I'm sorry that it took me so long to put up my wiki site!
http://saepstei.pbworks.com/AN-ASSISTIVE-TECHNOLOGY-TOOLKIT%3A-TYPE-II-APPLICATIONS-FOR-STUDENTS-WITH-MILD-DISABILITIES
9:01 AM
7:52 PM
A Podcast is an audio or a video file delivered to a computer over the internet. Podcasting is a new emerging technology that is a web-based audio broadcast, known as the RSS news feed. We have messed with audio and videos on the internet for a long time, but the difference for podcasting is the way audio file is delivered to your computer. Podcasting is a mechanism for anyone to subscribe on the web but it’s all for free. Podcasting is a pre-recording that stays in your computer so you can listen to it as many times as you want. Podcasting today is popular because its distribution over the internet is efficient. Podcasting has allowed almost anyone to make a show about any good idea or talent that they are passionate about and they can share it worldwide.
Podcasts can catalog various podcast directories such as I Tunes to save on your computer. Podcasts are very user friendly for students and teachers. Teachers can download and save educational episodes and use them over and over again. Teachers can have students either listen or watch these episodes anywhere. Podcasts are available on sets of laptops, iPods, or any other devices. Podcast episodes can be downloaded on these devices directly at their desks, in the library, on fieldtrips, or at home. It’s Portable! You can travel anywhere and it would still be available to listen or watch.
Podcasting is a useful because there are multiple opportunities when teachers can integrate it in their classroom. Teachers can publish their daily lesson plans that students can receive at home and listen to as a daily reminder or if a student is absent and needs access to assignments and announcements. Some teachers doing a specific subject, such as “Social Studies, could have their students do oral histories or interviews or even have them do a reenactment of historical events. Science Teachers can have students narrate labs, dissections, or experiments to record their processes. Podcasts can be used by Music Teachers so they could record recitals or special events.” () This technology is a cross-curricular experience that is an accessible resource for students, families, and teachers.
Students can now record creative talents or ideas right on a podcast and share it worldwide to anyone on the web. This simple method to a podcast provides anyone to receive any episodes and it can provide anyone with some new information about a concept or topic and it might help another understand it.
I learned to use podcasting by looking up several YouTube Videos to get a clear idea of what podcasting was and how I as a teacher could use this software in the classroom. I found it helpful to first get the general idea of what a podcast was and how it worked. It is available to all users and anyone that has internet can subscribe and receive these shows. I discovered that if students are still struggling with a concept, I can use a visual presentation to make it relative to them. In my podcast I can use a talent or idea that is a clear picture for a student to connect and understand any concept. I also learned that I can subscribe episodes for free and saved it on iTunes. The best part is that I don’t have to spend any money or I don’t have to return these podcasts to the library or buy them online.
Podcasts can catalog various podcast directories such as I Tunes to save on your computer. Podcasts are very user friendly for students and teachers. Teachers can download and save educational episodes and use them over and over again. Teachers can have students either listen or watch these episodes anywhere. Podcasts are available on sets of laptops, iPods, or any other devices. Podcast episodes can be downloaded on these devices directly at their desks, in the library, on fieldtrips, or at home. It’s Portable! You can travel anywhere and it would still be available to listen or watch.
Podcasting is a useful because there are multiple opportunities when teachers can integrate it in their classroom. Teachers can publish their daily lesson plans that students can receive at home and listen to as a daily reminder or if a student is absent and needs access to assignments and announcements. Some teachers doing a specific subject, such as “Social Studies, could have their students do oral histories or interviews or even have them do a reenactment of historical events. Science Teachers can have students narrate labs, dissections, or experiments to record their processes. Podcasts can be used by Music Teachers so they could record recitals or special events.” () This technology is a cross-curricular experience that is an accessible resource for students, families, and teachers.
Students can now record creative talents or ideas right on a podcast and share it worldwide to anyone on the web. This simple method to a podcast provides anyone to receive any episodes and it can provide anyone with some new information about a concept or topic and it might help another understand it.
I learned to use podcasting by looking up several YouTube Videos to get a clear idea of what podcasting was and how I as a teacher could use this software in the classroom. I found it helpful to first get the general idea of what a podcast was and how it worked. It is available to all users and anyone that has internet can subscribe and receive these shows. I discovered that if students are still struggling with a concept, I can use a visual presentation to make it relative to them. In my podcast I can use a talent or idea that is a clear picture for a student to connect and understand any concept. I also learned that I can subscribe episodes for free and saved it on iTunes. The best part is that I don’t have to spend any money or I don’t have to return these podcasts to the library or buy them online.
7:06 PM
An Assistive Technology Toolkit: Type II Applications for Students with Mild Disabilities
Posted by SarahTeachers have the responsibility to provide each and every individual student; whether they have a disability or not; with the best quality education. In this article: “An Assistive Technology Toolkit: Type II Applications for Students with Mild Disabilities”, two quotes that “spoke to me” were “This world of possibility for access to learning, however, has not yet been attained in our classrooms. Although continuing advances in technology applications offer the possibility, and legislative intents hold the promise, moving technology use to a world of reality will take concerted efforts among teachers, students, and teacher educators…”(Kathleen Puckett,2009). Assistive Technology has an increasingly important role to play in helping special education students achieve general education outcomes.”(Anderson-Inman, 1999; Behrman & Jerome, 2002; Fisher & Frey, 2001; Male, 2003; Rachow & Rachow, 2004; Rose & Meyer, 2002).
Legislation has made a point that it is important to give each student that has a mild disability, a chance to prove their capability to succeed in the general education classroom. Throughout the other article, “Assistive Technology Inclusion”, Joey was an excellent example of a student that used Assistive Technology which gave him access to actively participate with his peers and in the activities. This assistive technology would significantly change a student’s life and confirm their confidence to participate in the general education curriculum. Joey’s life was significantly changed and because of this change he has improved and has continued to grow and achieve his academic goals.
What can teachers do to help students with disabilities succeed in the general education curriculum? It is important to recognize that in the first quote it voices the problem of gaining access of assistive technology for the classroom. Access to assistive technology can open the doors of opportunities for the students with disabilities to participate and feel a part of the general education classroom. It is important to see what these students are really capable of doing anything if given the chance to use an alternative resource for their success. If technology can make it easier for something to be read, defined, translated, captured, or transformed then it is our duty to make sure that students have access to this organizational software. As a student, I encounter many mental and physical developmental challenges. I had to be taken out of the classroom sometimes to accommodate my needs. I was determined to do whatever it took to be in the classroom like everyone else and succeed academically. In many of my conferences, my parents voiced that I should have immediate attention to my goals. The built in supports that I used help me succeed developmentally and academically. The alternative resources accommodations that I used were software learning programs, small group accommodations for testing, modified assignments, aids to assist me with writing, equipment for developmental strengthening, having a scribe, physically conditioning activities to build up my strength so I could walk normally. Assistive Technology helps teachers discover how they could help me achieve my academic goals.
How teachers eliminate limiting students a quality education? In the second quote, I discover that assistive technology is proven to play the role in helping special education students achieve their academic successes in the general education curriculum. This inspired me and it voices the recognition that any student can succeed so long as they have their alternative resources at hand. Students should not feel in any way that they are limited of gaining the best quality education that they can pursue. It may be challenging but it is worth to observe and show that students with disabilities are capable of anything if provide access to alternative assistive resources. Once teachers recognized what they could do to help me succeed they use several testing skills and provided me with other useful software where I could increase my development and skills where they saw I needed the most improvement. I grew confident that I was capable of doing anything once I set my mind to it. If teachers eliminate from just going by the diagnosis of “Students with disabilities are limited”, they can recognize the student’s true academic capabilities and successes and apply alternative learning and developmental strategies that will help them achieve their academic goals.
How can assistive technology useful for both teachers and students? I discovered that it is important that teachers should integrate the curriculum with assistive technology. It can be a useful resource to make electronic worksheets, assignments, or any given lesson opportunity to seek outstanding results and developmental skills improve. Teachers can give students an open-ended assignment where they can use technology and this can increase the development for students to learn higher critical thinking skills. This suggests that teachers are getting a technology skill education and they can provide students with accessible assignments that can be open-ended and can increase their educational development in any specific academic area. I found it helpful to have open-ended assignments because it gave me the chance to be a part of the classroom and participate and give my individual thoughts of the answer. Working in the classroom with other students on group presentations and technological presentations showed my creative capability of research and creative ideas that I could contribute to the presentation. Having access to Technology assistive support, I began my journey to improve my strengths and weaknesses developmentally and mentally to become the hard-working student I am today.
Assistive Technology played a significant role in Joey’s and my life; it provided us a supportive alternative resource that we could use and achieve academically. It created great opportunities to interact with their peers. Teachers need to research multiple advance assistive technology that will help improve student’s life, academic, and developmental skills. I and Joey both felt a part of the core curriculum and that we could achieve at anything and not feel like we were limited to do something the other students could do. Teachers need to pay close attention to the needs of students with mild disabilities for the sake of the children being successful in the future.
References
Anderson-Inman, L. (1999). Computer-based solutions for secondary students with learning disabilities: Emerging issues. Reading & Writing Quarterly, 15 (3), 239-249.
Behrmann, M., & Jerome, M.K. (2002). Assistive technology for students with mild disabilities: Update 2002. ERIC Digest E623. (ERIC Document Reproduction Service No. ED 463595).
Fisher, D. , & Frey, N. (2001). Access to the core curriculum: Critical ingredients for success. Remedial and Special Education,22,148-157.
Male, M. (2003). Technology for inclusion: Meeting the special needs of all students (4th ed). Boston: Ally &Bacon.
Puckett, Kathleen (2005). An Assistive Technology Toolkit: Type II Applications for students with Mild Disabilities. The Haworth Press Inc., 22, Retrieved 5/16/09, from www.haworthpress.com/web/CITS
Rachow, R., & Rachow, C. (2004). SKIP-Secondary Kurzweil Implementation Project. Closing the Gap, 22(6), 10-12,23.
Rose, D., & Meyer, A. (2000). Universal design for individual differences. Educational Leadership, 58(3) 39- 43.
Sax, Pumpian, Fisher, C. , I, D (November 1995). Assistive Technology and Inclusion. Interwork Institute, Retrieved 5/16/09, from http://www.newhorizons.org/spneeds/inclusion/teaching/sax.htm
11:22 AM
Wow! I did not realize how difficult it would be to make my page look appealing to others. When I first started, I picked a green template and uploaded a picture right in the middle of my blog article. I showed my sister because I thought it looked awesome. When I saw the reaction on her face, I knew I didn't do as a good of a job as I thought I had. I quickly asked what went wrong. She explained to me that you need to stick to only a few colors in order to make your blog or whatever project you are working on not hurt other people's eyes. She also pointed out that images do no good if they are blocking your words. Nobody will read them and it will be to overstimulating. My sister is a freak when it comes to this kind of stuff. She tutored me on how to pick good font colors to go with my background. Now I am all set! However, she never blogged before, so that's where I got to teach her how to do this! Then she helped pick the template and font colors. She had fun learning how to do this, and I had fun teaching her how!
My sister was desperate to learn how to make blog website because I told her how useful a blog can be for parent/teacher/student communication, especially since she will be teaching sixth graders next year who most likely know how to work the internet. Besides utilizing this in my future career for communicating with my students and their families, I can make a personal one to keep in touch with my family and friends. Similar to Facebook or MySpace, but much more private.
My suggestion to anyone interested in making a blog is to first of all know your purpose. Is this going to some how communicate for a job purpose or is this for family and friends? Pick topics and blogs that will be useful to these specific ideas. Also, nothing is completely private, so be careful what you put on here. You never know who is reading this! Also, pick pleasing color schemes and simple fonts. Stick to only a few colors otherwise the blog page becomes to chaotic looking. Don't forget, never stick an image behind your writing unless it's very light and simple! This will make it difficult to read your writing and will be very distracting!
11:02 AM
Hello, my name is Sarah Epstein. I am currently a sophomore at IUPUI. I am majoring in Elementary Education. I come from a family of two sisters. My older sister Amanda, is currently a teacher in Phoenix Arizona. She works with students who are learning English as their second language and students with special needs. My other sister, Sandra, attends North Central High School and is currently on a vocational program. Sandra has special needs including speech difficulties, emotional challenges, and delayed learning impairments. Both of these people inspired me to become an educator. Aside from my career goal of becoming a teacher, I like working at the Jewish Community Center as a camp counselor for Kindergardeners and as a member of the After School Age Services. For fun, I like to go swimming, work out at the gym, shop till I drop, hang out with friends and family, and download iTunes. Something you would never guess about me is that my family has four chihuahuas and their names are: Oliver, Oscar, Omar, and Otis.
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