Wednesday, April 23, 2014

15 minute Webinar Presentations

Reflections - the following blog entry is what items that I picked up on during the presentations. there is some duplication in the selection of apps. Maybe this is part of the sifting through process I mention below.

1. Top 3 Apps is Special Education - Mary Webber Cook
                                                       - Courtney MacDonald
                                                       - Amy Murnaghan

It was mentioned by this group that there is a large variety of apps available for use in special education. Obviously it would appear that this is a growing need in education at that moment. We need someone or something that can manage this developing resource. It is growing all the time and now we need to be able to sift through all the apps and decide what will serve our students best.



A). www.canva.com - presentation software - apps. From PC World - http://www.pcworld.com/article/2079100/canva-review-free-tool-brings-much-needed-simplicity-to-design-process.html

- Canva  is a design service that takes the friction out of designing. All you have to do is choose one of 11 available templates or start from a custom-sized blank canvas. You then use the Layouts and Background tabs to get a rough idea of what you want to design. These tabs are chock-full of options to choose from, whether you want a complete template or just a nice background to build on.


B). Scienece 360 -Review from Common Sense Media

http://www.commonsensemedia.org/app-reviews/science360-for-ipad
Parents need to know that Science 360 is a free, high-quality science and engineering news and information app published by the National Science Foundation. The scores of videos here -- including scientists interacting with jellyfish or mathematicians studying how snakes move to help create new mechanical engineering programs -- will appeal to science- and nature-loving kids. Others features, like text-only segments about motorized nanocars or computer charged density of FeO, may be too esoteric for most younger kids or teens who aren't science minded. 

The group stated that you can touch with any body part, click on any image and it will take you additional info (video). fosters differentiation, promotes engagement by providing

C). Tiki notes

- uses tiki6 key mobile key technology. uses word prediction - avoids pitfalls in spelling.

Reviews from Apple Store - one good, one bad - you decide.

https://itunes.apple.com/ca/app/tikinotes-6-keys-friendly/id311175821?mt=8

Crashes 

     

by Moots!!!

This game crashes whenever I try to open it. Don't waste your time getting it.

x

Good app 

     

by Vunpac

Good app works perfect for my needs. They keyboard is different but since I got used to it I have been able to type much faster than the standard keyboard. I recommend this app for anyone taking notes on the go

D).Pocket Pond  -adds extra sensory features - an be used in self regulation.
One of my favourite - I have it Pocket Pond 2 on Samsung phone. Our presentation is on Exeutive Functioning - this app is suitable here as well.

Here is a favourable review from Youtube.

E). Dragon Dictation. - uses vocabulary abilities.

Review from PC Mag

http://www.pcmag.com/article2/0,2817,2399543,00.asp

Dragon Dictation is relatively accurate and fast, although users should have reasonable expectations for what that means in a lightweight app. When you press the button that tells Dragon to start listening to your speech, a "Recording" screen appears, with moving indicator bars to show that it can hear you. When you finish speaking, Dragon can (if you enable this setting) automatically detect the end of your speech, but you can press the "Done" button instead if you prefer. The app then needs a moment or two, depending on how much you just said, to process the language before spitting out typed text. When the text appears on screen, you can select any word to delete or revise. If Dragon has a second guess at what the word or words are supposed to say, it will suggest the alternate, which you can pick without having to key it in.




This groups survey revealed that 72% of teachers in their schools use technology frequently.








2. New Apps for Learning Disabilities - Keisha Moore, Donalda Westcott


    Three main areas - Reading
                               -

A). IBook 3 - amazing way to download and read books. Possibilities for the classroom.

Interesting that I found one review that this could overtake such readers as Kindle.

http://mashable.com/2012/10/24/ibooks-3-review/


B). Paperport notes - written output of notes - students can learn to make notes. Collaborate with others. Early elementary to university level.  Allows students opportunities to express their ideas in multiple ways, audio, video, links, etc.
Color blindness - very user friendly

C). Book Creator - useful for creating notes. - available for android.  - an ebook creator. allows users to use text, graphic, audio, and video. Encourages multiple means of representation. Allows users to make fully accessible ebooks.

Two statements stood out for me with this group's survey results:


                    1. Technology opens up a wealth of new opportunities and support for all students.

                     2..Technology encourages creativity and outside the box thinking.
and emotional regulation.

3. Apps for students with Autism  - 


Use the apps as a break in their work schedule.

 A) Fluid2 -Sensory Integration - App useful for transitions, calming, engagment and attention

B). Pocket Pond - already mentioned above

C). Baby Fun - develops attention to task skills
                 - develops student target selection accuracy

D). I Like Books

E). Dusty O Dawg has feelings too.

Children with Autism can be taught sign language with apps like Sign 4 me.

Video modeling - need to learn what imitation is expected. Pictello

You tube videos for using Pictello        - Part 1

                                                                                          Part 2 

                                                        


                                                                    Part 3 is available as well - check the links on youtube 




App smashing - not sure is I heard that term correctly. Not sure what it means. I think I will find out in another class or so.




4. Learning about apps to support students with learning disabilities. - Jeremy Walker
                                                                                                       - Clarissa Grover
                                                                                                       - Joseph Doiron
                                                                                                       - Michelle McCarron

Strong point made by this group - we as teachers must advocate for those who need AT to get it.Need to have more technology access for students with LD

Apps -

A). ReadIRIS

Demonstrated here;

 

B). Puffin - a web browser to run flash based websites - razzkids, tumblebooks,

Check it out here. http://www.puffinbrowser.com/index.php

C). Paperport Notes.- 

Taking from PC Mag - http://www.pcmag.com/article2/0,2817,2403390,00.asp

Whether at the office business, in the field, or in the classroom, portable electronic devices can do so much more to capture what we know, what we see and hear, and what we learn than paper ever could. The iPad app PaperPort Notes (free) by Nuance Communications extends this ability to collect information by including speech-to-text dictation software. PaperPort Notes' signature feature adds a lot of new possibilities for how you might make use of a simple note-taking app, and if you're already comfortable using dictation software, it's a breeze to use.




5.Learning Disabilities - Dawn Langille

Dyslexia and  apps for it.

A). Enhanced textbooks - my group had discovered one in reviewing the webinar for Executive Functions. Checkout "Life on Earth" app. http://www.bestappsforkids.org/genre/books/life-on-earth-education-apps/

B). Puffin WebBrowser - see above

C). iwordQ - video on the usability of IWORDQ

               

Wednesday April 16, 2014


             This class we worked on our presentation about executive functions and the use of apps for aiding self management and self regulation in order to participate in class lessons. The whole concept of executive function is a fascinating one. It can offer a glimpse into the why an individual may not be able to organize themselves around seemingly routine tasks - although I think that the actual brain based science around the entire concept is very complex. What I am trying to say is that as a concept it is easily understood but the details of the explanation are far outside my understanding and a little beyond my scope as a specialist educator. I do believe that dis-function of the executive functions does contribute to what we have normally called "trouble staying on task" or "not reading social situations or cues properly". It also lends a great deal to explaining some adult behaviours.

I found a good video which explains executive function disorder in layman's terms.

Our work on the upcoming presentation for Wednesday, April 23 is good. I think people will find it informative and interesting. It is certainly something that all educators will find fascinating. The apps we have selected do address issues of self-regulation and task management. It really seems to make a case for class sets of devices that can access such apps. 

Class 2 - Wednesday, April 9, 2014




                            The class of April 9 was very fast paced and hectic. We did spend some time examining the concept of "Presumed Competency". For me this is a key concept in education in general. I think we should err on the side of caution by taking a more positivist stance around the competency of all of our students. As the video of Susan Rubin demonstrated, appearances and actions can be deceiving. We often will want to believe one thing until proven otherwise but in education a lot of crucial developmental time can go by until this happens and as a result alot of damage can be done. I am seeing that it may be more prudent to exercise a principle of presumed competency in all our interactions with all students.

An article for further reading on this concept;

http://sssresourcelibrary.wikispaces.com/file/view/Presuming+Competence+EE_article_6_06__3_.pdf

Another from the Journal of Intellectual and Developmental Disability

http://www.tandfonline.com/doi/abs/10.1080/13668250701704238?journalCode=cjid20#.U0refPldWSo

One with a view from Autism

http://emmashopebook.com/2013/03/07/presume-competence-what-does-that-mean-exactly/

                           
                     We began the night with a presentation on assistive technology. The information from the presentation was basically that the student in the video felt he performed much better in school with the use of an Ipad then without. I am not sure if I an entirely buy into that just yet. I think the Ipad can revolutionize education but good teaching will always be good teaching - an Ipad cannot replace that. You can get an app for taking notes but a student still has to be taught how to derive the important information from the text - the app will not do that for them. I am wary of the Ipad being regarded as good because it is "fun" to use.

                      One comment from the class in response to the presentation was that schools should make a call for "Bring Your Own Device" -BYOD or at least respond to the requests to do it as some other schools have done. My school has attempted this and did not lay down any guidelines for proper use and responsibility of the devices and no find themselves on the hook to angry parents because a grade 9 student had their IPhone 5 stolen. The parents have argued that if the school has been inviting the use of the device in the classroom there was as assumption on behalf of the student and parents that it would be safe to do so. They were not given due caution that the device could be stolen and so assumed that the school had put protocols and policies in place that would minimize the risk - the school did not do this and in their zealousness to be "innovative" the administration find themselves now in a very uncomfortable place. I believe the Iphone 5 is about $600.00- $800.00 - I would not encourage my child to bring one - nor would I attempt to have such valuable items be brought to school without parents realizing the risk so they could properly decide themselves.

                     I really like the idea that every classroom should have a set of IPads. As an instrumental music teacher I would love to be able to have all of our band music on them -  a student will never forget their music binders again. I also like the idea that Ipads require less Tech support than the desktops we have. I have to research some apps that were mentioned in class: Typo, Playaways, Read Iris.  I will add to this post later this week.

Autism is a World

Presumed competency

                                      What was eye opening was the level of proficiency in Susan's communication once there was a medium for the communication - her screen writer. This is a really good example of the concept of presumed competence. If all that most people who interact with her go on her ability to communicate without the writer then they will most likely presume her competency to be low. And that is obviously off the mark and should show us that we really cannot make such an assumption. With the writer her communication is as clear, understandable, and eloquent as anyone else. Presumed competency can remove the error that would otherwise be based in bias.

                  In my first night of Edu 569 Assistive Technology I became familiar with what are key terms in the field. We did make use of Wordles to help guide the "term associations" with the definitions since these terms are umbrella terms - there is much within each as subset definitions. The Wordle activity is always useful regardless of grade level (in the case of our own students) and in MEd courses as a means to move the thinking from divergent lines towards convergent.

1. Assistive Technology - Very much an umbrella term. However the best definition for me was from Mary, Courtney, Clarissa, and Sheri's group - and I paraphrase (and add)  here - All the devices, processes, or services that assist students in participating and achieving as well as any other student who is not facing such challenges. Now this definition can be loaded because the argument can be made that it is not possible to determine what an individual is capable of .... and that is true, but if I need my reading glasses - and I do - then I go and get them. My reading glasses are assistive technology. Such technology has been around for about 300 years or more. Newer forms of technology are now being developed which can allow students who were once shut out from the learning experience to gain access. I keep thinking of how much we would be missing if Stephen Hawking did not have access to such technology. There is a perfect example of a brilliant mind that just needs some kind of medium to get the thoughts out. We understand so much about our universe because of assistive technology. How many other "Hawkings" might there be in our classrooms?

                          The technology can be "low tech" - pencil cushions - to "high tech" - ipads

                   

2. Universal Design for Learning - For me I think of this as an approach to curriculum design and delivery that strives to enhance the learning experience of all students through inclusive practises and multiple means of representation (differentiation). This is the overarching concerns of curriculum design with regards to accessibility. I like the idea from Barb's presentation that it evolved from architecture in designing utility for everyone from the outset and not retrofitting.  I have included a very concise video presentation - about 4 years old - from you tube. It touches on the 3 main UDL principles - multiples means of representation, multiple means of action and expression and, multiple means of engagement.

3. Presumed Competency - I took away from the presentations that presumed competency is more a verb than noun. To me it suggested an action based on a prevailing attitude of success instead of failure. An attitude that every student is going to be successful regardless of immediate limitations. The challenges are only the "things" or "situations" that are impeding the learning. They are not representative of the student's ability to learn. If we start with this positivist attitude then all our actions and engagement will follow suit and be in the same frame of reference on delivering the curriculum to those students with special needs. This is a good article I found on the topic. Not too long, but does lay out the concept quite clearly

http://sssresourcelibrary.wikispaces.com/file/view/Presuming+Competence+EE_article_6_06__3_.pdf

4. Convergence of Technologies - Simply put this is a combination of two or more technologies in a single device and obviously the Iphone comes to mind. Actually any smartphone today is an an example of convergence of technologies. I do believe that the smart phone has enormous potential to change the way our classrooms operate. The only problem with this is I have yet to see it. There has been a lot of talk but there has been no concrete plan established for their use - i.e. etiquette, consequences of misuse, and parental responsibility. Until that time I think that in many cases introducing theses devices without proper guidelines and controls has resulted in them being used as "toys" and this is robbing the true potential to be assistive technology. What I am referring to is the uncontrolled use of cellphones in the classroom - utter chaos. I don't want to rant on that too much but I find that school administrations are great at introducing a concept or initiative but have very little to do with the implementing of it - in fact many of our newer and inexperienced administrators will not get their hands dirty with trying to negotiate anything around discipline and in some schools that has been a recipe for disaster. Many inexperienced administrators even put the problem back on the teachers and this is both unprofessional and cowardly. Enough about that.
 

                            From the first class I believe the idea that resonates with me the most is "Presumed Competency". This is a concept that has been talked about for a long time in special education - but it has been shown to be true of education in general. Many times the only limits that a student has are the ones that the teacher creates in his or her own mind about that student and reinforces through their day to day interactions with them. There was a poster I saw when I first started teaching that said " My teacher thought I was smart...and so I was".

I look forward to learning about the use of the ipad as assistive technology. From what Barb presented it appears that the ipad has so much to offer in the way of accessibility.