Journal #10

Brown, Don. (2012). Rural Districts Bolster Choices with Online Learning, Learning and Leading with Technology, 39(6), 13-17. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

 The article is about the improvement of students' education through the use technology in four rural communities. Many small districts are faced with the problem of not being able to provide the same amount of classes with the same quality as those in larger more urban ones. By purchasing turnkey courses which provided everything from lesson material to teachers, the schools were able to provide education to students that fit the specific needs of each community. Each of the four districts in the study had different reasons to incorporate online courses into their school system, and each were met with diverse results.

Question One: Is the use of online courses effective as a substitution for traditional teaching?

The answer to this question depends on the schools. It was found that in schools that required the students to maintain a GPA and/or pay for the courses (in one case students were to pay 10% of cost) students performed well overall. Another way to obtain classroom involvement was to require students to complete approximately six percent of the courses work each week. This gave the students a structured set of goals to accomplish to motivate them to actively participate in course. The However, this was not always the case in every school. In one location the school found that students that did not have anything invested into the program were generally less motivated to actively excel in the class.


Question Two: What benefits does online courses provide to the students that traditional teaching may not?

The use of online courses has many benefits for students. One such benefits is that the students can explore who their interests and find their place in the world. By requiring that students maintain a 3.0 GPA or higher the students who qualify are already not under threat of failing. This allows them to spend time in courses that are not generally available at their location. These classes can expand their world and possibly motivate them into future career choices. Also, by being given the chance to take classes they normally could not, students were able to complete courses that would be required for entry into other schools or colleges. They could take in information at their own rate allowing them. Many classrooms advance too quickly for some students to keep up. By doing online courses they are able to slow down or speed up to match their own individual needs.

Journal #9

Pape, Sheehan, Worrell. (2012). How to do more with less. Learning and Leading with Technology, 39(6), 18-22. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

The article addresses the growing concern schools are faced which is how they are to teach students effectively when more students are entering the classroom each year and the schools are given less time and funding to do so. To answer this problem the schools are beginning to turn to online possibilities. The article presents two different methods of education: blended teaching and flipped classroom instruction. Blended teaching involves a mixture of both in class and online sessions for class-time. Flipped classroom instruction creates a situation opposite that of standard classes. Students learn the content while at home and use their class time to actively practice the material so they can get immediate support when it is needed.

Question One: What are examples of tools that students can use to improve their online learning experience?

There are many different types of support available to students through the use of the internet. Blogs can be used to express their ideas, knowledge, and question to a real audience and are able to receive feedback to them. Wikis can be used to promote collaborative skills while also providing students to share ideas between their group partners. Social bookmarking can be used to support the research of students. Not only can they find information for themselves they can also share it so that others can benefit as well.

Question Two: Are either of the methods presented beneficial to the students?

The use of digital alterations to the standard classroom has numerous benefits to the students. The create capabilities of a student can be further developed through assignments since they can brainstorm, design, illustrate, their assignments in new ways. In one example the students were to create a story and by using easy to use programs were able to create storyboards far beyond what they could do with paper and pencil. The use of social networking also helps students learn to cooperate with others. The use of devices such as blogs, social bookmarking, and wikis, students learn to work with one other and provide feedback on their work.

Journal #8: Adaptive Technology

COMMUNICATION:

 

Augmentative and Alternative Communication, abbreviated AAC,  is any communication method used to supplement or replace speech or writing. It is most commonly used for any person with impairment in the production or comprehension of spoken or written language. Conditions that would require the an AAC method includes congenital impairments such as autism, and acquired conditions such as Parkinson’s Disease. 

A low-tech example of a AAC device is the BIGmack produced by AbleNet. The device is a small recorder with a large button on it that can record up to two minutes of speech. It is as simple as record a message and then play back the recording by using the button at any time. It can also be hooked up to other devices that a person may already be familiar with to improve the using conditions. There are also toys that are made with an adaptor that allow activation of the toy via the BIGmack. For a student who is affected by acquired condition the BIGmack is a great tool to ease them into AAC devices. By using a BIGmack a student can use a prerecorded message in the classroom to gain the attention a teacher, teacher aid, or another student with a simple phrase such as "Can you help me."

A high-tech AAC device is SpringBoard. Produced by Prentke Romich Company, the SpringBoard acts as a replace for communication for a person with a speech impairment. They can select  from a list of pre-programmed words from a touch screen that will then be spoken out loud. At the same time the machine also displays the word as its being said so the user can comprehend what they selected if the person requires such aid. There is also a separate hands free module that can be equipped to the SpringBoard that recognizes selections based on head movement. For a student in a classroom this tool could be used to greatly improve his or her education. The SpringBoard can be used by the student to relay answers to the teacher as well as express questions or concerns the student may have with the information being taught. The device also allows a student to communicate to his or her peers with simple phrases allowing them to feel more connected to the classroom. This is especially important since many special needs students feel as though they are left out in many cases due to their impairments.

ACCESSIBILITY:

 An Input device is tool that allows a user to use a computer with the most commonly used devices being the keyboard and mouse. An special needs student may have a impairment that makes using such tools difficult if not impossible. For such people companies have developed hardware and software to accommodate to their needs.

   

An example of hardware that creates greater accessibility for AAC users is the Q-Talk. This hand-held, mobile computer is a joint project between Q-Talk itd and Samsung. The Q-Talk can be used in a classroom to greatly advance the education of a student who has difficulty using a standard computer setup . It has many different input options to accommodate the user as much as possible. The screen is touch-sensitive and can display a keyboard allowing for easier typing than on a full-size one. It also includes a stylus pen to allow use of the keyboard even if holding a pen is the only option. It also allows much (like the SpringBoard) to communicate for the student. By imputing information it can then replay it verbally. On top of all this it is programmed with many of the common computer programs such as a word processor and a calculator making it an effective tool in many different subjects.

Windbag is a form of AAC software usable by any computer. The program allows students who have confidence in their literary skills to create verbal messages via a computer. This software can be beneficial if a student has access to a computer. Much like the Q-Talk, the Windbag requires the user to input the message they wish to express. To help make the process easier for the student, the software has a large database of programmed messages for quick use. This will reduce the time it takes for a student to communicate thus speeding up the education process.