Journal 9: Adaptive Technology (NETS-S 1&3)

 
Communication:
Augmentative and Alternative Communication (AAC) devices serve as tools to those who have severe or significant speech impairments (cerebral palsy, intellectual impairments, autism, dyspraxia, aphasia, strokes and traumatic brain injuries), so that they can can express themselves quickly and specifically. The two types of communication are high and low tech. High tech is something that involves technology or that is electronic such as a computer. Low tech is something that is more simplified, often times more affordable. One example of a low tech device is picture exchange cards (PECS). BoardMaker is a type of PECS, which teachers use to make charts, schedules and games. People can search the database which has more than 4,500 communication symbols and pick out certain illustrations with the word next to it, to create a story with new vocabulary or explain to the student what is going to happen next that day. One high tech tool is a text to speech device is the LightWriter. The primary user types in what s/he wants to say and the words come out on the other side's screen and are pronounced through a small speaker.

Accessibility:
Input devices are for students with physical impairments, so that they are able to type through the help of non traditional means. The two types of accessibility devices are hardware and software. Hardware is something that attaches to a computer and people can physically touch such as a keyboard. TetraMouse is one example of input hardware. It is a dual joystick with three buttons on top that can be operated by holding it in someone's lips or tongue, if that person does not have head mobility. Software is a computer program that has been developed for people with accessibility needs. NaturallySpeaking is a software tool that allows people who cannot physically type or for whom it is painful to type to speak into a headset and have that be transcribed on the computer. It is 99% effective and overtime recognizes students' speech patterns.

Journal 10: How to Pay for Your One-to-One Program (NETS-T 1-5)

Kiker, R. (2011, August). How to pay for your one-to-one program. Learning and Leading with Technology, 39(1), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-august-2011.aspx 

Rich Kiker talks about school districts cutting costs because state and federal budgets are low. At the same time, it's increasingly important for students to become technologically proficient to get into competitive colleges and get the jobs they want. One of the ways to ensure students are prepared is by making sure each student has access to their own computer. Two ways Kiker advocates for funding a one-to-one laptop to student ratio are through technology purchase programs and donor programs. In technology purchase programs, not just students, but anyone in the district who is a taxpayer can purchase laptops, netbooks or tablets and computer programs such as MS Office at a reduced cost that the school has worked out with vendors. He says the first step is making sure your school is web ready by getting steady access to wifi and setting up appropriate firewalls.

Question 1: What is the difference between technology purchase and donor programs?

Technology purchase programs expect parents to pay for their student's computer. Donor programs partner with community businesses or philanthropists to cover the cost of computers for students who cannot afford their own. One of the ways students earn donations is through working with local companies to create websites, type spreadsheets and help with IT. While students cannot accept direct compensation, they can have the business donate to a technology fund.


Question 2: What are the advantages of getting rid of traditional computer labs?
The fees associated with computer maintenance for programs such as computer science and digital arts can be used elsewhere. Also, many schools have a finite amount of space and this allows them to hold other classes where the computer labs were. If students save assignments to their desktop, they can now take the computer home with them. This reduces electricity costs overall.

Journal 8: Find the Truth about the Pacific Tree Octopus (NETS-T 1&2)

Ferrell, K. (2011, August). Find the truth about the pacific tree octopus. Learning and Leading with Technology, 39(1), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-august-2011.aspx 

In this article, Keith Ferrell taught his students a lesson about research. He had them type in specific search criteria into Google's search engine for projects on "The Tree Octopus" and "All About Explorers." Students clicked on the links for the top results and wrote down information they assumed to be factual, such as Bill Gates helped finance one of Magellan's expeditions. After discussing the class' findings, students began to find holes in the research. One of the main websites was developed by teachers to show the pitfalls of blindly Googling with using critical thinking skills. Also, just because there are pictures included, doesn't mean those weren't photoshopped.

Question 1: Why is it important students know how to properly research?

 Each year, students will use research for new, more challenging projects. It is essential they have a strong base of skills to build from. Students should be able to discern what primary and secondary sources are. Students need to be able to question sources for bias, expertise and quality.

Question 2:What are some basics students should know when looking for reputable sites?

Students should look at the URL suffixes such as .com, .org, .gov and .edu because each type of site has different standards it is held to. Students should also ask critical thinking questions about the sources such as who, what, where, when, why, how?

Journal 6: Student Voices for Change (NETS-T 1-4)

Miller, S.M. (2011, June/July). Student voices for change. Learning and Leading with Technology, 38(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-august-2011.aspx 

In the article, "Student Voices for Change," Shannon McClintock Miller talks about the positive effect the computers had on students when Van Meter Community School instituted at 1:1 laptop to student ratio. The use of technology emboldened students and they are now making themselves heard; by constantly showcasing and presenting their work, their confidence increases. Students worked on projects such as 3D modeling, Prezi, as well as making videos using iMovie and YouTube. Miller and the school district had the students present to other educators via Skype and in person to Iowa politicians. One of the main things I worry about is how public schools can afford to purchase all those computers? The school mentioned was in Iowa, whose population is obviously much smaller than California.

Question 1: What is an example of a local school that has a 1:1 laptop to student ratio?

High Tech High School in Point Loma, is a local charter school that has a laptop for each student. They focus on project-based learning, and incorporate technology into daily curriculum. Students complete internships with local companies, giving them practical, hand-on learning experience that can be applied in the real world.

Question 2: Does constant access to technology make students more reserved?

No, it does not, as is evidence by the students who use blogs to make their voices heard. Students from Van Meter, seem to be more connected to one another because they have multiple opportunities to express themselves. Students who may be shy in a tradition setting can be loud voices for change online.

Journal 7: My Personal Learning Network

A Personal Learning Network (PLN) is a professional reciprocal network to connect with, learn from, gather resources and share what you have learned on sites such as Twitter and Diigo. My PLN gives me the ability to connect with other teachers, administrators and experts that live in other cities and countries. We share strategies of how we can best impact our students.

I set up a Twitter last year, but was only using it to contribute random thoughts into the vast interweb. I now use it as an educational tool. I use it to connect with people who teach similar subjects or age groups or teachers who are dedicated to similar social causes such as diversity and closing the achievement gap. My network includes teachers, teacher credentialing students, educational policy experts and close friends that use social media in their daily jobs. Basically I am connected to other people that can provide me with resources for my classroom. I attempted to participate in the New Teacher Chat (where I wasn't familiar with the technology they were discussing) and Gifted Students Chat (where I wasn't familiar with the inclusion policy for districts they were discussing). I settled on the Mid Level Education Chat on July 28 from 5-6 p.m., where we discussed how you can get students to create dialogue in the classroom. I gave suggestions via HootSuite for face to face interaction and technology. It was interesting seeing people posting from all different mediums: phones, iPads and different Twitter software. The dialogue moved fast, but not too fast, one of the perks of smaller discussion group. I responded to people posting and they replied to me to share ideas I hadn't though of, it was very useful and inclusive.
 
You can use Diigo to publicly bookmark sites that serve as resources for classroom activities; you can also view those that other educators post. You can find people that use similar tags and connect with them by adding them to your network. I follow the director of a multimedia language center, an IT high school teacher, an EFL instructor, an E-Learning and writing specialist, and a SpEd poster. I follow the people with tech jobs because I am interested as to how I can incorporate tech more efficiently into my classroom. I follow the others because, like the first 3, they post helpful links, but they serve niches that I have worked with before. I tagged two educational blogs, one for the Library Student Journal Editors and the other for Teacher Reboot Camp. I joined the Library blog to get addition support showing students sites where they can get research for their papers done. I choose the Reboot blog to get ideas for new ways teachers are using technology and reminding myself to "reboot" my previous misconceptions about technology. Lastly, I choose George Lucas' Educational Foundation's website. It provides tried and true resources that have worked and can be duplicated.

I joined Classroom 2.0, it's a social network primarily for educators who are interested in learning more about Web 2.0 and Social Media in education. I watched the video on Staten Island Green Charter School for Environmental Discovery. The idea was to create a K-8 school that is pollution free, uses interactive white boards, gives kids a chance to develop spiritually and offers PE classes.

Journal 5: Harness the Power of Technology (NET-S 3, 5)

Duncan, A. (2011, June/July). Harness the power of technology. Learning & Leading with Technology, 38(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2011.aspx

Arne Duncan's article was a call to action for teachers to stop thinking of technology as an add on to lesson plans and rather as an essential component to them. Students learn best when they have good teachers and access to technology, not one or the other. Technology is a great way to get students who may not be traditionally interested in reading to explore other forms of online reading outside their texts. As new teachers who use the NET-S, we are there to help teachers who made be afraid of new technology. The U.S. Department of Education's five goals to advance ed tech are learning, assessment, teaching, infrastructure and productivity. The government is pushing for states to raise their standards to better prepare students for work in the 21st century.

Question 1: How would creating a PLN co-inside with the Dept. of Ed's plans?

The government wants teachers to use social media to develop online personalities; their version is called Connected Online Communities of Practice. The goal is for teachers to share practices, access experts and ultimately solve problems with resources that were previously unavailable.


Question 2: What is the digital divide and how is it being addressed?
Many students in rural or urban areas or with disabilities do not have access to internet in their homes or high speed internet in their schools. Obama has set the goal for 98% of the country to have access to available broadband in the next 5 years. The FCC has also changed their E-Rates in an effort to reach more students.

Journal 4: One Size Never Fits All (NETS-T 1, 2, 5)

Courduff, J. (2011, June/July). One size never fits all. Learning and Leading with Technology, 38(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2011.aspx

Jennifer Courduff discussed the benefits of incorporating technology into Special Education programs. She said that at first teachers were placed on a 3 year goal plan to learn new technology and apply it in their lessons. After observation, the district found that it takes longer than 3 years to actually apply what teachers have learned into their curriculum. This system was then replaced with tiers that do not have fixed time limits. Tier 1 is a beginning level of training, Tier 2 is intermediate and Tier 3 is advanced. Courduff said that many students are now meeting IEP goals faster than in the past. She credits the speech to text and text to speech features on computers as being essential for students who have difficulties writing stories. She also discusses one student who recorded his voice onto his PowerPoint presentation so he didn't have to speak in front of the class, but was still able to meet the requirement.

Question 1: Why are teachers so hesitant to incorporate technology into their classrooms?

I think the main issue is confidence. If teachers don't understand the basic technological functions of a program, how can they explain how it works to their students? As we have discussed in class, there are many online tutorials for free on YouTube and the sites that design the technology. You can also use your students as a resource, as younger generations are often more computer savvy.

Question 2: Why does one size not fit all, technologically speaking?

The spectrum of students physiological, social and emotional is too broad. The author emphasized that teachers must match specific tasks with technology tools that engage students. For example, some students benefit more from the use of headphones.