1.) What is educational technology literacy? Why is it important for educators?
Educational technology literacy is the ability for educators to apply the technologies they aquire to enrich their teaching and to enhance their students' learning. Because technology is an essential skill that is continuously changing and being updated. Educators must understand and accept required educational technology literacy expectations and plan to meet these increasing professional requirements.
2.) What impact does NCLB have on educational technology standards?
The No Child Left Behind Act mandates student technology literacy requirements and has created a series of actions steps for states, districts, and schools to use to evaluate their use of technology in improving student achievement. In response to NCLB, states have developed technology standards for students, as well as associated technology standards for teachers and have included these within their certification and licensing requirements.
3.) What is certification? What role does technology literacy play in certification and licensure?
All states license or certify teachers to be employed as educators with the requirements set by each state’s Department of Education. Teachers have to fulfill certain requirements including specific technology requirements usually through an undergraduate course in education technology. Teachers who graduated before specific technology requirements can take courses in educational technology for certificate renewal. National certification has no directly stated technology requirements other than diversity of teaching methodology.
4.) What is the difference between state and national certification? How is technology literacy incorporated in each?
The difference between state and national certification is that state licensing or certification is required by each state with specific technology requirements usually through an undergraduate course in education technology. While nationalcertification is a voluntary system to improve teaching and learning by encouraging teachers to become nationally certified by demonstrating achievement of rigorous high standards, although there are no directly stated technology requirements other than diversity of teaching methodology.
5.) How and for what purpose did ISTE establish NETS? What standards are currently in place?
In 1998 ISTE prepared and released “Technology Foundation Standards for Students” from its NETS project initiated to create a series of national standards that could be used to facilitate the use of educational technology by students, teachers, and administrators to promote school improvement. Student achievement in specific technological areas target categories teachers can use as guidelines for planning technology-based activities for student proficiency in learning, communication, and life skills.
6.) How have states used NETS for furthering the advancement of educational technology?
Many states adopting NETS standards also utilize NETS for strategic planning for technology. Goals include student access to appropriate technologies, teachers skilled in the uses of technology, and ongoing professional development for teachers. Districts use NETS to make decisions about technology acquisition and implementation, as well as designating certification requirements to identify student technology competencies within the curriculum and inclusion of mandates within a strategic plan. ISTE NETS is often at the core of state solutions to achieving technology literacy.
7.) What is NCATE? How have NETS standards changed college programs through NCATE adoption?
NCATE is the National Council for Accreditation of Teacher Education. NETS standards provide NCATE guidelines requiring that colleges of education include courses or experiences in the use of technology for instruction, assessment, and professional productivity.
8.) What options do preservice teachers have to achieve technology standards? How do they differ from options offered to inservice teachers?
Technology standards are achieved by preservice teachers through their education course requirements. Educational technology standards and requirements for inservice teachers are often included directly or indirectly into annual professional evaluations. Inservice teachers can either take college credit courses in educational technology or other related technology skills, or they can take part in district workshops to achieve competency.
9.) How do corporations provide training resources for teachers? Give examples.
Many technology companies charge for their technology training, although there are some free video-based online professional development training resources in topics including educational technology training. Apple offers professional development options such as “Technology Infused Learning” that provides educators who know the basics of technology in the classroom the opportunity to learn how to use digital tools to engage students, enhance learning, and meet state content standards.
10.) What unique technology training is required for noninstructional educators? Why are they different?
Noninstructional educators need unique specific technology to serve specialized student needs and contribute to the school community. Media specialists have access to journals about technology literacy in the context of media centers. Administrators have access to publications and workshops and professional development conferences focusing on administration and leadership technology. Guidance counselors and instructional support fields need specific technologies to make the most of available resources for the benefit of students. Training opportunities also include college credit courses, district technology workshops, professional organizations and conferences.
Saturday, December 8, 2007
Thursday, November 29, 2007
Digital Technologies Classroom Wish List
After considering the various types of digital technologies presented in this chapter, what three pieces of equipment do you think you would most want for your future or current classroom? Explain why you selected these three and how you would use them for teaching and learning.
The three pieces of equipment that as a teacher I would most want in my future classroom would be…
Data Projector - A data projector plugs into the computer’s monitor port and displays the signals that are sent to the monitor, providing a display that is large and bright enough to be seen across the classroom. Because data projectors often include features such as built-in speakers, multiple computer input capability, software storage capability and remote control they would be excellent tools to have in a classroom. Data projectors can also accept a variety of video inputs making them an effective replacement for the classroom TV monitor.
Scanner - A scanner is an input device that captures and then translates printed copy or images into digital data into the computer. Once an image is in digital format it can be edited using various software. Publishing programs incorporate digital images to create class newsletters. Presentation programs can be used to create lecture support visuals. Optical Mark Recognition (OMR) scanners assist with grading tests and analyzing results, saving time while tracking student progress.
Digital Camera - Digital cameras allow images to be in-put directly without having to scan them (although the scanner has other more versatile features because it allows you to digitize text and print graphics as well). Pictures can be previewed. This saves not only time but storage space because you can delete the ones you do not like right when you see them. Digital photos can be manipulated with computer software. Some digital cameras allow you to record brief videos and audio clips, and zoom in and out for close or far away images. Students would be motivated to learn digital photography and associated software applications because they both offer academic and personal use benefits.
Reference: Lever-Duffy, Judy & McDonald, Jean. Teaching and Learning with Technology, 3rd ed. Pearson Publishing, 2008.
The three pieces of equipment that as a teacher I would most want in my future classroom would be…
Data Projector - A data projector plugs into the computer’s monitor port and displays the signals that are sent to the monitor, providing a display that is large and bright enough to be seen across the classroom. Because data projectors often include features such as built-in speakers, multiple computer input capability, software storage capability and remote control they would be excellent tools to have in a classroom. Data projectors can also accept a variety of video inputs making them an effective replacement for the classroom TV monitor.
Scanner - A scanner is an input device that captures and then translates printed copy or images into digital data into the computer. Once an image is in digital format it can be edited using various software. Publishing programs incorporate digital images to create class newsletters. Presentation programs can be used to create lecture support visuals. Optical Mark Recognition (OMR) scanners assist with grading tests and analyzing results, saving time while tracking student progress.
Digital Camera - Digital cameras allow images to be in-put directly without having to scan them (although the scanner has other more versatile features because it allows you to digitize text and print graphics as well). Pictures can be previewed. This saves not only time but storage space because you can delete the ones you do not like right when you see them. Digital photos can be manipulated with computer software. Some digital cameras allow you to record brief videos and audio clips, and zoom in and out for close or far away images. Students would be motivated to learn digital photography and associated software applications because they both offer academic and personal use benefits.
Reference: Lever-Duffy, Judy & McDonald, Jean. Teaching and Learning with Technology, 3rd ed. Pearson Publishing, 2008.
Monday, October 29, 2007
Chapter 8 Review
1. What online resources are available to assist educators in researching areas of interest?
Online publications - online publications are online versions of many of the educational journals that are now available on the Internet. These publications usually include current and archived articles of interest to educators, and typically offer related links; some offer automatic email updates and special offers.
Online professional organizations- offer a wide variety of services from a central location of relevant and useful resources related to the organizations’ focus as well as links to other pertinent websites; websites for professional organizations include teachers’ unions, professional associations, content area groups, technology groups they typically provide calendars of events, current and archived publications, online stores, and current news about issues important to that organization; some include conferences, chats, and live audio or video Internet broadcasts featuring important people in the field.
Weblogs (blogs) - Weblogs or blogs are virtual online space that provides a forum for the expression of ideas and consideration of other viewpoints, and the addition of comments and links makes blogs powerful interactive writing tools.
Governmental sites - the U.S. Department of Education website includes information about current education news, national standards, programs, grants, research, links to other federal agencies, and a wide variety of publications and reports available by mail or download; the U.S. Department of Education provides useful and comprehensive education links including access to ERIC (Educational Resources Information Center, the world’s largest database of educational information containing abstracts of documents and journal articles). State departments of education websites offer similar services but emphasize educational issues within that state.
Education portals - offers various services providing current up to date links to other resources on the Internet, teachers’ guides, lesson plans, Net events, audio and video clips, web hosting, clip art libraries, educational games, information about schools and colleges, and a variety of instructional resources accessible by grade level and content area.
Favorite links - Bookmarking or adding links to your favorites allows users to store a collection of their favorite website URL’s that are of interest to them in one place making easy for them to revisit them later using just a click of the mouse.
2. What is a PDF file? What advantage does it offer over files in HTML format?
A PDF file is a file that has been saved in Adobe Acrobat format so that the publication appears exactly as it would look on the printed page, including custom layouts, photos, and other graphics; these files require the use of Adobe Reader to display them. PDF files are often used to share published information because they maintain the formatting and detail that is lost when presented in HTML. Usually PDF publication websites include a link to connect directly to Adobe’s free download page to read the file.
3. What is a weblog? How might it be used for teaching and learning?
Weblogs are virtual online spaces that provide a forum for the expression of ideas and consideration of other viewpoints, and the inclusion of comments and links makes blogs powerful interactive writing tools. Educational blogging sites (edblogs) give online space to students of all grade levels opportunity to publicly post daily journal entries, comment on peer postings, collaborate on group projects worldwide, research what other bloggers have said on a topic and connect to resources they have found. Educators can facilitate the use of weblogs to encourage students to write and communicate.
4.How are government educational sites of value in terms of resources? How do they differ from commercial and organizational sites?
The U.S. Department of Education website includes information about current education news, national standards, programs, grants, research, links to other federal agencies, and a wide variety of publications and reports available by mail or download; the U.S. Department of Education provides useful and comprehensive education links including access to ERIC (Educational Resources Information Center, the world’s largest database of educational information containing abstracts of documents and journal articles). State departments of education websites offer similar services but emphasize educational issues within that state. Government websites inform and protect the public, organizational websites offer a central location of relevant and useful resources related to the organizations’ focus, and commercial websites promote products and services.
5.What type of classroom management and academic tools are available via the internet? Briefly explain how each tool might help you in your classroom.
Test generators - create multimedia tests by randomly selecting questions within their databases, allow teachers to select questions, or teachers create questions to be added to the database.
Formal and informal diagnostic tests - assess learning preferences.
Tools that generate class roll - create seating charts.
Electronic grade books - store and average student grades.
Worksheet generators - make interesting student activity sheets to create content specific crossword puzzles, word searches, cryptograms, math exercises, and multimedia flash cards.
Lesson plan websites - offer subject specific plans and lesson plans submitted by colleagues and lesson plans relevant to national or state standards; educational websites often offer lesson plan links related to the content of that site.
Lesson plan software - programs that generate lesson plans and relate them to specific standards.
Reference tools and resources - dictionaries in all languages, thesauri, grammar and spelling tools, and maps are available on the Internet.
CD-ROM based multimedia encyclopedias - are often too expensive, and in the alternative Internet available multimedia encyclopedias and research resources with links to related information may be better alternatives.
Internet - the Internet in general available through search engines is a vast source of innovative teaching resources constantly being updated and contributed to by educators.
Connection gateways - websites that offer opportunities to communicate with others provide discussion and chats on specific topics related to teaching and content areas for all grade levels, giving educators opportunities to interactively exchange with colleagues worldwide.
6.How can a classroom website improve communications with students, parents, and community?
A classroom website can offer class information as well as links to useful websites such as weblogs, e-pal, and content related sites. It allows teachers opportunities to customize in their own style to communicate information about what students do and see on the web. Classroom connection pages share classroom information and current activities, homework pages let students and parents know what is required, class calendars track important due dates for students and parents, news pages share news and events, and links offers students and parents related links to study units and school information.
7. What are web authoring tools? What types are available to educators? There are a variety of web authoring tools to assist educators make a class website.
Word processors - one of the easiest and familiar ways to create a web page to layout files with graphics and text to save as HTML format for uploading to the Web; it is easy to use but creates only basic types of web pages.
Templates and design wizards - use predefined formats as interactive tools with customization options with links requiring only data entry and uploading.
Desktop publishing software - allows more control of the web page design, such as moving objects, adding new elements, manipulating a printed page, flexibility of websites page layouts, more sophisticated design wizards.
Dedicated web development software - allow creation of simple websites or more complex sophisticated websites with advanced graphics and multimedia similar to commercial sites. They may also be available through the ISP or portal (although usually with fewer options).
8. How are new websites added to the Web? What resources do teachers have to do so?
The files stored on the hard drive or CD need to be uploaded to a web server which connects a network to the Web and stores web files for others to access. Some schools and districts provide space on their web servers for teachers’ classroom websites and the school’s webmaster will create and maintain the site and integrate new elements and upload them into the school or district site. If teachers have concerns about the delays associated with having a webmaster maintain their website, then there are many types of website hosting service available on the Web. Many ISPs, websites, and portals offer free or inexpensive (although there may be limitations and/or possibly inappropriate advertising) web hosting services where you can upload pages to the host through an FTP program and the service will take care of creating the web access. Private hosts do not advertise on customer web sites and will give a direct URL so that the host’s home page can be bypassed. There are also some private and publicly funded websites that offer web upload hosting to schools and teachers without advertising with control of advertising on their broader sites, and although there may be limitations of storage space at least they provide an appropriate Internet environment for students.
9. What is an acceptable use policy? What impact does it have on the use of the Web in the classroom?
Schools and districts acceptable use policy (AUP) identifies and enforces the acceptable use of a school’s network and Internet access in order to prevent abuse. The AUP policy indicates the ways the Internet can be used by students. Parents are usually asked to confirm their understanding of the policy and the consequences for violating it through signature acknowledgement. Teachers using the Internet and providing links to resources through their own class websites should be familiar with the AUP in their school district.
10. Contrast the issues of privacy and filtering when using the Web in the classroom. What are the responsibilities of a teacher in each of these areas?
Teachers must be sure to carefully guard children’s privacy when sharing students’ work or including their images or names on a website. It is in the best interest for everyone for the teacher to have parent/guardian permission. To avoid information used by predators there should be no specific details about children including names. Teachers need to be sure their websites are consistent with school and district guidelines. Schools use filtering software that checks the content of a site before allowing it to be displayed in order to block inappropriate websites from children. Regardless of the allegations of some that it is a restriction of free speech, teachers need to agree with school districts that keeping children safe from harmful Internet content is the responsibility of all educators.
Online publications - online publications are online versions of many of the educational journals that are now available on the Internet. These publications usually include current and archived articles of interest to educators, and typically offer related links; some offer automatic email updates and special offers.
Online professional organizations- offer a wide variety of services from a central location of relevant and useful resources related to the organizations’ focus as well as links to other pertinent websites; websites for professional organizations include teachers’ unions, professional associations, content area groups, technology groups they typically provide calendars of events, current and archived publications, online stores, and current news about issues important to that organization; some include conferences, chats, and live audio or video Internet broadcasts featuring important people in the field.
Weblogs (blogs) - Weblogs or blogs are virtual online space that provides a forum for the expression of ideas and consideration of other viewpoints, and the addition of comments and links makes blogs powerful interactive writing tools.
Governmental sites - the U.S. Department of Education website includes information about current education news, national standards, programs, grants, research, links to other federal agencies, and a wide variety of publications and reports available by mail or download; the U.S. Department of Education provides useful and comprehensive education links including access to ERIC (Educational Resources Information Center, the world’s largest database of educational information containing abstracts of documents and journal articles). State departments of education websites offer similar services but emphasize educational issues within that state.
Education portals - offers various services providing current up to date links to other resources on the Internet, teachers’ guides, lesson plans, Net events, audio and video clips, web hosting, clip art libraries, educational games, information about schools and colleges, and a variety of instructional resources accessible by grade level and content area.
Favorite links - Bookmarking or adding links to your favorites allows users to store a collection of their favorite website URL’s that are of interest to them in one place making easy for them to revisit them later using just a click of the mouse.
2. What is a PDF file? What advantage does it offer over files in HTML format?
A PDF file is a file that has been saved in Adobe Acrobat format so that the publication appears exactly as it would look on the printed page, including custom layouts, photos, and other graphics; these files require the use of Adobe Reader to display them. PDF files are often used to share published information because they maintain the formatting and detail that is lost when presented in HTML. Usually PDF publication websites include a link to connect directly to Adobe’s free download page to read the file.
3. What is a weblog? How might it be used for teaching and learning?
Weblogs are virtual online spaces that provide a forum for the expression of ideas and consideration of other viewpoints, and the inclusion of comments and links makes blogs powerful interactive writing tools. Educational blogging sites (edblogs) give online space to students of all grade levels opportunity to publicly post daily journal entries, comment on peer postings, collaborate on group projects worldwide, research what other bloggers have said on a topic and connect to resources they have found. Educators can facilitate the use of weblogs to encourage students to write and communicate.
4.How are government educational sites of value in terms of resources? How do they differ from commercial and organizational sites?
The U.S. Department of Education website includes information about current education news, national standards, programs, grants, research, links to other federal agencies, and a wide variety of publications and reports available by mail or download; the U.S. Department of Education provides useful and comprehensive education links including access to ERIC (Educational Resources Information Center, the world’s largest database of educational information containing abstracts of documents and journal articles). State departments of education websites offer similar services but emphasize educational issues within that state. Government websites inform and protect the public, organizational websites offer a central location of relevant and useful resources related to the organizations’ focus, and commercial websites promote products and services.
5.What type of classroom management and academic tools are available via the internet? Briefly explain how each tool might help you in your classroom.
Test generators - create multimedia tests by randomly selecting questions within their databases, allow teachers to select questions, or teachers create questions to be added to the database.
Formal and informal diagnostic tests - assess learning preferences.
Tools that generate class roll - create seating charts.
Electronic grade books - store and average student grades.
Worksheet generators - make interesting student activity sheets to create content specific crossword puzzles, word searches, cryptograms, math exercises, and multimedia flash cards.
Lesson plan websites - offer subject specific plans and lesson plans submitted by colleagues and lesson plans relevant to national or state standards; educational websites often offer lesson plan links related to the content of that site.
Lesson plan software - programs that generate lesson plans and relate them to specific standards.
Reference tools and resources - dictionaries in all languages, thesauri, grammar and spelling tools, and maps are available on the Internet.
CD-ROM based multimedia encyclopedias - are often too expensive, and in the alternative Internet available multimedia encyclopedias and research resources with links to related information may be better alternatives.
Internet - the Internet in general available through search engines is a vast source of innovative teaching resources constantly being updated and contributed to by educators.
Connection gateways - websites that offer opportunities to communicate with others provide discussion and chats on specific topics related to teaching and content areas for all grade levels, giving educators opportunities to interactively exchange with colleagues worldwide.
6.How can a classroom website improve communications with students, parents, and community?
A classroom website can offer class information as well as links to useful websites such as weblogs, e-pal, and content related sites. It allows teachers opportunities to customize in their own style to communicate information about what students do and see on the web. Classroom connection pages share classroom information and current activities, homework pages let students and parents know what is required, class calendars track important due dates for students and parents, news pages share news and events, and links offers students and parents related links to study units and school information.
7. What are web authoring tools? What types are available to educators? There are a variety of web authoring tools to assist educators make a class website.
Word processors - one of the easiest and familiar ways to create a web page to layout files with graphics and text to save as HTML format for uploading to the Web; it is easy to use but creates only basic types of web pages.
Templates and design wizards - use predefined formats as interactive tools with customization options with links requiring only data entry and uploading.
Desktop publishing software - allows more control of the web page design, such as moving objects, adding new elements, manipulating a printed page, flexibility of websites page layouts, more sophisticated design wizards.
Dedicated web development software - allow creation of simple websites or more complex sophisticated websites with advanced graphics and multimedia similar to commercial sites. They may also be available through the ISP or portal (although usually with fewer options).
8. How are new websites added to the Web? What resources do teachers have to do so?
The files stored on the hard drive or CD need to be uploaded to a web server which connects a network to the Web and stores web files for others to access. Some schools and districts provide space on their web servers for teachers’ classroom websites and the school’s webmaster will create and maintain the site and integrate new elements and upload them into the school or district site. If teachers have concerns about the delays associated with having a webmaster maintain their website, then there are many types of website hosting service available on the Web. Many ISPs, websites, and portals offer free or inexpensive (although there may be limitations and/or possibly inappropriate advertising) web hosting services where you can upload pages to the host through an FTP program and the service will take care of creating the web access. Private hosts do not advertise on customer web sites and will give a direct URL so that the host’s home page can be bypassed. There are also some private and publicly funded websites that offer web upload hosting to schools and teachers without advertising with control of advertising on their broader sites, and although there may be limitations of storage space at least they provide an appropriate Internet environment for students.
9. What is an acceptable use policy? What impact does it have on the use of the Web in the classroom?
Schools and districts acceptable use policy (AUP) identifies and enforces the acceptable use of a school’s network and Internet access in order to prevent abuse. The AUP policy indicates the ways the Internet can be used by students. Parents are usually asked to confirm their understanding of the policy and the consequences for violating it through signature acknowledgement. Teachers using the Internet and providing links to resources through their own class websites should be familiar with the AUP in their school district.
10. Contrast the issues of privacy and filtering when using the Web in the classroom. What are the responsibilities of a teacher in each of these areas?
Teachers must be sure to carefully guard children’s privacy when sharing students’ work or including their images or names on a website. It is in the best interest for everyone for the teacher to have parent/guardian permission. To avoid information used by predators there should be no specific details about children including names. Teachers need to be sure their websites are consistent with school and district guidelines. Schools use filtering software that checks the content of a site before allowing it to be displayed in order to block inappropriate websites from children. Regardless of the allegations of some that it is a restriction of free speech, teachers need to agree with school districts that keeping children safe from harmful Internet content is the responsibility of all educators.
Monday, October 15, 2007
Independence & Empowering
After reading the articles and watching the videos on “Assistive Technology” I have a whole new understanding of the words “assistive technology” and what the words mean. Assistive Technology is any tool, equipment or service designed to help develop, maintain, or improve one’s ability to function in all aspects of their life. Assistive technology does this by making use of devices and services to reduce barriers and enhance independence for persons with disabilities. Assistive technology helps people of all ages who may have a broad range of disabilities or limitations. Assistive Technology is any tool or device that a student with a disability uses to do a task that he or she could not otherwise do; or any tool the student uses to do a task more easily, faster, or in a better way. These tools include commercial products as well as those that are home-made. Tools can be simple "low tech" devices such as pencil grips or expensive "high tech" devices such as computers. Such aids and adaptations allow individuals with disabilities to function independently in recreation, education and vocational activities. These devices and services enable students to achieve their potential. Assistive Technology helps students write, communicate, read, study, play, and achieve independence.
I really enjoyed seeing that educators and involved adults were making a real effort to find the most beneficial forms of assistive technology to help students be successful and independent in the video. I think that it was great that Susanna was able to referee soccer matches from her wheel chair and that the right computer software was found for Susanna so that she can achieve her full potential. I enjoyed this video because it shows how much assistive technology can have a huge, and positive, impact upon someone’s life. Assistive technology helps to minimize the struggles and difficulties experienced by persons with disabilities.
If I were working with a new student who only communicates via computer by moving his/her eyebrows my biggest concern would probably be my potential lack of confidence in being able to fully do my part to maximize the student’s success and level of security in their ability to make their needs etc. known while relying upon the computer. To alleviate my fear that I would not be able to do my best by this student, I would thoroughly research the technology that was being used, what might go wrong in its operation, and how I could fix it; learn everything I could about the specific program involved; and alternative technology that might be considered in the event that this particular program failed. The more confident I felt in my own ability to communicate with the student, the more confident he/she would feel in my ability to understand him/her. The student, who is already challenged by virtue of his/her disability, doesn’t need his/her educator to be a challenge. The student who only communicates via computer using his/her eyebrows depends upon assistive technology to make his/her needs known, and for all communication with those around him. If the program fails, the computer is down, those around him are unaware of his/her needs to communicate via the computer, the student’s ability to communicate is severely compromised. He/she maybe unable to communicate a need for help, that he/she is in pain, that he/she has a need, or that he/she has something to say. A student with disabilities that is able to utilize some type of technology tool, can experience a vastly improved quality of life. We all need to be able to communicate.
I really enjoyed seeing that educators and involved adults were making a real effort to find the most beneficial forms of assistive technology to help students be successful and independent in the video. I think that it was great that Susanna was able to referee soccer matches from her wheel chair and that the right computer software was found for Susanna so that she can achieve her full potential. I enjoyed this video because it shows how much assistive technology can have a huge, and positive, impact upon someone’s life. Assistive technology helps to minimize the struggles and difficulties experienced by persons with disabilities.
If I were working with a new student who only communicates via computer by moving his/her eyebrows my biggest concern would probably be my potential lack of confidence in being able to fully do my part to maximize the student’s success and level of security in their ability to make their needs etc. known while relying upon the computer. To alleviate my fear that I would not be able to do my best by this student, I would thoroughly research the technology that was being used, what might go wrong in its operation, and how I could fix it; learn everything I could about the specific program involved; and alternative technology that might be considered in the event that this particular program failed. The more confident I felt in my own ability to communicate with the student, the more confident he/she would feel in my ability to understand him/her. The student, who is already challenged by virtue of his/her disability, doesn’t need his/her educator to be a challenge. The student who only communicates via computer using his/her eyebrows depends upon assistive technology to make his/her needs known, and for all communication with those around him. If the program fails, the computer is down, those around him are unaware of his/her needs to communicate via the computer, the student’s ability to communicate is severely compromised. He/she maybe unable to communicate a need for help, that he/she is in pain, that he/she has a need, or that he/she has something to say. A student with disabilities that is able to utilize some type of technology tool, can experience a vastly improved quality of life. We all need to be able to communicate.
Sunday, October 14, 2007
What I Know About Assistive Technology
Assistive technology is any kind of tool, hardware/software or any other form of technology that is designed to help develop, maintain, or improve one’s ability to function in all aspects of their life. The use of Assistive Technology (AT) technology is such a wonderful resource to have available because it promotes greater independence for people with disabilities by allowing them to perform tasks that they were once unable to accomplish, or had great difficulty accomplishing.
Monday, September 24, 2007
Blogs In My Future Classroom
There are several ways that I, along with the students I would work with, could use web logs to facilitate learning. As an instructor, using a web log would provide me with the opportunity to keep in touch with my students on many levels. The web log allows for the posting of new content, observations and suggestions in the course blog. It could also be used to post upcoming assignments and announcements.
Blogging could be successfully implemented with my future students by allowing them to participate in classes for credit without physically having to attend. Blogging is a wonderful tool to assist in helping groups communicate with each other for group projects. It allows everyone to be “on the same page” both literally and figuratively. Blogging is both time and space efficient affording any number of people in any number of places instant access to the shared thoughts, opinions and ideas of one another. It is not necessary for bloggers to be online at the same time which affords the students great flexibility and freedom to utilize their time in the way that best meets their personal needs. Blogging allows for immediate clarification and reinforcement and provides a communication link that can be as personal or general as the bloggers desire. For those students who may not be comfortable speaking in front of others, or asking a question in front of a group, the blog provides a safe way to have one’s questions answered and receive feedback that is far less personally confronting than face to face contact with others.
When talking to students who I would be teaching how to blog, I would recommend that they first take a general computer class so that they would be comfortable using a computer. Familiarity with Windows, keyboarding and the internet are vital for one to have confidence in their ability to blog and create blogs. Computer confidence would benefit students who need to utilize blogs as part of their curriculum. Though computer savvy helps with the technical aspects of the on-line assignments, if a student has trouble with language (reading and answering questions and interpreting what has been read), the assignments can still pose a challenge. To assist them in this area, I would suggest that they have a backup plan for help related to those issues. Online class work in this instance, might require a student to allow much more time than they might think they need to complete assignments so as not to get behind or become overwhelmed by the content rather than the process.
Blogging could be successfully implemented with my future students by allowing them to participate in classes for credit without physically having to attend. Blogging is a wonderful tool to assist in helping groups communicate with each other for group projects. It allows everyone to be “on the same page” both literally and figuratively. Blogging is both time and space efficient affording any number of people in any number of places instant access to the shared thoughts, opinions and ideas of one another. It is not necessary for bloggers to be online at the same time which affords the students great flexibility and freedom to utilize their time in the way that best meets their personal needs. Blogging allows for immediate clarification and reinforcement and provides a communication link that can be as personal or general as the bloggers desire. For those students who may not be comfortable speaking in front of others, or asking a question in front of a group, the blog provides a safe way to have one’s questions answered and receive feedback that is far less personally confronting than face to face contact with others.
When talking to students who I would be teaching how to blog, I would recommend that they first take a general computer class so that they would be comfortable using a computer. Familiarity with Windows, keyboarding and the internet are vital for one to have confidence in their ability to blog and create blogs. Computer confidence would benefit students who need to utilize blogs as part of their curriculum. Though computer savvy helps with the technical aspects of the on-line assignments, if a student has trouble with language (reading and answering questions and interpreting what has been read), the assignments can still pose a challenge. To assist them in this area, I would suggest that they have a backup plan for help related to those issues. Online class work in this instance, might require a student to allow much more time than they might think they need to complete assignments so as not to get behind or become overwhelmed by the content rather than the process.
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