What skills and tools am I going to carry with me into the future? Why did I choose these particular tools?
My students love to use computers. Recently when I was supervising them alone, eight of my kids were deep in concentration in front of a computer. There they sat, all in a row. Laughingly I said to them, "Hey, are you guys having a good time?" Only one of them answered. Looking at them clicking away on their key boards I noticed how content they seemed. I also saw what nice guys they are. The kids were using Starfall, pbskids.org. or Google. They Google all sorts of things, from trains to Listerine. Clearly computers are potentially a powerful teaching tool for my students.
The National Library of Virtual Manipulatives, along with several other web sites, would be wonderful for my class. Websites like these can teach concepts very cleanly and efficiently. While I am busily making PowerPoint slides using clumsy drawing tools, time is fleeing. What I am doing has already been done, and better than I can do it.
I have to keep searching the internet, investigating promising websites, and implementing immediately. What NLVM does with fractions is fantastic. It serves up the essence of fractions better than anything else I have ever seen.
Then there are blogs. I am considering communicating to my parents through a blog. The first five years I taught special education I sent home weekly newsletters. But as my job kept growing, this became harder and harder to do. The newsletters were discontinued in favor of email communications to specific parents. No doubt the families that I am serving would be interested in a blog about their child's week at school.
PowerPoint Shows have been an important part of my program for the past few years. I intend to investigate Apple’s Keynote Software. I have heard that it has powerful animations. The animations available in PowerPoint have been fine so far, but occasionally they seem inadequate. In teaching the children how to tell time, a clock with moving hands was needed, but using PowerPoint for this was painful and time consuming.
There will always be new software, materials, and approaches. At times keeping abreast of major developments in the computer world has seemed daunting. Other times it’s been fascinating. Twas ever thus. Sometimes we hang on white knuckled, other times we ride with our hands off the bar, arms straight up, with the wind in our hair. I guess I will always be somewhere in between. I appreciate how fascinating teaching and computers are but sometimes I have to brace myself for the wild ride.
Wednesday, December 10, 2008
Sunday, December 7, 2008
AAC Devices and Special Needs Students
Some special needs students, including those who have autism, need help in communicating. When verbal communication is delayed or impossible, alternate means of expression need to be provided. Sometimes only paper and pencil are required. Other times a portable computerized communication device is necessary. The important point is that all children must be able to communicate and IEP teams must work together to make this possible. Fortunately there are tools available for assessing students’ communication abilities and needs and places to go to learn about AAC devices.
A good place to start is with “The Assistive Technology Continuum”. It could be posted in prominent places around school and in locations where IEP meetings take place. It should also be printed for distribution at IEP meetings. It provides a great summary.
The Assistive Technology Consideration Guide for IEP Teams can also be used for annual meetings or whenever there is a communication problem that needs to be addressed. Another tool, from the Minnesota Department of Children, Families and Learning, is the Assistive Technology Evaluation Report Checklist. This is part of a longer document that contains lengthly and thorough check lists pertaining to communication. The Assistive Technology Evaluation Report Checklist is at the end of this paper and is available through my website.
SETT stands for Student, Environments, Tasks, and Tool. It is a form that helps to determine a student’s strengths and needs. It is a clean and simple document that outlines information pertinent to a child’s education. It too is available through my web site.
For a longer and more in depth look at communication and AAC there is the Wisconsin Assistive Technology Initiative (WATI). It would be wise to have copies of the WATI for every SDC, RSP, psychologist, speech and language therapist, occupational therapist, and principal. Additionally there could be three other copies for the staff to share that would be available in the staff room in a location where they wouldn’t become buried and forgotten.
For team members who have decided that a dynamic display device is needed, but who don’t know which dynamic display device to buy, the following web site is recommended: AAC devices. This url was obotained from an email message sent to QUIT, the list serve group.
If everyone is approached in the right way, with respect and calmness, more can be accomplished. When information is provided to the team that clarifies the student’s needs and the capabilities and features that the AAC devices have to offer, the chances for netting the right device for a student increases.
A good place to start is with “The Assistive Technology Continuum”. It could be posted in prominent places around school and in locations where IEP meetings take place. It should also be printed for distribution at IEP meetings. It provides a great summary.
The Assistive Technology Consideration Guide for IEP Teams can also be used for annual meetings or whenever there is a communication problem that needs to be addressed. Another tool, from the Minnesota Department of Children, Families and Learning, is the Assistive Technology Evaluation Report Checklist. This is part of a longer document that contains lengthly and thorough check lists pertaining to communication. The Assistive Technology Evaluation Report Checklist is at the end of this paper and is available through my website.
SETT stands for Student, Environments, Tasks, and Tool. It is a form that helps to determine a student’s strengths and needs. It is a clean and simple document that outlines information pertinent to a child’s education. It too is available through my web site.
For a longer and more in depth look at communication and AAC there is the Wisconsin Assistive Technology Initiative (WATI). It would be wise to have copies of the WATI for every SDC, RSP, psychologist, speech and language therapist, occupational therapist, and principal. Additionally there could be three other copies for the staff to share that would be available in the staff room in a location where they wouldn’t become buried and forgotten.
For team members who have decided that a dynamic display device is needed, but who don’t know which dynamic display device to buy, the following web site is recommended: AAC devices. This url was obotained from an email message sent to QUIT, the list serve group.
If everyone is approached in the right way, with respect and calmness, more can be accomplished. When information is provided to the team that clarifies the student’s needs and the capabilities and features that the AAC devices have to offer, the chances for netting the right device for a student increases.
Sunday, November 23, 2008
Virtual Realities, Avitars, Holograms, Interactive Programs
Virtual realities, avitars, holograms, and interactive computer programs have become a part of the landscape. For some teachers this is scary. Incorporating these innovations into the school day will not be easy. How is this going to be handled?
I plan to let my curiosity, steadfast determination and wholeheartedness do the job. Once activated these habits create a blur of activity from which progress and useful products emerge. Because the world regularly presents unsettling changes we have all developed methods of coping that have had plenty of time to improve. My coping mechanisms work well because they fit with my personality. By nature I am curious, obsessive and enthusiastic.
In the late 1970s I was a digitizer for a flight simulation company, Singer Link. Using data base software I made computer generated visual displays for flight simulators. I was graphing real world objects in a three dimensional coordinate system, x,y,z. It was simple algebra plus a little trigonometry. I digitized control towers, runways, jeeps, helicopters, terrain, farm houses, and other parts of the scene. Second Life, the avitar program, reminds me of this. The visuals look very much like those I helped create at Link. When the avitar in Second Life flies toward objects and the objects pop in, I think to myself, oh I guess the hardware or software couldn’t handle so many objects and that is why they pop in instead of appear in a realistic way. We had the same situation at Link. I am tremendously curious about the visual scenes used in SL. My curiosity makes it easy for me to familiarize myself with Second Life.
When it is difficult to explain some of the new computer innovations being used at school to the parents of my students, I will summon my resolve. With enough time and energy I know we can come to an understanding. My enthusiasm is always ready and waiting to help too. In fact at times enthusiasm is a problem. Very few people appreciate gushing eagerness. I will curb the passion as needed but still let it do its job.
I plan to let my curiosity, steadfast determination and wholeheartedness do the job. Once activated these habits create a blur of activity from which progress and useful products emerge. Because the world regularly presents unsettling changes we have all developed methods of coping that have had plenty of time to improve. My coping mechanisms work well because they fit with my personality. By nature I am curious, obsessive and enthusiastic.
In the late 1970s I was a digitizer for a flight simulation company, Singer Link. Using data base software I made computer generated visual displays for flight simulators. I was graphing real world objects in a three dimensional coordinate system, x,y,z. It was simple algebra plus a little trigonometry. I digitized control towers, runways, jeeps, helicopters, terrain, farm houses, and other parts of the scene. Second Life, the avitar program, reminds me of this. The visuals look very much like those I helped create at Link. When the avitar in Second Life flies toward objects and the objects pop in, I think to myself, oh I guess the hardware or software couldn’t handle so many objects and that is why they pop in instead of appear in a realistic way. We had the same situation at Link. I am tremendously curious about the visual scenes used in SL. My curiosity makes it easy for me to familiarize myself with Second Life.
When it is difficult to explain some of the new computer innovations being used at school to the parents of my students, I will summon my resolve. With enough time and energy I know we can come to an understanding. My enthusiasm is always ready and waiting to help too. In fact at times enthusiasm is a problem. Very few people appreciate gushing eagerness. I will curb the passion as needed but still let it do its job.
Sunday, November 16, 2008
Feedback on My Website Design
The culmination of my work in the areas of education and technology will be a website that includes all of the projects and assignments completed during my study. The skeletal organization of this website was discussed with a colleague who is the technology manager of a K through eighth grade school in East Palo Alto. This person also teaches a computer class for middle school students at that same school.
The first two comments my colleague made related to general items that are characteristic of all websites created using Google: the search box and site map. My colleague likes to see these things. He also commented that while it is nice to have links to all of the different projects, he is rarely interested in blogs. Regarding my inclusion of graphic organizers, he mentioned that these used to be called visual aids.
Regarding my plan to devote one web page to each of my EDSE 241 assignments, he mentioned that if all the information doesn't fit on one page, it would be nice to have a page that is an index page. He went on to say that people sometimes actually have a page that is just a page of links (a link page) that links to other things created and that points to things other people have made.
As to my idea to make work sheets and activities part of my website, he said, "I think it is really nice to share work sheets and activities. It's great to have a place for that."
His parting remarks were:
"A great deal of the time websites don't get maintained. Things are put into websites and then they are there forever and often the information is no longer correct because of the passage of time. This is more of a personal warning to you."
My colleague has offered food for thought and useful advice which I intend to use.
The first two comments my colleague made related to general items that are characteristic of all websites created using Google: the search box and site map. My colleague likes to see these things. He also commented that while it is nice to have links to all of the different projects, he is rarely interested in blogs. Regarding my inclusion of graphic organizers, he mentioned that these used to be called visual aids.
Regarding my plan to devote one web page to each of my EDSE 241 assignments, he mentioned that if all the information doesn't fit on one page, it would be nice to have a page that is an index page. He went on to say that people sometimes actually have a page that is just a page of links (a link page) that links to other things created and that points to things other people have made.
As to my idea to make work sheets and activities part of my website, he said, "I think it is really nice to share work sheets and activities. It's great to have a place for that."
His parting remarks were:
"A great deal of the time websites don't get maintained. Things are put into websites and then they are there forever and often the information is no longer correct because of the passage of time. This is more of a personal warning to you."
My colleague has offered food for thought and useful advice which I intend to use.
Sunday, November 9, 2008
Options for the Creative Person
There are a multitude of online computer tools that can be creatively used for teaching, collaborating, and parent training. Here are just a few of the more obvious ones.
Storynory.com is a website that offers readings of children's books, complete with corresponding pictures. Google Book Search allows a person to search the text of a book for specific words and phrases. If one remembers reading about a particular subject in a book and would like to reread it, Google Book Search makes this quick and easy. Google Scholar can help in writing a research paper. It does an Eric (Education Resources Information Center) search and provides research papers on line.
Over the past 13 years, while I have been teaching children with special needs, I have made several teaching aids. Some of these inventions could possibly be patented. Specifically I am referring to my number column sliding board and my numerous flip boards.
Picasa, another Google option, would be great for sharing photos of teaching materials. Photos of students is a possibility, but would be handled differently. In the past I have had parents who requested that photos of their child not be shared with others. However acceptable photos can be uploaded and then made available for parents, students and any other interested parties. Picasa can be linked to your Google account.
Google Docs options could also be used. PowerPoint Shows (except for videos) can be uploaded and made available on the internet. Google Docs is very open and fluid and allows for total collaboration. Bookmarking can be handled by Google notebook.
Audio books on iTunes offers books being read aloud. They can be down loaded and listened to at school or at home.
A podcast can be downloaded for free. The podcast can be created using audacity, a free audio editing program. In addition podcasts can be created with GarageBand, a MacIntosh program available from Apple, but not for free. There could be podcasts of running records taken to check for reading levels and progress. Podcasting is also great for IEP documentation. Some teachers use it periodically to document suspected problems. A recording could be used to demonstrate potential speech delays.
When it is difficult or impossible for team members to come together to discuss work, members could open a circle or engage in online collaboration. In other words they can have a meeting over the internet.
These are only a few of the many options available for free from Google. The more they are used the better they will be understood and the easier they will be to use. No doubt, as with Word and PowerPoint, they will become very familiar and much needed over time.
Storynory.com is a website that offers readings of children's books, complete with corresponding pictures. Google Book Search allows a person to search the text of a book for specific words and phrases. If one remembers reading about a particular subject in a book and would like to reread it, Google Book Search makes this quick and easy. Google Scholar can help in writing a research paper. It does an Eric (Education Resources Information Center) search and provides research papers on line.
Over the past 13 years, while I have been teaching children with special needs, I have made several teaching aids. Some of these inventions could possibly be patented. Specifically I am referring to my number column sliding board and my numerous flip boards.
Picasa, another Google option, would be great for sharing photos of teaching materials. Photos of students is a possibility, but would be handled differently. In the past I have had parents who requested that photos of their child not be shared with others. However acceptable photos can be uploaded and then made available for parents, students and any other interested parties. Picasa can be linked to your Google account.
Google Docs options could also be used. PowerPoint Shows (except for videos) can be uploaded and made available on the internet. Google Docs is very open and fluid and allows for total collaboration. Bookmarking can be handled by Google notebook.
Audio books on iTunes offers books being read aloud. They can be down loaded and listened to at school or at home.
A podcast can be downloaded for free. The podcast can be created using audacity, a free audio editing program. In addition podcasts can be created with GarageBand, a MacIntosh program available from Apple, but not for free. There could be podcasts of running records taken to check for reading levels and progress. Podcasting is also great for IEP documentation. Some teachers use it periodically to document suspected problems. A recording could be used to demonstrate potential speech delays.
When it is difficult or impossible for team members to come together to discuss work, members could open a circle or engage in online collaboration. In other words they can have a meeting over the internet.
These are only a few of the many options available for free from Google. The more they are used the better they will be understood and the easier they will be to use. No doubt, as with Word and PowerPoint, they will become very familiar and much needed over time.
Sunday, November 2, 2008
New Ideas
This fall has been productive. Thanks to a San Jose State University class, EDSE 241, many new abilities and procedures have been acquired. Borrowing a common adjective used to describe educational meetings and trainings,our SJSU instructor often remarks that her course is a "make and take" experience. Here are just five of the new ways my teaching has changed.
First and most importantly the curriculum is now being watered up instead of being watered down. State standards are being unpacked to the extent they can be taught to children with special needs. Practically every day a concept or curricular component is modified without diluting it to an unrecognizable point. At IEP meetings goals are written with this new perspective.
Second there is a blog (MrsDuvalRoom12.blogger.com) for my class. To date there have been three postings and two comments but with the holidays and the presidential election coming more will follow.
Third, iGoogle is being used to enable easy access to websites when not at home or in a place that allows internet access. In this electronic age it is an excellent idea to be able to have the means to go online. Having favorite website url addresses available makes using the internet away from home very efficient.
Fourth, teacher made assignments, which are both important and common place in special day classes, are being improved by the use of water marks and visual coding. The visual coding is helpful for the students. When they see a familiar picture in the header of an assignment, they feel comfortable. They recognize the part of the curriculum the work sheet is from.
And fifth, PowerPoint Shows have gained importance as a teaching tool. With the new features learned this fall, short PowerPoint Shows, between five and ten minutes in length, are becoming more powerful teaching tools.
This has been a fruitful fall.
First and most importantly the curriculum is now being watered up instead of being watered down. State standards are being unpacked to the extent they can be taught to children with special needs. Practically every day a concept or curricular component is modified without diluting it to an unrecognizable point. At IEP meetings goals are written with this new perspective.
Second there is a blog (MrsDuvalRoom12.blogger.com) for my class. To date there have been three postings and two comments but with the holidays and the presidential election coming more will follow.
Third, iGoogle is being used to enable easy access to websites when not at home or in a place that allows internet access. In this electronic age it is an excellent idea to be able to have the means to go online. Having favorite website url addresses available makes using the internet away from home very efficient.
Fourth, teacher made assignments, which are both important and common place in special day classes, are being improved by the use of water marks and visual coding. The visual coding is helpful for the students. When they see a familiar picture in the header of an assignment, they feel comfortable. They recognize the part of the curriculum the work sheet is from.
And fifth, PowerPoint Shows have gained importance as a teaching tool. With the new features learned this fall, short PowerPoint Shows, between five and ten minutes in length, are becoming more powerful teaching tools.
This has been a fruitful fall.
Sunday, October 26, 2008
Graphic Organizers
"Graphic organizers" is a popular buzz phrase in education. It is a new name given to many old and familiar tools. Graphic organizers are pictures, graphs, tables or other visual representations of concepts, schedules, plans or other abstractions. Because I have been teaching children who have autism, graphic organizers have been a part of my world for a long time.
The children have not yet mastered the concepts of nouns and adjectives but they are making progress.
Graphic organizers have always been used in our classroom in the form of TEAACH schedule boards. In addition graphic organizers are used to show math concepts. Addition of fractions, in problems having common denominators, also use graphic organizers. The following graphic organizer is part of a PowerPoint Show in which blue fractional pieces are animated. The blue rectangular pieces move to the spots above the numbers on the number line as they are counted or added.
Collaboration with other specialists can be streamlined through the use of graphic organizers. Recently the topics for discssion at a student's IEP meeting were summarized in a table format (another graphic organizer). This helped the team to see at a glance what needed to be accomplished. In our classroom a graphic organizer in the form of a diagram of our classroom was used to assign aides to students during written academic work. There are many uses for graphic organizers in special education.
Children who have autism are greatly helped by seeing what is being discussed. If the picture provided has fewer words, all the better. In an effort to stimulate the children to write more we have been using a graphic organizer, or a table, to generate phrases composed of an adjective and a noun. For some reason the children are very enthusiastic about naming adjectives and nouns.
The children have not yet mastered the concepts of nouns and adjectives but they are making progress.
Graphic organizers have always been used in our classroom in the form of TEAACH schedule boards. In addition graphic organizers are used to show math concepts. Addition of fractions, in problems having common denominators, also use graphic organizers. The following graphic organizer is part of a PowerPoint Show in which blue fractional pieces are animated. The blue rectangular pieces move to the spots above the numbers on the number line as they are counted or added.
Collaboration with other specialists can be streamlined through the use of graphic organizers. Recently the topics for discssion at a student's IEP meeting were summarized in a table format (another graphic organizer). This helped the team to see at a glance what needed to be accomplished. In our classroom a graphic organizer in the form of a diagram of our classroom was used to assign aides to students during written academic work. There are many uses for graphic organizers in special education.
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