In a recent meeting with my headmaster, we were discussing the implementation of a text and email messaging system for closings and delays. We currently provide such information on our info line, school website, Facebook and Twitter accounts; However, with the recent New England storms taking out power, we think there is a need for an alternate way to notify our families of important information.
So it got me looking for a way to easily send text message and email notifications. I found a few web based options, Remind101 and Class Parrot. These sites tout themselves as a great way to disseminate information to your students. One even allows them to text you back.
This is astounding. I was surprised when teachers became responsible for maintaining websites with assignments and information. This was the first step in taking the ownership off students. Now with social media and texting, are we making students less responsible?
Difficulties in the area of executive functioning have become notable in the last several years. These difficulties often arise in organization of assignments. While the current tools related to assignment posting can be argued to support students, empowering them by providing with opportunities to check assignments, could it also be pointed out that it possibly enables the dysfunction. Knowing that they can easily check assignments later, or contact the teacher, takes away the responsibility for them to attend initially in class.
We all like our information immediate and within easy reach, but should it be the first thing we model for students. I recall my college Sociology professor once said to our class that he was not going to teach us information, but teach us how to find it. Students need to learn the responsibility for their successful learning, and this "Wikipedia World" seems to be taking that important skill development away.
Showing posts with label learning disabilities. Show all posts
Showing posts with label learning disabilities. Show all posts
Sunday, January 22, 2012
Tuesday, December 6, 2011
Is it really that shocking? Technology and academics together
I recently had to complete an assignment for my graduate class that proposed an action plan related to impacting student achievement. I outlined the implementation of technology curriculum directly into the academic classrooms of our skill-based program from students with learning disabilities. This plan laid out a interweaving of technology standards and direct instruction within the academic area standards to provide greater utilization of technology as a means of acquiring and demonstrating knowledge in the classroom.
"Media literacy is an important topic to be integrated throughout the curriculum so that every student has the opportunity to become actively engaged in learning about it multiple ways throughout each school year." (Swaim, 2002)
The plan seemed so commonsensical. The idea developed out of a series of conversations with the Director of Curriculum at my school, and seemed so logical in its development. As academic technology coordinator, I would develop goals and objects based on state standards and then work with the other department heads to develop technology based projects for their academic areas to meet goals for both domains. The ultimate goal to have greater technology instruction woven in to demonstrate purpose and provide dual direct instruction to benefit the acquisition of skills.
My plan followed the mission of my school, "..to help children with learning disabilities develop a foundation of skills, gain an understanding of their abilities, and prepare for a more traditional program." (Eagle Hill Southport), as well as the mission of the Center for Applied Special Technology (CAST), "To expand learning opportunities for all individuals, especially those with disabilities, through research and development of innovative, technology-based educational resources and strategies."
So much to my surprise, my professor felt this plan was of key importance and that I should publish an article based on my rationale. I did not find my ideas, foundation of points, or thoughts to be so innovative, but just good practice. Apparently, maybe good practice in my eyes is different as I teach in an ideal setting of being able to be create the optimal learning opportunities for my students without many restrictions. My school does best practice on a daily basis to provide for our students, and I do think that what we do, while not innovative, is unique in its actual implementation. So maybe after all my time there, my ideas are something outside the norm of traditional practice. That saddens me for public education. So now I explore the idea of submitting an article.
As Alan November (2011) says, "The whole capacity to pick a specific curricular area, such as reading, and building a plan around that makes sense to me. Too often what I see is technology for technology's sake...Whatever the technology du jour is, you know, we'll have our next favorite technology. So, extending beyond that, the vision absolutely comes first, then the technology. It is not the other way around."
The ideas are out there, maybe I can join with those that have the same vision and bring it into practice. How do you utilize technology in your school and classrooms?
Alan November, http://novemberlearning.com/, 2011
Telemedium, The Journal of Media Literacy, Vol. 48, No. 2, Fall 2002
"Media literacy is an important topic to be integrated throughout the curriculum so that every student has the opportunity to become actively engaged in learning about it multiple ways throughout each school year." (Swaim, 2002)
The plan seemed so commonsensical. The idea developed out of a series of conversations with the Director of Curriculum at my school, and seemed so logical in its development. As academic technology coordinator, I would develop goals and objects based on state standards and then work with the other department heads to develop technology based projects for their academic areas to meet goals for both domains. The ultimate goal to have greater technology instruction woven in to demonstrate purpose and provide dual direct instruction to benefit the acquisition of skills.
My plan followed the mission of my school, "..to help children with learning disabilities develop a foundation of skills, gain an understanding of their abilities, and prepare for a more traditional program." (Eagle Hill Southport), as well as the mission of the Center for Applied Special Technology (CAST), "To expand learning opportunities for all individuals, especially those with disabilities, through research and development of innovative, technology-based educational resources and strategies."
So much to my surprise, my professor felt this plan was of key importance and that I should publish an article based on my rationale. I did not find my ideas, foundation of points, or thoughts to be so innovative, but just good practice. Apparently, maybe good practice in my eyes is different as I teach in an ideal setting of being able to be create the optimal learning opportunities for my students without many restrictions. My school does best practice on a daily basis to provide for our students, and I do think that what we do, while not innovative, is unique in its actual implementation. So maybe after all my time there, my ideas are something outside the norm of traditional practice. That saddens me for public education. So now I explore the idea of submitting an article.
As Alan November (2011) says, "The whole capacity to pick a specific curricular area, such as reading, and building a plan around that makes sense to me. Too often what I see is technology for technology's sake...Whatever the technology du jour is, you know, we'll have our next favorite technology. So, extending beyond that, the vision absolutely comes first, then the technology. It is not the other way around."
The ideas are out there, maybe I can join with those that have the same vision and bring it into practice. How do you utilize technology in your school and classrooms?
Alan November, http://novemberlearning.com/, 2011
Telemedium, The Journal of Media Literacy, Vol. 48, No. 2, Fall 2002
Sunday, November 6, 2011
Does technology really impact learning?
I have been contemplation technology in the classroom a lot, as it is going to be the focus of a project for one of my graduate school classes.
Utilizing the Smartboard in my classroom has been interesting. I love it for some classes, and find it to be a glorified whiteboard during others. It draws attention, good and bad for my students.
However, does the cost really correlate to the learning impact? This I am not sure of, and am leaning on the side of no. Lessons are engaging, however could putting an iPad or laptop in the direct hands of a student have a greater impact? For the cost of my board, my school could purchase 8 iPads or 4 laptops. These could impact student learning in all classrooms, not just mine. Additionally, aren't these the tools that students need to be utilizing with as they are the real world tools they will use beyond the classroom?
I love technology, and always have the lastest and greatest. However, I think sometimes people adopt technology into schools without full thought to how it will be utilized in direct practice, how it will directly impact student learning, and what the end goal will be with relation to its use. Most public schools have interactive whiteboards in the classrooms, but how much are they fully being used and what evidence is there that student learning is improved by them?
In considering the adoption of iPads, I read about many schools that have jumped in with 1-1 programs, but what data is being collect to demonstrate that the use of them is directly improving student achievement?
What do you think?
I would love to hear from educators concerning these issues. What do you see? What proof is out there as to the true growth of our students development with these tools? Are students truly using them to engage in learning or to just engage in interacting with the technology?
21st century learning should include technology just because technology exists. It needs to be used to directly impact student learning in ways that could not be done before. It needs to level the playing field for a variety of learning styles and needs. It does not need to be there because students only know how to learn with technology.
Utilizing the Smartboard in my classroom has been interesting. I love it for some classes, and find it to be a glorified whiteboard during others. It draws attention, good and bad for my students.
However, does the cost really correlate to the learning impact? This I am not sure of, and am leaning on the side of no. Lessons are engaging, however could putting an iPad or laptop in the direct hands of a student have a greater impact? For the cost of my board, my school could purchase 8 iPads or 4 laptops. These could impact student learning in all classrooms, not just mine. Additionally, aren't these the tools that students need to be utilizing with as they are the real world tools they will use beyond the classroom?
I love technology, and always have the lastest and greatest. However, I think sometimes people adopt technology into schools without full thought to how it will be utilized in direct practice, how it will directly impact student learning, and what the end goal will be with relation to its use. Most public schools have interactive whiteboards in the classrooms, but how much are they fully being used and what evidence is there that student learning is improved by them?
In considering the adoption of iPads, I read about many schools that have jumped in with 1-1 programs, but what data is being collect to demonstrate that the use of them is directly improving student achievement?
What do you think?
I would love to hear from educators concerning these issues. What do you see? What proof is out there as to the true growth of our students development with these tools? Are students truly using them to engage in learning or to just engage in interacting with the technology?
21st century learning should include technology just because technology exists. It needs to be used to directly impact student learning in ways that could not be done before. It needs to level the playing field for a variety of learning styles and needs. It does not need to be there because students only know how to learn with technology.
Saturday, October 8, 2011
Teaching and learning with technology....Livescribe
The Livescribe Pen
I became an Ambassador this year for Livescribe. They sent me a pen to use and to assess how it can impact learning.
I am fascinated by this pen. You write in special notebooks, and then can upload the files to your computer, or to applications like Evernote (a favorite of mine). Additionally they have software that can covert your handwriting to text. This of course is dependent on the neatness of your handwriting.
Storage and organization
My first usage is for my current grad school course. I began the course typing my notes, but saw this as a great opportunity to put the pen to the test. I do love traditional note taking in a notebook, but love to have access to my notes on my computer. The Livescribe is a serious solution for this. I love that I can store and organize my notes, with papers I have typed for the class, and any other digital resources.
The distractability of technology
Additionally, taking notes with the pen is less distracting than using my computer. While typing on my computer, I can get distracted with my email, Twitter, Facebook, or any of several other applications. With the pen, I have it and my notebook, but still will eventually get digital notes. This could be very key for students. How easily they can be off task in the middle of class, especially those prone to distractability. There is little on the pen to play with.
Audio
I have yet to try the audio component of it. You can record what is being said while you write it. They when reviewing your notes, you can touch on the spot you were writing, and play back was was being said as you wrote it. I think of this as a great tool to address executive functioning and memory difficulties. I have two students I tutor who could benefit greatly from this. They are in public schools, and often miss things said in class because they are busy trying to write things down. This would enable them to record things, and then we could review them later to ensure they received and noted all the information needed.
I look forward to exploring more opportunities with the pen at work as a teacher, and as a student myself.
The Livescribe Pen
I became an Ambassador this year for Livescribe. They sent me a pen to use and to assess how it can impact learning.
I am fascinated by this pen. You write in special notebooks, and then can upload the files to your computer, or to applications like Evernote (a favorite of mine). Additionally they have software that can covert your handwriting to text. This of course is dependent on the neatness of your handwriting.
Storage and organization
My first usage is for my current grad school course. I began the course typing my notes, but saw this as a great opportunity to put the pen to the test. I do love traditional note taking in a notebook, but love to have access to my notes on my computer. The Livescribe is a serious solution for this. I love that I can store and organize my notes, with papers I have typed for the class, and any other digital resources.
The distractability of technology
Additionally, taking notes with the pen is less distracting than using my computer. While typing on my computer, I can get distracted with my email, Twitter, Facebook, or any of several other applications. With the pen, I have it and my notebook, but still will eventually get digital notes. This could be very key for students. How easily they can be off task in the middle of class, especially those prone to distractability. There is little on the pen to play with.
Audio
I have yet to try the audio component of it. You can record what is being said while you write it. They when reviewing your notes, you can touch on the spot you were writing, and play back was was being said as you wrote it. I think of this as a great tool to address executive functioning and memory difficulties. I have two students I tutor who could benefit greatly from this. They are in public schools, and often miss things said in class because they are busy trying to write things down. This would enable them to record things, and then we could review them later to ensure they received and noted all the information needed.
I look forward to exploring more opportunities with the pen at work as a teacher, and as a student myself.
Teaching and learning with technology....the iPad
iPad
It is no surprise to anyone in the building how much I love my iPad. So many more people who are not geeky like me, are discovering the wonders of this device. I used it mainly for my personal use; however, I have spent the summer exploring educational uses.
I was frustrated at first in searching the app store, as most educational apps seemed geared toward preschool skills, or for those with more severe disabilities, such as autism, for communication. But what about students with learning disabilities, or those who could just use some extra practice to keep up with today's fast paced learning?
There seems to be more apps arriving geared toward such learning. I was excited to find a series of apps related to various math skills that I know would be ideal for my students. I shared this with the parents of my students at Open House. They always want to know how they can help, although we ask them to have a hands-off approach while they are at our school. The parents were excited to hear that they could encourage practice, as the students love to touch the iPad just as much as the Smartboard!
I found some story telling apps that while a bit low level for my students, can encourage them to practice oral story telling, which in turn may aid them in their written stories. They seem to guide them through the organization and sequencing process at a very basic level. Additionally they are recorded orally, so the student can hear themselves when they are done to self-assess. I love that it allows them to be creative without the handwriting component that can hold up my students with dysgraphia or difficulty with spelling due to their learning disabilities.
My favorite usage is the iBooks app. I have a trio that need a lot of direct instruction in reading, but that we want to give exposure to age appropriate books to. Usually this would involve me reading aloud, which I do at times. However, I found that there are several books in iBooks that will read the book to the students, highlighting each word as it is read. This is great feedback for my students. No other app does that, they simply read aloud. I do wish the students could touch a word and have it read, but maybe that will come down the road. For the parents of these students, whom I know had iPads or iTouches at home, I shared that this would be a wonderful way to encourage independent reading. The students love when I hook my iPad up to the interactive whiteboard and we can "read" the book on the board. I know they would be just as happy at home to read if it meant that it was on an iDevice.
There are many tweets I have saved that talk about iPads in school. I hope to scour them for more great ways that an iPad can impact learning. It is a wonderful device not just as an assistive tool, but for direct learning as well.
iPad
It is no surprise to anyone in the building how much I love my iPad. So many more people who are not geeky like me, are discovering the wonders of this device. I used it mainly for my personal use; however, I have spent the summer exploring educational uses.
I was frustrated at first in searching the app store, as most educational apps seemed geared toward preschool skills, or for those with more severe disabilities, such as autism, for communication. But what about students with learning disabilities, or those who could just use some extra practice to keep up with today's fast paced learning?
There seems to be more apps arriving geared toward such learning. I was excited to find a series of apps related to various math skills that I know would be ideal for my students. I shared this with the parents of my students at Open House. They always want to know how they can help, although we ask them to have a hands-off approach while they are at our school. The parents were excited to hear that they could encourage practice, as the students love to touch the iPad just as much as the Smartboard!
I found some story telling apps that while a bit low level for my students, can encourage them to practice oral story telling, which in turn may aid them in their written stories. They seem to guide them through the organization and sequencing process at a very basic level. Additionally they are recorded orally, so the student can hear themselves when they are done to self-assess. I love that it allows them to be creative without the handwriting component that can hold up my students with dysgraphia or difficulty with spelling due to their learning disabilities.
My favorite usage is the iBooks app. I have a trio that need a lot of direct instruction in reading, but that we want to give exposure to age appropriate books to. Usually this would involve me reading aloud, which I do at times. However, I found that there are several books in iBooks that will read the book to the students, highlighting each word as it is read. This is great feedback for my students. No other app does that, they simply read aloud. I do wish the students could touch a word and have it read, but maybe that will come down the road. For the parents of these students, whom I know had iPads or iTouches at home, I shared that this would be a wonderful way to encourage independent reading. The students love when I hook my iPad up to the interactive whiteboard and we can "read" the book on the board. I know they would be just as happy at home to read if it meant that it was on an iDevice.
There are many tweets I have saved that talk about iPads in school. I hope to scour them for more great ways that an iPad can impact learning. It is a wonderful device not just as an assistive tool, but for direct learning as well.
Teaching and learning with technology....the interactive whiteboard
The beginning of the school year has been a whirlwind as usual, so here it is October and I am finally getting a chance to reflect on my new technology for this year.
Smartboard
My classroom in the first in our building to have an interactive whiteboard installed. We have held off on this piece of technology, not sure if it would directly impact student learning given our unique learning environment.
I have to say it is an amazing piece of technology. I have the latest model and its like a giant iPad! I love that I can set up a page for each class first thing in the morning with the agenda for that class and what homework will be. I used to have do to this in between each class. It is nice to not have to erase the board immediately in the middle of the lesson to keep writing, I simply get to go to a new page. Additionally, if it is a writing brainstorm, word list for Tutorial, or a word problem we are working on in math, I can save it right where we left off for the next day.
The interactive lessons are wonderful for my students. It gets them out of their seats and they want to interact with the board.
But is it really a cost effective teaching tool? I am not sure on that yet. Yes my students are very engaged, but I also found ways to engage them and get them moving without such a high cost. Manipulatives and file folder games can cover kinesthetic learning in most of my classes. A ball, a dart gun or a basketball hoop in just as interactive as moving items on an interactive board. There are the gigantic post-it note paper that can hold brainstorms and math problems until the next day.
The board is also a distraction in its novelty. The students want to touch it, they want to draw on it, they want to see what it can do, when they are supposed to be focusing on the words I'm saying, what work is in front of them, or even what I am writing on the board. I will be curious when this wears off.
I do look forward to spending the year working with the board and seeing what I can create. Also I will be working with staff to utilize the board, in their hopes to also have an interactive board installed in their rooms.
The beginning of the school year has been a whirlwind as usual, so here it is October and I am finally getting a chance to reflect on my new technology for this year.
Smartboard
My classroom in the first in our building to have an interactive whiteboard installed. We have held off on this piece of technology, not sure if it would directly impact student learning given our unique learning environment.
I have to say it is an amazing piece of technology. I have the latest model and its like a giant iPad! I love that I can set up a page for each class first thing in the morning with the agenda for that class and what homework will be. I used to have do to this in between each class. It is nice to not have to erase the board immediately in the middle of the lesson to keep writing, I simply get to go to a new page. Additionally, if it is a writing brainstorm, word list for Tutorial, or a word problem we are working on in math, I can save it right where we left off for the next day.
The interactive lessons are wonderful for my students. It gets them out of their seats and they want to interact with the board.
But is it really a cost effective teaching tool? I am not sure on that yet. Yes my students are very engaged, but I also found ways to engage them and get them moving without such a high cost. Manipulatives and file folder games can cover kinesthetic learning in most of my classes. A ball, a dart gun or a basketball hoop in just as interactive as moving items on an interactive board. There are the gigantic post-it note paper that can hold brainstorms and math problems until the next day.
The board is also a distraction in its novelty. The students want to touch it, they want to draw on it, they want to see what it can do, when they are supposed to be focusing on the words I'm saying, what work is in front of them, or even what I am writing on the board. I will be curious when this wears off.
I do look forward to spending the year working with the board and seeing what I can create. Also I will be working with staff to utilize the board, in their hopes to also have an interactive board installed in their rooms.
Tuesday, August 23, 2011
Blogging
I have been developing tasks that I want to complete with the students in our school for the upcoming year. I not only teach regular classes, but teach technology. We are a unique school, and we are slow to accept technology. This is due to the fact of determining how technology can remediate versus compensate. We are focused on teaching skills, so look for tools to remediate.
However, I am looking for the current tools to use with our students. It's a fine line. Having taking up blogging myself, I am interested in introducing it to our upper school students with the help of the writing department head, with anonymity. Giving them a voice, but not compromising their identity on the internet. Love the posts I have discovered on the best ways to do this.
I teach in the lower school for my regular classes, and was trying to figure how I could incorporate this with my writing class this year, without having computers available on a regular basis. I found a wonderful blog about using paper blogs with students as an introduction to blogging. I am so excited to try this with my class this year. It gives an authentic purpose to their writing, and it also incorporates some creativity.
I am dedicating my main bulletin board to writing, namely blogs. Each student will design a background, (pics to come later) and then as they finalize a piece or complete a journal topic, it will be posted on their blog.
I thought of renaming them to plogs (paper logs), however this does not keep the tie over I was looking for. Then I realized, they would be bulletin board logs, so the word blog still fits.
I look forward to posting the fruits of their labor when school starts next week. Incorporating technology is all about adapting to the needs of the student. I look forward to seeing how I can adapt this great tool with an array of ages and abilities.
Friday, August 5, 2011
What kind of learner are you?
After taking a bit of a break from technology since summer school finished, I find myself today back exploring Google Apps in Education. (Who thinks teachers really take the summer off?!) I have been going through their online training, but as I read each of the steps, I found I was not really processing all the details. I needed to sign up and actually start manipulating the apps while reading the information. I had to read then try, read then try...and walk away...then try again. Yes, I am a visual and kinesthetic learner. After spending periods of time, I am finally beginning to understand these Apps.
This made me think about my students who have learning disabilities and how some get so easily lost in the traditional setting. It is not shocking to find that many students with learning disabilities can do okay up through the 2nd or 3rd grade. Early grades tend to focus on teaching skills more than curriculum. There is more multi-modal education worked on at these levels. However, it is when the focus switches to mainly curriculum that many falter. Students with learning disabilities need more direction and hands on time working skills than a traditional learner. They need steps micro-united and practiced for a greater period of time, as well as presented in many different ways. Howard Gardner's multiple intelligences are key here. I remember reading that a student with learning disabilities need to hear and see information a significantly greater amount of times in order to learn it. Unfortunately, there is no magic number and in a traditional setting, not always the time and leeway to do this.
Our education system is also moving to push curricular skills at younger and younger ages. In Connecticut, the CMT is a key factor in how education has changed. Take a student with learning disabilities who needs those several years of skill building, but now require them to learn curriculum when they are not ready, and it is an unfortunate outcome.
I see how things can be different on a daily basis. I have worked in public schools, but now work at an independent school for students with learning disabilities and our focus is skills. We take the time on a daily basis in every subject, at recess, in the lunch room, and even during sports and activities to build those skills. They do hear, see, and do a great number of times to foster the potential they have as learners. There is no defined timeline in which we do this, as each learner is different. However, they do find themselves and the skills that have been locked up. They are learners, but we try all the bags of tricks and then find some more...we try and walk away, then try again....until they find the success within them. It is an ideal setting for these learners, and I am reminded to day after spending about a month off and on with Google Apps, that it does come with patience, understanding, time and creativity.
Thursday, July 14, 2011
To tech or not to Tech
The school I teach at is specifically for students with learning disabilities. We focus on skills rather than curriculum, and have a low student to teacher ratio. Overall, we make a great impact on may students who were struggling in traditional classrooms.
When I started working there, technology was a few laptops (those old clamshell Macs with OS9!) and some AlphaSmarts. Today, we are a few more laptops (Macbooks) and Fusions, with a smattering of Elmos (document cameras). We do use Accelerated Math, Accelerated Reader and Lexia to support skills. (Note no interactive whiteboards.)
As a self professed technology geek, I love using it when I can. However, in my daily teaching of skills, I utilized tried and true methods that are quite successful without a lot of techie bells and whistles. A few years ago we explored the idea of implementing interactive whiteboards. They are being implemented everywhere, so figured maybe we should go that route. I do have to admit that I am awed by them and would love to have one in my room. However, I am skeptical as to the impact it will have on my students.
I do have to say some of my students are definitely more engaged when I utilize the Elmo, but I also have some that cannot attend to a brief movie. They love throwing a squishy brain into a box when they read a sentence correctly, or throwing a sticky ball or Nerf dart gun at the board to pick a word to read. They are awed when they can use dry erase markers on their desks for spelling practice. These simple tools engage my students at least as much as a lesson from the internet would.
In a meeting with our Smart-board rep recently, he noted how a local school district that is socio-economically disadvantaged has these boards in all their classrooms due to a Federal grant. Yet, the state test scores came out this week and there was no improvement in those schools.
I am not against the use of interactive whiteboards or any technology in classrooms. We will be implementing one for me to utilize and train staff on for the upcoming year. Additionally, I am exploring apps to utilize in the classroom on my iPad. I am just curious about the automatic placement some school districts are doing at such a great cost. Towns budgets are in dire need, yet the technology going into schools is astounding. Does the technology really increase students building their skills, or is it just another expensive tool to use during instruction?
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