Journal 9

Page, L., Sheehan, T., Worrell, C. (2012). How to do more with less. Learning and Leading with Technology, 39(6), 18-20. Retrieved from http://www.learningandleading-digital.com/learningandleading.
This article is about creating opportunities for students to learn through the many technological mediums available, and how classroom collaboration with fellow students can be beneficial for everyone. The article lists many ways of assigning student work, including blog creation, presentation programs, and digital storytelling, to name a few.

1. What do I think of implementing these into the classroom setting?

I think using technology in the classroom is a good idea. I think it is important to realize that although budget cuts are hitting districts, causing them to direct money in rather specific areas, these online resources available- Prezi, diigo, glogster are all free. All teachers would need to do is join one of these sites, and plan a lesson that would allow students to take advantage of the resource. The other point I think is worth addressing is that many districts now are trying to become more tech-savy. Some districts are handing students laptop computers in the classroom, others are passing out IPADs for the year. With all students having access to a computer, use of these programs would be highly beneficial and accessible for students. Students would then be trained on how to use a computer's basic functions, reducing the time it would take to train students on how to use these online programs and features.

2. How can implementing these various technological programs benefit the students?

Students often do not want to learn or work when we want them to. Many students come to class sleep deprived or hungry, for countless reasons. Whether they are always that way or not is not the issue; instead, teachers must realize that these are not optimal working conditions for students to operate under. Instead, allowing students to do project-based assignments and project-based learning, while taking advantage of these free, online services, would allow students flexibility as to when they can best work. Some students work better at night- the internet is always on and these programs do not go to "sleep." Thus, teachers may be able to get better work out of their students if they are able to control, to an extent, when they work on online assignments.

Journal 8: AAC

The acronym AAC refers to "alternative, augmentative communication." It is used amongst educators to describe alternative methods of communication between teachers and students. Students have a learning and communication impediment that prohibits them from communicating in what we would consider a "normal" way; devices thus enable a student and teacher to effectively communicate.

Communication

No-Tech AAC Option:

Sign Language

Sign langauge is an effective way for students and educators to communicate. Hand gestures and movements allow students who lack verbal communication to communicate. Students are able to say and convey what they want in the classroom, as long as an adult is trained in sign.

High-Tech AAC Option:

Tech-Scan 8 Plus

This is a data-board, with images/pictures and voice recordings to go along with it. Individuals can select certain images, scan them into a device, and then record an appropriate message or saying. For example, a picture two kids smiling is scanned in, with the word being "friends" and recording being "friends" when the button is pushed. This effectively allows students with speech impediments to learn vocabulary, and also have the option to self-teach with self-guided vocabulary and phrases. In the classroom, this helps teachers teach vocabulary to students who might need it repeated half a dozen times, without the teacher being the repeater.

 Accessibility
An alternative input device is any device that connects to a computer to help an individual with limited physical abilities to still use a computer. 

Software

An example of a program that would allow students with communication barriers to effectively learn and communicate with their teachers is the Inkwell feature of a Mac computer. Mac has addressed a number of learning disabilities, including literacy, vision, hearing, and physical/motor skill impediments, but I am going to focus on Inkwell. This feature is most helpful and useful for those who have motor skill impediments. Students are given a pad of sorts, which allows them to draw onto a screen; the screen then converts their strokes into words. I really think this feature is useful because students can write as large, illegible, or slowly as they want and the end result is a typed-up document that has an adjustable size, is legible, and does not have shakey pencil marks because of the speed the information was copied down.

Aside from these programs, there are dozens of other "apps" popping up for I-products, and parents, educators, and supporters can search through dozens of applications based on the need time- visual, auditory, kinesthetic, language, sign language and scheduling apps, just to name a few. Easy Stand Blog has put together a thorough and comprehensive of apps based on need.

Hardware

The Magic Touch Screen is a screen that when inserted upon the computer screen, allows for individuals to touch the screen and navigate the computer. The 'touching' aspect of the screen serves as a mouse. Students who have limited motor coordination can use the movement of their fingers or hands to navigate a computer rather than rely on a clunky mouse. As a classroom device, this would be a great resource for students and teachers; this screen reduces frustration incured when students cannot use a mouse to click on what they want to click on.

Blogs I commented on:

Tara S.
Gina B.