accessible text books. Some large publishing companies are adapting this alternate format and are seeking approval from authors as part of their contract. In this way, books are digitalized at the beginning of the process, rather than trying to convert the textbook into a form that meets the individual's need at the end.
Finally, they reach a large spectrum of people quickly. Prior to accessible textbooks, books were read aloud as in e-books or were converted to brail. With accessible textbooks, more individuals with disabilities are able to obtain the books in a shorter amount of time. Books are digital and standard, so many people across a spectrum of disabilities are able to be served without waiting for the textbook to be put into braille and without the expense of refreshable Braille displays (RBDs).
Many students benefit from accessible textbooks. Those that have poor vision benefit from digital textbooks increasing the size of the text and tint of the screen. The visually impaired, who are unable to see text or pictures, can have books quickly converted into a Braille or have pictures read aloud. Students having difficulty decoding are able to listen to books read aloud. Those that are physically challenged use switches to turn pages. Teachers can easily modify the information to help meet each student's individual needs. Under the Chafee Amendment students with an IEP are required to have the provisions listed in the IEP provided for them. For example, a blind person will have a book read aloud or a brail book. Students with other disabilities who do not qualify under Chafee for special provisions would also benefit from the increasing number of accessible textbooks.
Thursday, June 16, 2011
A Theme for Each Day
While searching Online Degrees.org the blog, The Pursuit of Technology Integration Happiness caught my eye. Each day of the week, the blogger focuses on a different theme. On Monday, Must See Tools; Tuesday, Twitter; Wednesday,Wiki's; Thursday, Think Twice About; and Fridays, Topics or Tools to be used in the classroom.
The author has made lists, organized by subject area, of useful technology links that can be used in the classroom. This blog is helpful to teachers because they can find new ideas regarding their subject area in one place. For example if I am teaching a history lesson, I can go to the history section and click on the link to the National Achieves.
The author has made lists, organized by subject area, of useful technology links that can be used in the classroom. This blog is helpful to teachers because they can find new ideas regarding their subject area in one place. For example if I am teaching a history lesson, I can go to the history section and click on the link to the National Achieves.
Tweeting in School?
While searching through a list of recommended blogs from our class list, I came across Steven Anderson’s blog, Blogging About the Web 2.0 Connected Classroom. His blog offers practical advice for teachers in a clear and concise way. His latest entry, Twitter in Schools- A Getting Started Guide helped me to rethink how I'd approach the next school year and what I might do differently to help motivate students. He walks teachers along a step-by-step process of how to bring a new medium like Twitter to the school as a whole. His writing style is encouraging and offers fresh ideas in a clear and concise way.
Pogue's Posts
I just started following David Pogues's blog. He is one of the technology authors from the New York Times. His posts will help keep me abreast of the current trends and products regarding technology. I enjoy his blog because of his witty writing style and clarity. I hope by reading his blog to gain the big picture of what is going on in the technology world. While not all of the information on his blog will pertain to the classroom, some of the products, like the i-pad and Kindle will be useful and important to know once they are in the schools.
Today's post was really interesting. It concerns the future of technology in regards to what he calls "the new area of internet data limits". Can you imagine having your computer usage caped? This will have huge implications on school systems as well, especially at the university level. It will be interesting to see how these changes will effect the elementary and high schools just as they are beginning to increase technology usage.
Today's post was really interesting. It concerns the future of technology in regards to what he calls "the new area of internet data limits". Can you imagine having your computer usage caped? This will have huge implications on school systems as well, especially at the university level. It will be interesting to see how these changes will effect the elementary and high schools just as they are beginning to increase technology usage.
Is a webquest an example of Universal Design?
A webquest is a good example of Universal Design. The purpose of universal design is to meet the needs of all learners. Webquests are a great tool for reaching all types of learning because it focuses on presenting a clear goal, accessing different learning styles, uses interesting sites on the web and can include working collaboratively. Students with disabilities are motivated by the use of technology and gifted students have extensions built into the class assignment through the different links available. However, after reading through some webquests, it is obvious that if the lesson plan does not have an appropriate scope, students can become off task and overwhelmed with information.
Tuesday, June 14, 2011
Digital Kids. Analog Schools.
I have mixed feelings about the quotes. In some ways, we need to prepare our children for the age of technology, but in other ways, perhaps in their younger years, we need to protect them from the age of technology and allow them to learn through movement, each other and with a pencil in their hand. There is something beautiful about the art of writing or moving manipulatives by hand that is lost through the more abstract tool a computer and technology.
"We desperately need . . . we may not survive without . . . a generation of young people who are imaginative, inventive, fearless learners, and compassionate leaders. Yet, what can we say, as educators, about the students we are producing? We can prove that they can read, do basic math on paper, and they are able to sit for hours filling in bubble sheets.
"We desperately need . . . we may not survive without . . . a generation of young people who are imaginative, inventive, fearless learners, and compassionate leaders. Yet, what can we say, as educators, about the students we are producing? We can prove that they can read, do basic math on paper, and they are able to sit for hours filling in bubble sheets.
No generation in history has ever been so thoroughly prepared for the industrial age. http://davidwarlick.com/2cents/2006/02/16/happy-birthday-jude/
This quote struck me more than the others because from my years of teaching, I found that in my school district we were preparing kids to score well on a test, but there was no room for creativity or thinking outside the box.
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