When I began the journey on learning how to use Twitter, I admit that I was a little bit sceptical. Over the last eight weeks, I am surprised at how much I enjoy using this social network. It is a very helpful tool that I plan to continue using both in my personal life and professional life. In my personal life, I plan on using this to keep in touch with family and friends. In my professional life, I will be using this to follow educators to gain important information and ideas that will enable me to improve my teaching skills.
As instructed, I began following five educators on Twitter. The ones that I found most helpful were Amber Aslakson, Jeanna Bryson, and Paula Weeks. Each one provided ample amounts of various websites that they found useful. They also provided inspiration to fellow educators, which in this profession, we all need from time to time. Some of the hashtag searches that I found useful were #edchat, #weteach,and #teachchat. These led me to other educators that had new and exciting ideas that could be used in the classroom. Some of these included websites that offer educators free materials, new ideas, and technology resources.
Although I was skeptical about having to use Twitter, I am now happy to say that I have enjoyed it and plan on using it daily. The amount of information for educators is limitless in the world of technology. It is our job to grasp every opportunity that is available and apply it to our teaching methods to improve the way we teach.
Monday, July 22, 2013
Sunday, July 21, 2013
Social Bookmark
Check out my Social Bookmark at http://t.co/WhVPl2j0Jl #ED5059413UWA
— Barbara Banks (@BanksB2424) July 22, 2013
Social bookmarks
Sharing some Symbaloo ♥: Social Bookmarks Webmix
http://www.symbaloo.com/mix/socialbookmarks2 via @symbaloo
http://www.symbaloo.com/mix/socialbookmarks2 via @symbaloo
Tuesday, July 16, 2013
Assistive Technology
There are many ways that educators can enhance the learning of students with disabilities. One of those ways is by using assistive technology. "Regardless of the specific application of technology, the general goal is always the same: to harness the potential of technology in ways that offer an individual with a disability increased opportunities that otherwise would not be available" (Robyler & Doering, 2013, p. 408).
There are many students that have a mild disability such as a learning disability. "Current estimates indicate that 3.8 million students, ages 6 to 21, have a mild disability (U.S. Department of Education, 2000), representing more than 71% of the students receiving special education services" (Robyler & Doering, 2013, p. 415).
One way to help these students with writing would be to use word processing. This can help students put their ideas on paper without having to worry about spelling, grammar, the steps of the writing process, neatness, or reading ability.
One goal of working with students that have moderate to severe disabilities is to provide them with ways to to develop daily living skills. Educators need to be familiar with software that is available that can help a student gain independence through repetitive practice, simple instructions, and life skills content. "To simplify the physical or cognitive demands of interacting with the computer, alternate keyboards, such as the Intellikeys keyboard (Intellitools), can be used to create customized keyboards" (Robyler & Doering, 2013, p.417).
Students that have physical disabilities can also take advantage of assistive technology. "Difficulties with motor movements may involve gross or fine motor movement and frequently exist concurrently with other disabilities" (Robyler & Doering, 2013, p. 418.) To help these students, educators can use larger or smaller keyboards, electronic pointing devices that control the cursor on screen without the use of hands, joysticks that can be controlled with hands, feet, chin, etc., or Braille embossers that transfer computer generated text into Braille.
Another type of disability that a student may have is a sensory disability. These can involve hearing, vision, or touch. For students with visual impairments, using assistive technology can enlarge displays on the computer monitor. Other ways to help students with visual disablities are using canes, using tools that convert printed material into audio material, using screen readers, and by using Braille. "Individuals with hearing impairments need few modifications to be able to use computers" (Robyler & Doering, 2013, p. 419). There are few adaptations available since sound is used very little in word processing or email. FM amplification systems are now being used in the classroom. These devices amplify the teacher's voice for the hearing impaired student.
Students who are considered at-risk can also benefit from assistive technology. "Students at risk for school failure are not considered disabled in the sense of the federal definition of disability. However, their lack of success in school often parallels the low performance of students with disabilities" (Robyler & Doering, 2013, p. 419). Using computers can help students who have attention problems and can also help students who lack motivation.
"Heward (2000) says that, according to the Gifted and Talented Children's Act of 1978, gifted and talented students are those "possessing demonstrated or potential abilities that give evidence of high performance capability in such areas as intellectual, creative, specific academic or leadership ability, or in the performing or visual arts, and why be reason thereof require services or activties not ordinarily provided by the school" (PL 95;-561, Title IX, Section 902, p. 534)." (Robyler & Doering, 2013, p. 420). Educators have an endless supply of technology to assist with gifted and talented students. They can use laptops, word processing, internet, create blogs, use facebook, and use twitter to enhance their learning.
As educators, it is our job to meet the needs of all of our students. Using assistive technology can enable us to meet the needs of our disabled students whether it is a mild disability, a severe disability, a physical disability, a sensory disability, an at-risk student, or a student that is gifted or talented.
There are many students that have a mild disability such as a learning disability. "Current estimates indicate that 3.8 million students, ages 6 to 21, have a mild disability (U.S. Department of Education, 2000), representing more than 71% of the students receiving special education services" (Robyler & Doering, 2013, p. 415).
One way to help these students with writing would be to use word processing. This can help students put their ideas on paper without having to worry about spelling, grammar, the steps of the writing process, neatness, or reading ability.
One goal of working with students that have moderate to severe disabilities is to provide them with ways to to develop daily living skills. Educators need to be familiar with software that is available that can help a student gain independence through repetitive practice, simple instructions, and life skills content. "To simplify the physical or cognitive demands of interacting with the computer, alternate keyboards, such as the Intellikeys keyboard (Intellitools), can be used to create customized keyboards" (Robyler & Doering, 2013, p.417).
Students that have physical disabilities can also take advantage of assistive technology. "Difficulties with motor movements may involve gross or fine motor movement and frequently exist concurrently with other disabilities" (Robyler & Doering, 2013, p. 418.) To help these students, educators can use larger or smaller keyboards, electronic pointing devices that control the cursor on screen without the use of hands, joysticks that can be controlled with hands, feet, chin, etc., or Braille embossers that transfer computer generated text into Braille.
Another type of disability that a student may have is a sensory disability. These can involve hearing, vision, or touch. For students with visual impairments, using assistive technology can enlarge displays on the computer monitor. Other ways to help students with visual disablities are using canes, using tools that convert printed material into audio material, using screen readers, and by using Braille. "Individuals with hearing impairments need few modifications to be able to use computers" (Robyler & Doering, 2013, p. 419). There are few adaptations available since sound is used very little in word processing or email. FM amplification systems are now being used in the classroom. These devices amplify the teacher's voice for the hearing impaired student.
Students who are considered at-risk can also benefit from assistive technology. "Students at risk for school failure are not considered disabled in the sense of the federal definition of disability. However, their lack of success in school often parallels the low performance of students with disabilities" (Robyler & Doering, 2013, p. 419). Using computers can help students who have attention problems and can also help students who lack motivation.
"Heward (2000) says that, according to the Gifted and Talented Children's Act of 1978, gifted and talented students are those "possessing demonstrated or potential abilities that give evidence of high performance capability in such areas as intellectual, creative, specific academic or leadership ability, or in the performing or visual arts, and why be reason thereof require services or activties not ordinarily provided by the school" (PL 95;-561, Title IX, Section 902, p. 534)." (Robyler & Doering, 2013, p. 420). Educators have an endless supply of technology to assist with gifted and talented students. They can use laptops, word processing, internet, create blogs, use facebook, and use twitter to enhance their learning.
As educators, it is our job to meet the needs of all of our students. Using assistive technology can enable us to meet the needs of our disabled students whether it is a mild disability, a severe disability, a physical disability, a sensory disability, an at-risk student, or a student that is gifted or talented.
Monday, July 15, 2013
Take a look at this website! Assistive Technology http://t.co/2lkrgUMFpz #ED5059413UWA
— Barbara Banks (@BanksB2424) July 16, 2013
Tuesday, July 9, 2013
Check out my voicethread on "Space" @ https://t.co/JgVDXC2yRd #ED5059413UWA
— Barbara Banks (@BanksB2424) July 10, 2013
Watch my video on @animoto called "OUR SOLAR SYSTEM" http://t.co/lYfvEHFziE #ED5059413UWA
— Barbara Banks (@BanksB2424) July 10, 2013
Check out my glog @ Flypaper Glog by banksb Space http://t.co/CkvFQjPI5Y from http://t.co/uTWOyBxNwv #ED5059413UWA
— Barbara Banks (@BanksB2424) July 10, 2013
Web 2.0 Resources
I enjoyed using the Web 2.0 Resources. They are valuable tools that would engage students in learning. The three resources I used were Glogster, Animoto, and VoiceThread. "Because products in this category vary so widely, instructional uses for them are also varied and rich" (Roblyer & Doering, 2013, p. 179).
The Glogster resource was a fun and interactive tool that students would enjoy completing on their own. There were many graphics and videos that were readily available and easy to access. This tool is very useful to teachers and students.
The Animoto resource was my favorite. I enjoyed putting the video together with my graphics and text. This tool could also be used by teachers and students. It was user friendly and fun to play with.
The VoiceThread resource was my least favorite. I did not enjoy recording my voice on it. This tool could also be used by teachers and students, but I found it to be the least user friendly.
"The internet has made such a difference in our society that it is difficult to remember when we did not depend on it for communications, instruction, and even entertainment" (Robyler & Doering, 2013, p.210).
With the abundance of useful resources that are available, it would be a shame if teachers didn't use them. "Web-based activities have great potential to enhance learning, but they are time consuming to develop and implement and difficult to design in ways that have substantial, positive impact on student's learning" (Robyler & Doering, 2013, p. 240). This may be the reason that some teachers shy away from them.
The Glogster resource was a fun and interactive tool that students would enjoy completing on their own. There were many graphics and videos that were readily available and easy to access. This tool is very useful to teachers and students.
The Animoto resource was my favorite. I enjoyed putting the video together with my graphics and text. This tool could also be used by teachers and students. It was user friendly and fun to play with.
The VoiceThread resource was my least favorite. I did not enjoy recording my voice on it. This tool could also be used by teachers and students, but I found it to be the least user friendly.
"The internet has made such a difference in our society that it is difficult to remember when we did not depend on it for communications, instruction, and even entertainment" (Robyler & Doering, 2013, p.210).
With the abundance of useful resources that are available, it would be a shame if teachers didn't use them. "Web-based activities have great potential to enhance learning, but they are time consuming to develop and implement and difficult to design in ways that have substantial, positive impact on student's learning" (Robyler & Doering, 2013, p. 240). This may be the reason that some teachers shy away from them.
Tuesday, July 2, 2013
Technology in the Classroom
As each school year passes, there are many changes in technology. It is constantly being updated and improved. "As with so many miraculous technologies, the question is how we will take advantage of their capabilities to bring about the kind of future education systems our society wants and our economy needs" (Roblyer & Doering, 2013, p.22). Many teachers incorporate the use of software. The three main types of software that are used are word processing, spreadsheets, and databases. "Their primary benefits to instruction are to reduce the labor involved in preparing student products and to remove logistical barriers to learning" (Roblyer & Doering, 2013, p. 130).
"The internet has made such a difference in our society that it is difficult to remember when we did not depend on it for communication, instruction, and even entertainment" (Roblyer & Doering, 2013, p. 210). With today's educators and students, using the internet is mandatory. We use it to look up information, to email, to blog, and to send instant messages. We have grown to depend on the internet for fast access and have become a generation that is technologically savy.
One of the main concerns that educators have is how to motivate students to learn. "Teachers are turning to the interactive and visual qualities of software and websites to increase motivation for reading and writing" (Roblyer & Doering, 2013, p. 282). I enjoy using the iPad with my reading instruction. When I am working with my 1st graders, I like using the Word Magic app. It is a great tool to use when I am teaching how to read and recognize letters. Another app that I use on my iPad with my younger students is ABC Phonics Word Sight. This application makes learning sight words fun.
I also incorporate technology when teaching math because there are so many strategies that are available. "These include using virtual manipulatives, fostering mathematical problem solving, allowing representation of mathematical principles, implementing data-driven curricula, supporting math-related communications, and motivating skill building and practice" (Roblyer & Doering, 2013, p. 319). Some of the apps that I use on the iPad when teaching math are Ace Kids Math Games, MathBoard, and MakeChange. When using the Ace Kids Math Games app, students learn to count, add, and subtract visually. The MathBoard app can be used with younger and older students because it teaches addition, subtraction, multiplication, and division.
When counting and adding change, I like using the MakeChange app with my students.
As you can see, there are a mulititude of apps that can be downloaded and used in the classroom on an iPad. Many of these apps are used daily as reinforcement for skills that are taught. Technology in the classroom offers so much more than traditional teaching. It entertains, motivates, and enhances learning.
The Smart Way to Use iPads in the Classroom http://t.co/xSLIoORt6U #ED5059413UWA — Barbara Banks (@BanksB2424) July 3, 2013
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