Final Thoughts...

UDL         Blog        App     Task Analysis       Low/Mid/High Tech

These are only some of hte terms that I can confidently add to my vocabulary!  I learned quite a lot in such a short time in this course. Thinking about new ways to help kids understand classroom topics has been interesting. I believe that utilizing assistive technology to support various learners in my classroom will help them become more independent and successful. Most importantly I think it will help boost self esteem, and there is nothing more important than that.

This past week there was a segment on 60 Minutes about using apps to support children with Autism. Reporter Lesley Stahl speaks with parents and educators about the breakthroughs in apps. The most vital message - that students with autism want, and need to, communicate and apps help make that happen.  The segment can be viewed by clicking link below:



Apps for Autism: 60 Minutes








After I finish a course I like to consider how I can actually put my knowledge to use in my classroom. Next September my grade 8 classes have students with many needs, in fact it is the grade level with highest needs in the school. I will be teaching a student with autism who is non-verbal, a student with severe oppositional defiance disorder, a student with cerebral palsy who is non-verbal and three students who are brand new to the English language. I am hopeful that I will be able to use a number of software and apps that I have learned about to support them - from calming apps to communication devices.  I think the biggest challenge I am faced with is funding from my school board. All the money spent each year on text books could certainly be re-directed into purchasing new technology that would better work to support our students. I have an advantage over many of my classmates in that I am at a more technology rich school. However, we still only have one set of ten iPads to share amongst 700 students. I can see myself being a little selfish in September!

Knee Deep in a Group Blog!!

Today we are working on our blog about various assitive tech to support writing. It's a work in progress but it can be seen here:

Supporting Writers

We worked for many hours on this and to be perfectly honest, it summarizes my day! I did experience some technical difficulties with font size and despite our best efforts we couldn't figure out how to solve that problem - which is ok, because it gives me some insight into how frustrated kids must feel when their best efforts aren't shining through.




I'm interested in using my iPad with the Type on PDF app to complete my course evaluation - it's fun to figure out ways to use technology for all kinds of tasks.

Writing!! It's as difficult as reading!

Today we started discussing the intricate details of the writing process.

As you can see, the process for writing is as detailed as the process for reading - or even more so. I think the most valuable lesson I'm learning from all of this is to actually stop (drop and roll...kidding!) and consider just how much effort it takes to complete a task that I may have previously regarded as simple.
We are being asked to develop a blog that matches assistive technology to appropriate areas of support in the writing task. I am looking forward to learning about new ways to support the learners in my classroom. Already, being introducted to co-writer has been eye opening.  I think that it is often easy to forget about the technology that we do have access to.
More about assistive technology for writing over the next couple of days. For now I think this video is an interesting starting point for what I am about to learn:

LD Tech

Kurzweil - $1000 per student signing in – think of the iPads that could be purchased! Cost doesn’t exactly match the belief behind UDL.

Have to have a diagnosed LD or visual impairment to have it recommended. Interesting because the article we read discussed how it could be used for whole class instruction and with most students. Stupid Halifax.

Magnifying increases font size for visual impairment or for reluctant readers so that it doesn’t look like as much reading.

Text to speech - on the reading toolbar you can increase or decrease the rate of speech. Slower for auditory processing (Drew!!).  Can change the voice as well. Highlights as you read – both full sentence and in sentence. Good for attention span and comprehension. All areas can be repeated as many times as necessary without having to ask. Take a lot of energy to repeat when reading on your own.  Promotes engagement in the document. If you change the reading mode to self-paced you have to keep clicking to get to next sentence, or you can set the reading unit to line/phrase/etc. So many settings can be adjusted to support various students.

Vocabulary support – prior knowledge and vocab may affect their comprehension. Supports this by offering definitions for words (click in front of the word and select definition, synonym, how to pronounce, etc.) Can even change the default dictionary (under reference) which is great because finding a definition with words you don’t understand doesn’t help at all! Can even look up a definition within the definition.  Another option is that you can click on a word and as for an image to come up. You can also create a picture dictionary.  

This would be awesome for EAL students – can they use it in Halifax? Can we sneak it?

Saving – can be saved in other formats so that kids can read it on computers without Kurzweil. You could use it for other students on Natural Reader for example (RTF ).

Study Skills – Highlight key words/phrases. Can use it as a teacher to demonstrate study skills/key points, etc. Can add sticky notes for reminders/text connections, etc. You can add sticky notes for kids with instructions.  Bubble notes – assess comprehension, connect to text, engagement, chunk assignments, pre-reading/inferring/predicting skills, promotes attention, independence, etc. You can also add a voice note (the teacher or student could). Can be placed throughout the document – for directions, questions, encouragement, kids could use them as a response opportunity.

ReadPlease and Natural Reader are options as well, and free. They have more limited options (voice and study skills), but are feasible options.

 UDL tools

Storyline Online Stories read by celebrities. Even gave a warning about the fact that a story on the tooth fairy is “revealing”. Kids may not recognize celebs.

Scholastic Interactives - Character Scrapbook  Love this! Can analyze a character on a number of levels, with prompts. Asks good questions about personality, challenges, etc. that would apply to grade 8 level questioning.  I can definitely use this in my classroom in September.

Project Based Learning Checklists Use to create personalized checklists. This would be great to create checklists for assignments for full class or individualized ones. Can collaborate with kids to create checklists for their work as well.

ReadWritetThink Student Interactives This website has a variety of interactive templates related to reading and writing. I took a look at the story plot one because I use that in my classroom each year. I think it would be an engaging way to get kids to think about the elements of plot. You can customize it to say things like “beginning/middle/end” rather than “exposition/climax/resolution” to match learners.

iStudiez Lite – An app that provides a more grown up version of a visual schedule. I like this because my experiences with junior high kids tell me that they would appreciate something that looks more grown up. Connects to your calendar and alerts you as well to upcoming items. It can develop a schedule by class that tells you how much time is left and what is coming up next.

Fine Motor Skills

Fine Motor Skills Webinar The webinar I viewed on apps to support and enhance fine motor skills in students was very useful. I learned that by age 10-11 grip and letter formation are ingrained and very difficult to change, therefore remediation will likely not work. I didn’t know this before. I love it when I learn about things that I can immediately see myself taking back to my school and classroom. Some of the top apps I would like to use include:

Remediation (to improve fine motor skills and prepare for writing)

Dexteria. $4.99 – writing readiness, develop pre-writing skills – so good for remediation and not for older kids. Isolates finger control. Pinch, tap and write options. Various stylus’, good for different age levels.

Bugs and Buttons. $2.99 – Pinch and Grab - develops finger control, pressure, hand-eye, etc. In a game format. Great for younger kids. What if kids have a bug/spider fear?! Roach Racing – Two finger control

Juno’s Piano. $0.99. Piano playing app. Finger control and isolation. For kids.

Injini. $29.99 or FREE for the lite version. 9 levels to enhance writing skills – also includes following direction/attention and so forth in addition to fine motor. Visually it’s less child-like (more middle elementary less primary). Can use your finger or a stylus to develop both skills.

Touch and Write. $2.99 (Free on webinar but that must have changed). Engaging and fun for younger kids. Develops finger skills with tracing. Allows you to use funny materials such as ketchup to write with :) Can use a stylus as well. Can add your own personalized word list.

Shape Builder. $0.99. Visual motor, strength, grasp, etc. Complete letter puzzles with various shapes – it then works on sounds of letters as well. Can use finger or stylus for various skill development.

Cars2 AppMates. Free. Need to purchase the physical car to use on the game. Supports grasp and pressure development. Definitely a fun game for kids to develop those skills and also following directions skills.

Pirate Scribblebeard. $0.99. Very engaging – use for fine motor development (stylus). Animates what you draw! Definitely engaging! Great for upper elementary and even junior high.

Support (when remediation is not appropriate – to support writing tasks in a variety of ways)

WritePad for iPad. $9.99. Great for older students (junior high). At this age kids feel disengaged and frustrated at writing process. This app will help! Students can use finger or a stylus to write, it then converts immediately to text. Students can then send their work to themselves, parent or teacher. It also has a keyboard option if it’s not recognizing handwriting. Option for word prediction as well which would alleviate frustration for kids. It also supports different languages (great for my school!).

Availability – At my school this would probably not be an issue. We have a travelling card of ten iPad’s and the Learning Center also has a couple of iPad’s for kids to use as well. Some of the extra items, like a variety of stylus’ or the Cars app car would add to cost and may be difficult to purchase.

Impact on kids – Certainly engaging and motivating for younger kids. At my grade 8 level the only one I could see kids using would be the WritePad or Pirate Scribblebeard. However, those would both improve motivation and perhaps lessen the stigma of needing assistance with writing.

Want even more apps to support fine motor skill development? Check this out: http://www.appolicious.com/curated-apps/7387-apps-for-occupational-therapy-skills

Frustrations

I felt that today was very frustrating. I was happy for the opportunity to look for apps to support students at various points of the reading task. However, deciding which area of function the apps related to was the issue. I think I'm missing a definite chunk of prior knowledge in this area - I don't know the meaning of words such as proprioception, grapha motor and orthographic, to name a few. Anyways, it's done...and here you have it...apps to support reading. There is a "fullscreen" option underneath the chart for easier viewing. Apps for Reading Task Analysis Chart

Ummmm...yuck!

To further our understanding of the functions of our brain when we are asked to read, today we completed a task analysis on blowing our nose. Sounds simple right?

How to - Blow your nose

What this article fails to mention is each and every function of your brain that is required to perform what seems like such a simple task. Included in the task are:

• Memory (short term and long term) and all the functions of the brain related to retrieving memory and recognizing that memory's connection to what is happening now
• Sensory responses (physical, auditory, visual, etc.) that relate to the discomfort of having a runny nose
• Physical responses (the act of sniffing, walking to kleenex, etc.) and all of the functions of the brain related to any movement in our body
• Emotional responses including discomfort at having a runny nose
• Other brain functions such as - judgement, decision making, previously learned skills, etc.

For each of the above mentioned functions the brain is required to complete a set of interconnected and related functions.

Now, think about what we are asking kids to do when we require them to read and write in class. If one function of the brain breaks down during the reading/writing process it is easy to understand why kids become reluctant.

The Child’s Brain – video on how brain functions with regard to reading. Focus on dyslexia. Dyslexia – part of brain that recognizes sounds to letters (connection) not functioning properly. How frustrating would that be? These kids have the skill set, but the function is not there. They need to be taught differently.


Good news...there's an app for all of that, and we're taking part in a class shopping spree right now! More to follow...

Pressed for time...

For me the key theme from today's class is that apps should create more independence for students and be interactive. I think of image we saw of an "old" visual schedule. What child would really feel confident wearing this on their person? New apps (such as Pictello which can create visual schedules) allow for students, especially older ones, to have independence yet still appear more like their peers. While this is only one example, I think it reflects a key theme. Of all the perks of new technology I think that is the most important and most vital.

Executive Function Webinar

Ability of the brain to organize various brain functions. Focus, direction, time management, prioritizing, regulating behaviour, working memory, etc. Basically all skills needed to be successful in the classroom.

iRewards – Free for lite version. Good for ADHD, ASD or behaviour modification. Used to track behaviour/rewards. Can be used to link home and school. Set behaviours, rewards, etc.

Worksystem – Free. Create lists for kids (visual schedules)

Sock Puppets – Free.

N ew Apps for LD (average or above average intelligence overall, but deficiency in one area – processing information).

7 Notes Premium - $8.99

Tools 4 Students - $1. Supports students with written output problems. Variety of graphic organizers. Class can work together or on their own depending on task/age.

AppWriter US

Free Apps!

Good for all classroom differentiation.

Maps. Excellent for Social Studies. Birds eye view (google earth). Use to discuss areas (rural, urban), compare your area to another, etc.

TourWrist.

Apps for Reluctant Readers

Story Builder. Create own audio book by answering prompts.
ABC Pocket Phonics. Good for students who need something engaging (similar to a game) and rote learning/repetition.

Funny and True (and a little sad!!)

Totally demonstrates how behind the times we are in terms of using technology in education.

Webinar - Reluctant Writers

I viewed the webinar for reluctant writers this evening. I thought this was a pretty interesting way to learn about a variety of apps to use in the classroom, all while enjoying a glass of red wine...haha. There were a number of apps that I can picture using in my classroom. I understand that these apps can be used in any classroom for students with varying levels of ability. However, for the purpose of this post I will focus on apps that I can see using my classroom (grade 8 English) as of today, without knowing my future students!

1. Writing Toolbox - this app would be useful for individual kids to have, or for me to use for all students as a teaching tool. It helps with all stages of the writing process. It helps with generating ideas, spelling, grammar, parts of the story (character, plot, setting, etc.) In preparing for our short presentation for Tuesday's class I found this demo on using the Writer's Toolbox which was quite helpful.

2. Pictello - I could use this app as a way to help any student create a visual representation of theri knowledge. It could also be used for journaling, getting to know each other, pre-writing, etc. The following video demonstrates a way of using Pictello. In it the young girl is learning about the importance of understanding what a fence means in her daily routine:

3.  Dragon - Finally, a way to use Dragon in a more accessible (and free) way. This will certainly be helpful to any student who prefers to provide answers, ideas, etc. orally.

4.  ReelDirector - My students love to create films. I have them create films as book reviews, public service announcemnets (for persuasive tasks) and topic reviews for history. This app will again make this type of task easy to do!

5.  Instant Poetry - I already use magnetic poetry in my classroom to help with generating ideas for reluctant writers. This app makes it even more accessible.

Day Three - Summer Conference Day

Today was our summer conference day. It was an interesting day with lots of disucssion about issues important to education. I especially liked the keynote address from Dr.'s Phil and Diane Ferguson. They spoke about relationships between family and school. Some of their key points were:

1. When families are involved students achieve more
2. School's do not often work hard to engage families
3. School's think of parents in two ways - as being a resource or needing resources
4. We often engage in circular logic - talking past each other about a common thread, the student

In thinking further about how to engage parents in the school I found this link to the Ontario ministry of education which includes tips on how to engage parents:
http://www.edu.gov.on.ca/eng/parents/involvement/

I thought it would have some solid suggestions on how to engage parents. However, it was a short list of 6 suggestions, all of which were pretty basic and didn't talk at all about engaging in open dialogue about their child. Mostly they were related to parents being a resource, and not actually engaged.

I found the following video, created by an education student, on how to engage parents more in the life of a school.

At 11:00 the narrator lists a variety of creative methods to include parents in school - above and beyond chaperoning a field trip.

Day Two - QR Codes and Task Analysis

QR CODES

Today we learned about QR codes – how to create them and use them. They can be read on iPad/phone that will open many links on a topic (video, google map, documents, etc.) You need to download app to generate QR codes. Put in the website that you want kids to go to in the generator app. Select “create” then save the QR code. QR codes can be printed out or read from iPhones/Pads.  We were shown an idea for creating a “calming” QR – for students with sensory issues. Students scan the code and it takes them to the various websites for calming.  We were also shown a whole book on iBook Author that has various calming strategies for students to use, all using QR codes. I wanted to know more about how QR codes could be used in the classroom. I found this blog through my research:

10 Ways to use QR Codes in the Classroom

I especially like the idea of using QR codes for book reviews. However, I would adapt this idea by having students create their own book reviews or even book trailers (in the same format as movie trailers) and positng a QR code to link to that review on the inside cover of the books in our classroom library. This idea could be easily adapted for all reading levels and learners in the classroom.

TASK ANALYSIS

Our discussion about task analysis certainly opened my eyes to the amount of work that goes into a task as "simple" as reading. It truly makes you think about what we're asking kids to do when we want them to engage in classroom work.  To read a short story we're asking kids to:

1. Attend to the task by being emotionally engaged, motivated, able to focus, well rested, etc. If any of these are off (executive function/self regulation) then more brain energy is expended and they are less likely to read.
2. See using eyes, brain, optic nerve. Hear using auditory (phonological awareness), spatial awareness and accessing prior knowledge.
3. Recognize that the symbols are letters, words, english - left/right top/bottom - all from experience (memory). The letters are mapped to sound (phonological and decoding issues).
4. Use sequential processing and short term memory.
5. Read! When reading every single letter is recognized by our brain, which then strings together to form words that our brain (usually) recognizes. This is all based on memory. When we read the title we start to make associations with what we know - before we start reading. This is also based on memory. Words that are familiar are easy, words that aren't are more difficult (example: names of places). We need prior knowledge to make words work. This interferes with our visualization (taking the language and converting it to imagery to give us more meaning). As we continue to read we are always making connections with our memory. It's all brain processing!  There is no genetic code for reading - it has to be learned.  We need to have many many oral language experiences before they meet print (developing language and their brain to respond to auditory maps, phonetics, etc.)

If you add any form of disability (memory, phonological, auditory, visual, etc.) can lead to inability to read, communicate and sheer exhaustion.

The following video is very simple, but points out how even asking students to copy words for spelling can be overwhelming when you break down the task. I think this video is a good indication of how tasks can be overwhelming if you add even one, seemingly small, learning issue such as trouble counting to the task.

Day One - Firsts!

Day one of my Assistive Technology course has been a day of firsts. I learned new terminology, learned how to add an app to the iPad, and learned about two new apps that I can use in my classroom. At this point I am very much looking forward to the rest of this course as I always appreciate learning concrete things I can bring back to my classroom to improve my practice.


A few notes:

Keynote – like power point
UDL – Universal Design for Learning. In addition, these technologies are now being used by everybody – not just those with disability.

Disruptive technology – something that displaces another technology (desk tops)

Assistive Technology is about providing access to a task and improving performance of an individual with a disability. It’s about making an appropriate match of the technology and the skill sets/needs of the user. Secondary users are the teachers/parents and what skill sets do they have to support the student. What are we asking the student to do? Do they need to read, write, research? The tech should match the task.  Inquire about the characteristics of the technology itself – simpler is better – teachers will use it if it’s easy!!

We tried out two apps - Pic Collage and Book Creator. I enjoyed Pic Collage and could really see applying it in my English classroom (for students with disability and otherwise).

Ten ways to use Pic Collage in the classroom:

1. Use it to create a visual schedule that can be individualized for any student
2. Use it to allow students to journal
3. Use it to create storyboard as a pre-writing technique
4. Have students create a collage as though they were a character from a story we've read
5. Use it as a "getting to know you" activity - students present on themselves or others
6. Have students use it as an area to brainstorm ideas for future writing
7. Have students create or collect images that relate to one concept or theme
8. Have students create a collage to summarize a new topic
9. Have students create a collage about their prior knowledge of a new topic
10. As a fun end of year activity - have students create a collage of their year's experiences