Reflection Video
What would be the method of teaching that you will emphasize?
For starters, it will not be the burp back method. The idea of my classroom will be based off of collaborative learning and research.
What tools will you use and what tools will your student use?
One of the tools would be Google search engine. I will set a scavenger hunt for them to find the answers via internet. Another tool that will be handy in the classroom is the iPad. A lot of student activities can be handle through the iPad.
The grade I wan to teach is 5th grade. I picture myself being an energetic teacher. I want my students to consider my class as the friend zone; everyone will be friends. My main goal is to be a positive and productive in my students' lives. My teaching style will be collaborative learning because we all will learn from one another.
Students all learn differently. Therefore, I can't expect them to learn on the same paste; however, I do expect them to put their best foot forward. I will be a teacher that gives students respect and expect it in return.
Some of the tools I would use in my classroom would be the Smartboard and Blogging. The smartboard allows interaction in the classroom. With blogging, I want my students to be aware of the social world and it can be used for learning. Blogging will also allow others to see their work and their progression.
My expectations of my students will be high. Kids are capable of anything that we, educators and parents, push them to do. In addition, learning is meant be fun. The only way learning can be fun is by making it fun.
From my experience in EDM 310, there's always room to improve and that's the attitude I am taking into the classroom with me. I am not expecting to be 100 percent, however, I am willing to learn as I continue my educational journey inside and outside the classroom.
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Sunday, December 8, 2013
Sunday, December 1, 2013
Blog Post 15
Assistive technology is “an umbrella term used for assistive, adaptive, and rehabilitative devices” (Wikipedia). It promotes independence by giving people the opportunity to perform tasks they were once unable to perform (Wikipedia). Assistive technologies give disabled children a chance to feel normal and interact with others in the classroom. It enhances their learning, remove all learning barriers, and pushes students to go beyond their boundaries. Assistive Technologies give each disabled child a sense of hope. In addition, it changes the way people think around them.
According to the video, one in 2500 Australian children have vision impairment (ATVHIC). Every day in Australia, one child is diagnosed with hearing impairment. With the statistic given, the curious questions for educators are “Are we doing enough to support impaired children” and “Are we prepared” (ATVHIC).
Teachers should be the main line of defense for all children when it comes to quality education. They should be willing to knock down old walls and building new ones. With assistive technologies, impaired kids have the ability to engage, investigate, and explore. Most importantly, it gives the students the ability to interact with their environment.
There are many devices that can be helpful to sensory disabled children. Some of the devices are:
- Text to speech devices
- Text phones
- Talking Calculators
- Note takers
- Sensory aids
- Speech to text devices
- FM radio’s
- iPhone, iPods, iPads
- Screen magnifiers
- Flip cameras
In The Mountbatten video, they explains how vital immediate feedback is to struggling learners. The Mountbatten Braille Writer allows students to receive audio and tactile feedback. It produces braille while announcing what letters are being produced. In addition, the device is an advance tool. It has the ability to save files; transfer files to, and receive files from a computer.
For teachers and students who don’t know braille, the Mountbatten Brailler is a great tool for mainstream classrooms. The braille text converts into print and is display upon a screen. This tool allows blind children to be included in curriculum. It also allows them to receive feedback from teachers and participate in peer group projects.
(written by Susan Strokes under a contract with CESA and funded by a discretionary grant from the Wisconsin Department of Public Instruction)
The assistive technology tool I found useful for the classroom was provided by Autism Consultant,Susan
Stroke. She explains how technology have improve the quality of life for people who suffer with different disabilities. However, despite the fact that technology attracts the children who has autism. Stroke explains how technology can be helpful for children who has autism. Stroke explains how technology can be helpful for children with autism. It can help them understand their environment. It also help them with communication skills, social interaction skills, and motivation skills.
The assistive technology tool I found useful for the classroom was provided by Autism Consultant,Susan
Stroke. She explains how technology have improve the quality of life for people who suffer with different disabilities. However, despite the fact that technology attracts the children who has autism. Stroke explains how technology can be helpful for children who has autism. Stroke explains how technology can be helpful for children with autism. It can help them understand their environment. It also help them with communication skills, social interaction skills, and motivation skills.
Stokes explains how the Visual Representation Systems are helpful for autistic children. Objects, pictures drawing, line drawing, and written words can be used with various modes of technology, as long as the child understands. One software program Stokes mentioned is Boardmaker. Boardmaker is a software from the Mayer-Johnson software program. It is a program for children, as well as adults, that provides 3,000 picture communications in black and white or color. PCS present a clear representation of objects or words. However, autistic kids may dislike color; therefore, teachers should take caution on what color they may use.
Another tool that provides a more concrete images without risking ambiguity because of background clutter is Picture This (20). It has over 2,700 pictures from a lot of different categories like, creating schedules, sequence activities for following instructions, etc. Strokes tells us that some children who suffer Autism have difficulty understanding two dimensional visual representation system. These students may require an actual object, or True Object Based Icon. TOBI can be any line drawn picture that has been cut out in a shape or outline of what it is suppose to represent. The child has the opportunity to see and feel the symbols and shapes.
Another tool that provides a more concrete images without risking ambiguity because of background clutter is Picture This (20). It has over 2,700 pictures from a lot of different categories like, creating schedules, sequence activities for following instructions, etc. Strokes tells us that some children who suffer Autism have difficulty understanding two dimensional visual representation system. These students may require an actual object, or True Object Based Icon. TOBI can be any line drawn picture that has been cut out in a shape or outline of what it is suppose to represent. The child has the opportunity to see and feel the symbols and shapes.
Having assistive technologies in the classroom helps teachers and disable children communicate with one another. Every child’s learning ability is different; however, every child has the ability to learn. By providing the tool sensory aid children need, teachers are providing their students with a fair chance in receiving the same quality education as others. It also teaches the other students how to interact and accept people who are different from them. I personally think this assistive technologies is a tool that all teachers should have.
This video shows a mother using an iPad to learn what her deaf/blind child is learning. This video showed me that just because a student is blind or deaf they are still fully capable of using technology. The deaf students can see all of the icons that are on the iPad and work the same way a hearing student does. For blind students, this showed the mother learning how to swipe with four fingers to change pages and when she scrolled her fingers over the apps and icons they say out loud what exactly they were helping the blind student hear what they are using or what they are looking for.
Apple has a special link on their website for special education students. They say "We believe that technology can provide great learning tools for all learning abilities. Every Mac and iOS device comes standard with innovative accessibility features." The iPhone, iPad, and iPod touch come with assistive features that have changed the learning landscape for students with special needs. These features help with learning and literacy, vision, hearing, and physical and motor skills. "Guided Access helps students with autism or other attention and sensory challenges stay on task." This allows the teacher to limit a device to stay on one app by disabling the Home button, and even restrict touch input on certain areas of the screen. "VoiceOver is a gesture-based screen reader that lets students know what’s happening on their Multi-Touch screen — and helps them navigate it — even if they can’t see it." This is great for blind students to still be able to work the technology and navigate through the assignments. "Closed captions offer all kinds of visual learners the ability to see captions in video to help with comprehension." This application is very useful for deaf students.
Summarized by: Chelsea Calvert
Both of these videos gave instructions and reasoning for using the two different resources. The first video discussed how it is almost impossible to learn or teach math through braille. The University of San Francisco invented a board or a work space for the student to lay tiles that had the letters printed on them and written in braille. The board also would connect to a computer and the computer would say the numbers as they were placed on the board.
The second video shows how the iPad has the over voice feature. With having this feature one could set the iPad to say out-loud what functions were being used. The video shows how to navigate an iPad with having the iPad read whichever icon you ran your finger over. It will also read books once they are selected. For the blind this is the only tool that you can turn on and have this feature in effect.According to the 2007 National Deaf-Blind Child Count, over 10,000 are children under the age of 21.(National Consortium on Deaf-Blindness. (2008, September)) This tool gives these students the ability to have a book at the tip of their fingers that can be read to them.
Both of these videos were informative on different subjects. I never thought about how difficult it would be to teach a blind person math until now. I think that the board would be a great asset to the classroom with a blind person. I think that this board would be helpful in learning the basics of math. I think both tools would be beneficial in the classroom. Using the iPad to read and for other things is a great tool. The students could read whenever they had free time and it would be an easy transition. I think the iPad could be used for every subject in some way.
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