Course Reflection

       Wow, what an amazing journey!!  I am doing my masters in the Admin. and leadership stream and this is my last course.  I decided to take it because it is an elective for me and I thought that it would be something different than the other courses I have taken.  I believed that it would be a course that would be helpful for my current practise.   I had no idea that I would learn so much in this one course.
       The first night of course was overwhelming for me.  I use technology all the time.  I am very used to using computers and do a lot of work on them; nevertheless, I had not ever read or created a blog and the task seemed scary.  I really wondered after that first class if I had made a mistake but I have never looked back after that first night.
       In a short time, I realised that a blog is a great tool for sharing thoughts, ideas, resources and so much more.  My favourite nights were those that we created graphic organisers and blogs to show our learning and share information on different topics.  It was amazing to me that we could create such wonderful resources in such a short time.  I am excited to start using blogs with my students.  I plan to use ischool and have my students start blogging to show their learning.  They will LOVE it!
       I think that what this course has taught me above all is that I don't need formal training and hours of PD to start using AT.  There are so many resources available at the touch of a few keys. I know I can find AT that will be beneficial for students with any range of challenges.  I am excited to try new apps and computer programs to help all my students reach their potential.  I will not be afraid of trying a new program because I know that with a little persistence I will pick it up with no problem. 
      This course has shown me that although I am done my masters I still have much to learn.  My journey with AT has really just begun and I look forward to using what I have learned to date as a foundation for future learning!

Free Technology Toolkit for UDL in All Classroom

       So I have been spending a great deal of time checking out the Universal Design for Learning Toolkit website and I LOVE it!  There so many different resources that can be used.  I really like the Spelling City site and I think that my students will love it too.  I plan to use it next week to help students review their words.  I think the games that you can use to review spelling words will help motivate students.  They will just enjoy the games and without really realizing they are practicing their spelling words.  It is like hiding the cauliflower in the mashed potatoes.  Whatever works!
      I also am excited to see that sections on creating graphic organisers and the audio books.  I will be spending more time this summer exploring this site and looking for opportunites to use the tools next year.  I have already shared this site with several teachers on staff as the benefits are limitless!  Here is the link to this awesome site:   http://udltechtoolkit.wikispaces.com/

Exciting News!!!

Soooo, my household got two new purchases this week.  I got an iphone and my husband got an ipad!!  In the short time I have had the phone, I can already see how useful this tool is for me as an organiser.  I am using the calendar for all of my personal and work appointments.  All my music and videos are downloaded and I have been exploring new apps.  When I am able to pry the ipad out of a certain someones hands, :) I look forward to really checking out some of the amazing apps that I have been exploring at the itunes store.

Concept Map from Chapters 1,2,3

     Once again, I was amazed at how much I learnt in this class.  It is such an eye opening experience.  I enjoyed watching the videos and thought it was interesting to see things from the families perspective rather than the schools. 
     I found the debate about compensatory versus remedial strategies interesting.  I agree that we often stick with remedial strategies too long and I believe it leads to students being unmotivated and unhappy.  It must be very frustrating for students struggling to do the same thing year after year.
     This class also reminded me of the many resources that are at our fingers through the Internet.  I had not realised the number of excellent resources there are on sites like You-Tube.  Amazing!!

Classroom Video and Blog

This is an awesome video!  A friend of mine showed me this video and blog.  She knows the teacher and the wonderful things her students are doing with technology in the classroom.  It shows how technology is being used with all students and how motivated the students are to preform.  The teacher uses technology to support students that struggle, students that need enrichment and student that need motivation on a daily basis.  Check out this video and blog!!

How A Person Read Org.

     For tonight's class we considered how we learn to read.  We looked at the four major processes that we need to be able to complete to allow us to read. 

Orthographic processor-receives info from eyes

Phonological processor

-sounds are attached to letters

Meaning processor
-tries to find out what each word means

Context processor-predict letters, words
-interprets series of words

     In reflection, I realise that I had no idea how complicated of a process it is to read.  For me it is so automatic, at this point of my life, that I take for granted all the brain functioning that goes into reading.  Posted above is the concept web that my group completed on this topic.  As well as representing much of what we learnt about reading, it also shows what we have learnt about using the program Inspiration.  I can see so many uses for this program with my students....especially those that struggle with organisation in writing.  It is a great tool!

Article Review

     For this week we were asked to read and comment on the article written by Karen Morrison  entitled, "Implementation of Assistive Computer Technology: A Model For School Systems.  This article discusses the barriers to effectively integrating assistive computer technology (ACT) into the curriculum and suggests a model that could be used to overcome these barriers.  Although the authors discuss several barriers to ACT implementation, I will discuss the ones that I have experienced and struggle with as a teacher.
     One of the barriers they discuss are lack of teacher training and comfort with Assistive Computer Technology (ACT).  I know from my experience as a classroom teacher this is a huge problem.  As the author states, there is little training for pre-service teachers and few PD opportunities.  I have never received any PD on ACT other than a conference I signed up for during the summer and this course.  With the rate and speed of new software and programs this training really needs to be ongoing.
     Another barrier they discuss is the challenge of having qualified people to help with the decision process so that appropriate matches are made between the user and the ACT.  The author argues that the failure and/or abandonment of ACT, "is related to a failure to consider the learner's needs and motivation for using the technology" (Morrison, p. 85).  In my experience there are few people available to help with this process.  Teachers are often relying on Learning Centre teachers to help them navigate the sea of ACT.
    The author suggest a detailed model for the effective implementation of ACT into the curriculum.  Her model clearly address all the barriers to ACT that she have identified.  The ultimate goal of this model is to "provide students with learning problems the appropriate support using ACT that allows them to be successful and meet their educational needs" (Morrison, p. 90).   I like that the model supports increased training and supports for teachers, EA's and that it promotes parent partnerships. 
     The one barrier that I see when implementing this model is that it is a huge initiative.  For this model to work, it would need Board if not Provincial level support.  I worry that with so many competing initiatives it will not be given the time, funding and support that it needs to be properly implemented.  Without full implementation, I am not sure that this model will achieve all its goals; nevertheless, I am pleased to see that more research and data is being compiled to help support the needs of students with learning disabilities!

Figure 8.1 Influences on Assistive Technology Use

     We were asked to look at the Scherer table and make sense of it.  As I have spent some time reading through the table and thinking about it, I can really see the value in it.  In a very succinct way it provides an overview of the influences that could effect the use of assistive technology.  I can see how this would be helpful when collaborating as a team to try to appropriately match a user with the best AT.
     The other use I see for this table is when a team is having a problem with the AT match.  I can see that if the match between AT and the user was not working out the team could go back to this table and use it to figure out what might have been overlooked or missed.
    I think that this table is an excellent resource and one that I will hang on to in case I am in the situation to make use of it.

AT Evaluation Models (Class Reflection)

    During tonight's class we listened to three presentations on AT evaluation models.  For my presentation I focused on four models including MPT, SETT, HAAT and WATI.  Although each model had its own focus, it was striking that they all had commonalities. 
     The most important goal shared by all the models was to match the user to the most effective AT that will meet his/her needs within the environments in which the AT would be used.  Because of this goal, all models in some form assessed the person, the environments, and the tasks for which the AT was needed.  I also found that each model emphasised the process of assessment.  In order to select the right AT for a user the process can not be rushed and several steps and factors must be considered.  Although these steps varied from model to model, the importance of moving through them was held as important so that no step was missed.
    Another commonality was that they all stressed the need for collaboration.  Depending on the situation, all parties needed to work together to help select the best form of AT.  For example, people like the user, parents, teachers, OT's and doctors are just a few of the people who might need to collaborate together. 
    I think what I learnt most from tonight's class is that there are many good models to choose from depending on the user and the situation.  What is most important is that the user, the environment, the task and the AT all be considered so that the best fit can be made for the person.  If one piece of the puzzle is missing it is unlikely that the user find the right AT that they can use successfully long term.

Class Presentation 2

Tonight, we had two class presentations.  In the first group was Dallas, Anna and me and we talked about Social Skills and Autism.  The highlight of our presentation for me was the experience I gained from conducting the interview at my school and hearing about how the other group members' schools were using AT.  It is interesting how the layout of the school both physically and grade level make-up effects how AT is used.  It is also interesting how many schools feel they would benefit from more AT.
      The final presentation was given by Wanda, Dawn and LeAnne and it looked at LD apps.  I really enjoyed the video they showed on famous people with LD's.  I think that this is a great resource to use with students and one that I would love to show.  I think it gives students mentors to look up to and helps them see that it is realistic to set high goals for themselves even though they may be diagnosed with an LD.  The second highlight for me was the app Idea Sketch.  This is an app that I could use for many, if not all, of my students.  I like the user friendliness of the site and I think that students would be highly motivated to use these graphic organisers to help in their writing. 
       I really enjoyed all of the presentations and was amazed by the wonderful apps that I could be using in my classroom if I had an ipad.  I have already expressed my interest in getting one with my administrator and hopefully I may have access to one someday.     :)

Class Presentations

In tonight’s class we watched four different presentations.  Each presentation introduced us many different apps that would be helpful to use from students and were all well done.  For each presentation, I will share one or two things which were highlights for me.
The first presentation was on physical access to mobile devices and was presented by Allan, Farnoush and Toni.  One of the apps which was shared that I loved was Tunewiki.  The aspects of the app that I liked are that it will show the lyrics of songs on that are being played in a small box at the bottom of the screen.  This app will sync with your iTunes account and is affordable since it is free!  Another aspect from the presentation which I liked was the cases that were shared.  I have never seen those types before and I think they would be useful in schools.  I especially like the iGuy cases as I think students would like them too.  So often teachers are bringing in their own ipads and itouches for students to use and at least these cases would offer some protection.

I found the presentation on apps in action for early learners, presented by Sherry, Lloyd and Kenny, very interesting.  Although I agree that there are benefits to having young children use apps especially when there are developmental challenges, I also worry about having children using technology too much.  I believe strongly that play time and social interaction with others children is extremely important.  For children who are struggling with interacting I think that assistive technology is essential in helping to break barriers for them.  I just believe it is important to find a balance.  The highlight of the presentation was the video they shared of the one year old using the spelling app.  I think this demonstrated how engaged children can become at such a young age.  It also demonstrated how she was able to navigate the ipad without any difficulty which reminds us as educators that the sooner we have students using technology the more comfortable they will come with using it.

The presentation on communication disorders was given by Barbara, Nicole and Jenna.  The highlight of this presentation for me was the apps on articulation.  I find that many students struggle with articulation and it was helpful to learn about some apps that can support them with this challenge.  I especially liked the app Match to Say.  I like that it could be a single or multiplayer game.  I think it would be engaging for students and would also take away some of the stigma or embarrassment that students may feel when working on proper articulation.  Overall, I like that this presentation gave information on many different apps.  This allows me, in the future when I may have an ipad, to have many different avenues to explore.

In the final presentation of the night, Setz, Mary Jo, and Karla looked at apps that can help students with severe autism.  Although they demonstrated some very useful apps, the highlight of this presentation for me was the video that was shown (I have included the video below).  This video demonstrated how the ipad can be used to help students with severe autism find a voice.  I thought it was extremely powerful to see real life situations where ipads are being used in schools to help make connections with students.  It was really telling that one teacher has estimated a child’s ability as much lower than reality because of an inability to reach the child; however, though the use of the ipad apps he was able to get a much more accurate picture of the child’s ability.  It seems unbelievable that the addition of the ipad, and the apps it supports, can have such a life changing affect on children with autism and their families.  It really brings home to me the importance of trying to bring more ipads into school and training educators to use the effectively.

Exploring AT

In my second exploration of assistive technology, I was introduced to the CCTV.   CCTV stands for closed circuit television.  I have attached a picture of the one we have at our school.  It is usually used for people with low vision.  This television is able to magnify images and it can also change the colour and contrast.  For example, it can change print from black lettering on a white background to white lettering on black.  This change can help some students with vision problems.  This device has a tray on which books, magazines or maps can be placed.  This enables the book to be seen by the camera and displayed on the monitor. 

This is a great machine in that it helps students in our school see books that they would not be able to read otherwise.  The challenge for me as a classroom teacher is that it is not mobile.  It is setup in one room and that is where it has to stay.  This means that students have to leave their regular classroom when they need to use the CCTV.  I look forward to having access to a more mobile CCTV or to another piece of assistive technology that is mobile that can perform the same task.

Emotions and Feelings Social Story App

When I was exploring itunes for my presentation, I came across this app.  Although it didn't fit in the skills area I was looking for at the time, I thought it looked really good so I decided to include it in my blog.  It is called Emotions and Feelings Social Story and costs 2.99.  It is available for the iphone, itouch and ipad.

This app teaches children about emotions and feelings through the use of a social story.  It shows through the use of visuals, sound and simple text, the different feelings that a person might feel in the run of a day.  It focuses on teaching children when and why a person might show emotion and the causes for it.  Someday I hope to be able to try this out with one of my  students.

Class Three Reflection

For our third class we worked on our presentation.  We each spent some of the time exploring itunes.  I come across many apps that seemed like they would be very useful.  I longed for the ability to try them out on an ipad but I do not have access to one :(    It struck me that these apps allow for a lot of interesting repetition.  I always struggle with this problem.  Many students with disabilities need a lot of repetition but simply coping sheet upon sheet is not helpful and very boring for the student.  The apps are so much more interactive, colourful, and endless.  Students could spend a great deal of time with a certain skill set and not have to repeat an activity.  I believe that this is an amazing benefit of the ipad.  

Are some students at a disadvatage?

     I have been reading some articles that have been shared in my class including "Mobile Devices and Students With Disabilities: What do Best Practices Tell Us?" and "Flexible Mobile Platforms: Managing Diversity."  The question that keeps popping in my mind is whether some students are at a disadvantage because their school has not purchased mobile devices like ipads and iphones. 
     As the article on manging diversity explains, there are many factors that need to be considered when schools begin to embrace technology and, in my experience, some schools are dragging their heels rather than face these challenges head on.  Another reason that some schools have limited access to this kind of technology is because of cost.  Although the first article mentioned discussed that purchasing ipads is relatively cost effective, in this time of cutbacks, it is still very challenging for schools to purchase these types of technology.
      The more I learn about ipads and iphones, and the apps that are available for them, the more I see the importance of having them available for students with disabilities.  So the question I keep asking myself is are students receiving the same quality of education if the school is unable to provide them with access to these types of technology.  As I am not sure of the answer myself, I am going to post a poll that asks the question.  I hope you will take a minute to participate!

Food for Thought!

Wow, this You-Tube video is very powerful!  It is called "The Case Against Assistive Technology" and it points out how necessary it is that educators provide opportunities for students to use assistive technology.  This video shows how the world is changing and how we are preparing students for jobs that currently don't exist.  As an educator, I agree with the video's premise that we should not prevent students from using assistive technology simply because it was once viewed as cheating or unnecessary.  All students deserve the right to be successful and to not struggle when there are assistive technologies that can aid them.  Once again, great video!

Exploring AT

In my first exploration of assistive technology, I was introduced to this piece of equipment called PowerLink 3.  It is referred to as a "Single Switch" because it allows students with mobility issues to turn devices on and off with the big yellow button you see in the picture.  I was told that this device enables students to participate in class more especially in Family Studies.  Through using this device, students can turn a mixer or blender, for example, on or off as needed with a single switch.  This increases students independence and helps them to learn valuable life skills.

Social Skills and Autism Webinar

Social Skills and Autism
During my second class, I had the opportunity to watch a Webinar on social skills and Autism.  It was presented by Barbara Welsford and Lindsey Welsford.

As discussed in the webinar, social skills development (cooperation, relating, conversations) are usually acquired naturally by children through play and daily interactions.  Children who are on the spectrum have difficulty learning these social development skills such as perspective taking, showing interests, and creating shared experiences.

Applications for the ipad were demonstrated which addressed one or more of four social skills areas:

1.      Conversations

2.      Creating Shared experiences

3.      Emotional Awareness and Regulation

4.      Social Cognitive skills

It was recommended that teachers should structure the use of ipad apps.  This can be done by scheduling ipad use into students’ schedules as either general ipad use or specific application use.  They also recommended that teachers set limits to the amount of time students use the ipad and to use an alarm to signal the end of that time.  It was further recommended that a preferred activity be scheduled right after ipad use to make the transition easier for students.

Listed below, in the four social skills areas, are the apps that were demonstrated in the webinar and their approximate cost.

1.      Conversations

Language
Social Adventures 24.99
Conversation Builder 7.99 or 24.99 (Conversation stimulator)
Practising Pragmatics Fun Deck 5.99 - Social skills questions and verbal answers on:

Phone skills

Problem Solving

Politeness

Feelings

Making requests

Staying on Topic

WH Questions at school and WH Questions at Home 5.99

Perspective taking

Webber Photo Cards What are they thinking 3.99
WH Fun Deck If…Then… 5.99
Idiom in Use- Advanced Idiom Dictionary – Free

In Action

Sosh Voice Meter .99  (focuses on high functioning children with Asperger’s)
Strip Designer 2.99
Talking Tom Cat for iPad- Free
Sock Puppets- Free
What If?-  Free

2.      Creating Shared experiences

Instruction

·         Turn Taker 4.99

Collaborative writing

·         Toontaskic 1.99

·         Story Builder 5.99

·         Rory’s Story Cubes 1.99

Games

·         Fantastic Four .99

·         Checkers- Free

·         Bugs to Buttons 2.99 (highly recommended)

Collaborative Creating

·         Whiteboard Lite – Free  (collaborative Drawing)

·         Crazy Photo Booth – Free

3.      Emotional Awareness and Regulation
Instruction

·         Faces iMake -  Right Brain Creativity 2.99

·         Emotionx - .99

·         Sosh 39.99 (full app) Relate, relax, Reason, Regulate and Recognise (focuses on high functioning children with Asperger’s)

EBooks

·         Thomas & Friends: Calling All Engines 1.99

            http://www.myfavoritetoys.com/autism_thomas.html

·         Monster at the End of this book 3.99

In Action

·         Anger .99

·         Autism 5 Point Scale - Free

·         Sosh- The Shredder - .99

4.      Social Cognitive skills

·         Louder than Words 9.99 (non-verbal cues- business related)

·         Hidden Curriculum for Kids 1.99

Assistive Technology Wordle

This is the first time I have used Wordle.  I LOVE this application and I am excited to use it with my students.  I can see so many uses for this application.

First Time for Everything :)

     This is the first time that I have made a blog!  I can see how people enjoy using this application to journal; although, I have to admit that it is a little out of my comfort zone.  I think that is good though because I am always looking for ways to grow and things to learn.  I look forward to trying to upload pictures and videos. 
     As I reflect on our first class, I am amazed at how the ipad can be used to support students and I realize I have only seen the tip of the iceberg so to speak.  I do not have any experience with the ipad and, although I have used some assistive technology in my classroom, my experience is limited.  This course is an elective for me and my last class of my Masters.  I selected it because I see the value and need for assistive technology to come out of learning centres and into the classrooms.  I want to learn about new technologies that will help me support my students and help them demonstrate their learning.