Journal 9: How to Do More with Less

Journal 9: How to Do More with Less

Pape, L., Sheehan, 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.iste.org/learn/publications/learning and leading/DigitalEditionMarch-April2012.aspx

Summary:
The article summarizes way to save time and money while increasing student engagement using current trends in technology. The idea of incorporating a blended teaching model (use of digital content and materials to enhance the learning process) and flipped classroom instruction ( teachers use technology to deliver a lesson versus homework and standard classroom practice) are two strategies that would provide the teacher/educator with more time and efficiency to incorporate technology in the classroom. Blogs, wikis, social bookmarking tools, and creative expression tools, were examples of resources that are free and easy to integrate in an educational setting. The authors provided examples from classrooms that are currently incorporating technology in literacy labs using storyboards, and publishing comic strips using comic generators such as ToonDoo. Student engagement and positive learning experiences were a direct result.

Q1: I feel that teacher training and observation would be a critical component to understanding both ideologies of blended teaching and flipped classroom instruction prior to implementation as well having access to mentor for support through the technology process. With endless technology opportunities, how do teachers become confident and embrace new models, strategies, and integrated technology concepts?

A1: As an educator, I am overwhelmed and intimidated at the endless amounts of resources, technology options, and classrooms that are embracing and integrating technology regularly. This class has been an "eye-opener" for me. First of all, it has simply introduced me to current trends in technology and how it can be used in an academic setting. Secondly, it has made me realize that my professional development needs to shift. I have constantly focused on special education law, sensory strategy trainings, behavior management, curriculum, etc. I realize that my area of growth needs to be in the tech arena. Observing blended teaching models, flipped classrooms, and how Glogster, Voice Thread, and Prezi are being used in general education classrooms would be beneficial and facilitate a hands-on learning experience. It is easy to read, research, and listen to how technology is being integrated in classrooms; I feel that observing would make the process seem practical and realistic and teachers would be willing to dabble in the ever-changing tech world. I know that my confidence with something as simple as blogging has increased simply because it is put to use, every day in class. In order to gain confidence when learning something new, hands-on experience and observation are necessary.

Journal 8: Adaptive Technology

Tools for Communication and Tools for Accessibility

Communication:

Augmentative and Alternative Communication (AAC): Augmentative and alternative communication (AAC) includes all forms of communication incorporates using pictures, symbols, communication boards, electronic devices, and various forms of software to assist with communication for both social and functional purposes. Individuals with speech and/or communication disorders need alternatives to communicate both expressively and receptively. Using AAC increases social interaction as well as provides access to curriculum and academic content using vocabulary, words, phrases, and sentences.

Low Tech Tool: Communication Board

Communication Board

Low-tech communication tools do not need batteries, electricity or electronics. can include communication boards or books.  An example of a low-tech tool would be a choice board/communication board. It does not require the use of electricity, provides simple illustrations that can be categorized, and can facilitate communication simply by pointing. The image shows a food category and will provide the student/individual with choices including food and drink. Using  letters, words, phrases, pictures, and/or symbols to communicate for individuals also provides differentiation to meet individual communication needs. In the classroom, providing student with choice options for academic activities would be beneficial and facilitate student initiation for his/her learning. I would use a communication board for reading, writing, and math centers, allowing students to choose a specific activity independently. Using choice boards would be a simple way to differentiate depending on students individual needs/ability.

High Tech tool: Vantage Lite

Vantage Lite

Vantage Lite is a high-tech, portable communication device that incorporates expressive and receptive communication options, has MP3 options, TV/DVD accessibility, spelling and word prediction software, and multiple features that allow access to information, social interactions, and communication possibilities. High tech tools require the use of electricity; the Vantage Lite has a battery that last 5-7 hours for normal operation. In the school setting, Vantage Lite would be beneficial to use when mainstreaming to specials. I work in a Learning center and all students mainstream and participate in music, art, PE, and science. Using Vantage Lite, the students would be able to have access to communication outside of the learning environment by simply having a portable communication device available.

 Accessibility:
Input devices: An input device is a device used to input information from an individual to the computer. The devices can vary, are adapted and  based on the individual's specific needs. 

Hardware Option: Lightwriter

Lightwriter

Lightwriters are small, portable, text-to-speech communication aids designed for individuals with speech loss. The Lightwriter is easy –to- use and is similar to a computer. You turn on the device and type. There are various display options as well as keyboard options. It provides auditory feedback and also allows the user to send text messages, as well as have simple conversations/communication directly. This would be a beneficial tool to use in a Speech therapy session. Not only does it make the tool functional in a structured therapy setting, but the therapy session can be generalized across the school setting using the text-to-speech communication aid.

Software Option: Scroll & Speak

Scroll&Speak

Scroll & Speak is an AAC application for the iPad from iTunes. It is a communication program that was developed by speech and language pathologists. It is used for students with Autism and Apraxia . Scroll and Speak utilizes pictures and personalized images, has a text to speech option, and allows users to upload  words and sentences in addition to pictures. It allows multiple users and you can customize settings, folders, and communication options per student. In comparison to other AAC applications, Scroll and Speak has a user- friendly format that does not require users to leave the screen to access multiple folders. This would be a beneficial tool to incorporate in the school setting during unstructured activities. Using an iPad during recess, lunch, free-play would open the door to social communication simply because technology is a familiar, engaging tool for a range of students. Scroll & Speak could be used in a functional, social setting, naturally.

Journal # 7: My Personal Learning Network

Journal 7:  My Personal Learning Network (PLN)

A Personal Learning Network (PLN) is a network that is created by an individual in order to learn from others and connect and gather information from people that share common interests, concerns and resources. It requires reciprocation and having the ability to share information that you personally have created and gathered. A PLN allows an individual to have unlimited access to resources, feedback, discussions, problem solving, and most importantly, professional development. When creating my PLN, I used Twitter, Diigo, and Classroom 2.0 created through Ning. The option to have accessibility from a built in support system makes the collaboration process simple. Having the ability to organize information, streamline the flow of information/communication, and actively participate makes professional development as an educator ongoing and without limitations.

Twitter is a web-based tool used for social networking. Conversations about specific topics are constantly streamed allowing Twitter users to have unlimited access to information of interest. I chose to follow a range of people ranging from educators to advocates. Since the networking world is new to me, I decided to follow, Heidi Cohen whom provides advice for social media. I also chose to follow Liston Advocates for special education law, Dr. Charles Parker, a clinical neuroscientist providing information for ADHD medication/results, John Kramer, a teacher resource, and Education .com, for support for parents with children with special education needs and services.  I also had the ability to participate in #edchat, an online chat that creates an “open-discussion” for educators when given a specific topic/issue. On April 3, at 12:00pm, #edchat was moderated by Tom Whitby. The topic was: What should a good administrator look like and how can we get there from here? The topic was interesting and personal. I have worked for 3 administrators and the range of experience and dedication impacts parents, staff, and students directly. The chat outlined several key points at a quick rate; administrators should have the ability to support new teachers, understand the community, be a curriculum specialist, and participate in ongoing professional development. Participating in a chat is a great way to have important conversations in a structured amount of time with colleagues that have information to share, problem-solve with, and/or specifically support fellow educators.

Diigo, is a social book marking forum that allows individuals to create libraries based on specific tags /topics of interest), highlight and summarize key information, and follow individuals with similar interests and share and gather information based on specific interests. Having the ability to streamline information and organize/bookmark information allows individual to be more efficient in his/her learning and have the ability to locate information, share it, and/or retrieve it. Using Diigo, I chose to follow fellow educators using the tag, PLN. I book marked an article from Alice Bar called, Using Google Docs in the Classroom, a Webtools for Educators Wiki from C. McKell that provided a resource for teachers using diagrams, mindmaps, and timelines was highlighted, and Todd Williamson had book marked, Kathy Schrocks Guide to Everything Bloomin’ Apps Projects, a great resource for educators.  Diigo provides individuals with the ability to become more efficient when gathering, sharing, and locating information/resources for research and professional development.

Classroom 2.0 is a social network for people interested in Web 2.0, social media, and using technologies in the classroom. I signed up for Classroom 2.0 hoping to build my Personal Learning Network in education. The educational website was easy to join, user friendly, and had multiple sources to access educational resources and technology. The Social Learning Summit, Web 2.0 Labs, and Forum, allowed members to have access to resources such as the CUE conference and links to articles such as, The Top 15 Teaching and Learning Websites of 2011. The format was organized and easy to download and bookmark. As an educator, it is critical to have access to resources, conferences, and news forums that involve current topics, issues, and trends in education. Professional development should innately involve the desire to stay informed, communicate with colleagues, and collaborate with fellow educators. However, when planning, class size, case load, parent conferences, staff meetings, budget cuts, and lesson planning take up valuable time, using a PLN effectively and efficiently will facilitate an “open-forum” and unlimited stream of information to occur via computer simply by following, tweeting, chatting, book marking, and joining. I have to admit, I like this technology trend.

Journal #6

Journal # 6:Fostering Creativity and Innovation through Technology

Vaidyanathan, S. (2012). Fostering creativity and innovation through technology. Learning and Leading with Technology, 39(6), 24-26. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/DigitalEditionMarch-April2012.aspx

Summary: Integrating technology into STEM subjects (science, engineering, technology, and math) seems appropriate, especially since the use of iPads, SmartBoards, and various forms of hardware and software are embraced and used across most school settings. The article discussed how creativity and technology could be integrated in a digital design program that is being piloted at the Los Altos School District. Students are learning how to be both creative and innovative using technology. Various projects have been created using multiple programs; for example, Scratch has been used for game design and Google Sketch Up has been used for creating 3D models. The article not only summarized the student engagement of both students and parents, but the amazement at the ability of how students can learn, be challenged, and be both creative and innovative when given the right tools while embedding technology in the STEM subjects. They understand the material better because it is applied in a real-life setting; connecting to the lesson in a practical, creative, innovative way makes the learning experience make sense and become long-term.

Q1: Although the cost of the program did not seem to be a factor in the article, it seems difficult to create digital design programs when basic PTA funded programs such as music, art, and PE are being cut. Although beneficial, engaging, and necessary to incorporate technology in the classroom, how do we recommend to district administrators the need for such programs when basic technology resources are limited and/or unavailable?

A1: This year, my school site needed to use site funds in order to have iPads in the classroom. The investment was controversial, specifically since basic programs needed to be replaced and the computer tech. and reading tutors were let go. It was a risk that the site needed to agree on and it is obvious that the technology component using iPads created an engaged, innovative, confident school-wide movement that seemed ahead of the trend in comparison to neighboring schools. Creating a digital design program seems appropriate; if you have the hardware, then the instruction should follow. However, districts are making drastic cuts including teacher layoffs. I feel that teachers should be required to credential and/or hold a technology certificate and learn how to embed and integrate technology in the classrooms' core academic subjects. If teachers become more effective at integrating technology into the Common Core using iPads, Smartboards, iPod touch, etc., than creating a digital design program can be a realistic vision for each school site.

Journal #4

Journal #4: If You Give a Kid a Video Camera… Campbell, L. O. (2012). If you give a kid a video camera.. Learning and Leading with Technology, 2012. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx    


Summary: The overall idea of engagement using technology is apparent in education. The endless opportunities to differentiate for students while encouraging creativity and self-expression is embedded if you provide students with access to using technology across the academic setting. One-minute videos, pen pals, book reviews, and math scavenger hunts were examples of using technology tools in curriculum. The collaborative learning process, specifically using collaboration tools, creates multiple opportunities for accomplishing learning goals with their peers. Wallwisher, Twtpoll, Photopeach, Fotobabble, Google tools, and Voice Thread, were some tools shared to support collaborative learning.


 Q1. Will districts require technology components to be embedded (in curriculum) when district revisit curriculum adoption?


 A1. Recently, CUSD adopted the Envision math program that embeds technology and hands-on components in each lesson. Although the pacing is being revisited, students are more engaged. The idea of incorporating video/technology for collaborative learning experiences seems obvious; the more engaged the students are, the more that learning will take place. Providing access to technology is simple; figuring out how to teach, collaborate, and learn from it requires educators to provide students with tools and endless choices for research and assessment.

Journal #3

Journal #3: Infographics: More Than Words Can Say

Krauss, J. (2012). Infographics: More than words can say. Learning and Leading with Technology, 10-11. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx


Summary: Using visual displays of information can encourage investigation, problem solving and analysis. Rather than reading data, interpreting a visual representation is much more engaging and creates immediate discussion. The shift away from tables, timelines, and basic graphs towards a more complex representation of data encourages teachers and students to evaluate information regarding current trends and topics. Infographics incorporates the use of words and visuals, making the interpretation of information meaningful and easy to process.

Q1. How can students integrate the use of Infographics and current trends in education in the school setting?


A1. In regards to current education trends in California, I think that integrating budget and how it impacts education would be an appropriate and meaningful use of Infographics for both teachers and students. Having the ability to visualize current trends that impact our education system not only provide perspective, but also promote conversational and problem solving to occur simply through a visual representation. Reading information versus the analysis of information, creates two separate experiences and discussions. Infographics can not only make data accessible, but also create a forum for conversation.

Journal #2: "JTF & EYTE"

Journal # 2: Join the Flock and Enhance Your Twitter Experience                   

 Ferguson, H. (2010). Join the flock. Learning and Leading with Technology, 13-14. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Join_the_Flock.aspx Ferguson, . (2010).
Enhance your twitter experience. Learning and Leading with Technology, 14-15. Retrieved from http://www.iste.org/Libraries/Leading_and_Learning_Docs /June_July_2010_Join_the_Flock.sflb.ashx

Summary: Learning and Leading with Technology introduces the idea of professional learning communities (PLN). Taking the time to build a community is not only a commitment, but it is a process. Setting up an account, learning how to follow, watching, listening, and providing information that is useful (for followers) are the beginning steps of using a PLN effectively. For beginning Twitter users, Hadley Ferguson breaks down the concept of “tweeting” into user-friendly steps. In order to enhance your Twitter experience, use hashtags, to narrow down the stream of information and engage in conversations specific to your own interests. For example, using the hashtag #ed422 allows me to receive and correspond with colleagues about current assignments, questions, and/or request feedback as needed.

Q1. If Twitter is such a great communication tool for educators, should students be encouraged to “Tweet” in an academic setting?

A1. I appreciate the idea of endless streams of information. I appreciate the idea of being able to narrow down your search by applying specific tags. However, having the ability and maturity to analyze what you read, communicate and correspond using technology, and interpret information appropriately, would be difficult to monitor in an educational setting. If restricting Twitter (specifically for academic purposes) in the classroom was a possibility, than using it to communicate, research, and collaborate would make sense. However, given the current trends in education (i.e. budget cuts, class size increase, program cuts) teaching and interacting on Twitter in an educational setting seems unrealistic.

Q2. Exposing yourself through technology can be intimidating; how do you get over the self-assessment and really say what you mean?

A2. It is an innate instinct to be self-conscience, think before you speak, and edit what you type. It is difficult to “put your ideas out there” because the fear of rejection, judgment, and/or criticism is a possibility. I agree with Ferguson however; unless you begin tweeting your thoughts and following/gaining followers, you will never gain confidence. If you use a tool confidently, share it with confidence