Class #11:   Thursday, July 17^th

During today’s class we looked at a few more apps that used to produce written output. The first two apps, “Clicker Sentences” and “Clicker Connect” would be beneficial for use in the Learning Center at my school.  I will be sharing these apps with our LC teacher as there is at least one ipad that is accessible for LC students at this time. The LC staff currently spends a significant amount of time developing hard copies of similar sentence activities that are presented in this app, having the versatility of the app would be beneficial for staff and students.

 

In terms of the “Co-writer” app, I can see this app being very useful for many of the students that I work with in Resource.  As mentioned previously, a few of these students have been trained on the Dragon Naturally Speaking software in the past, but due to limitation of licensing and the amount of time it takes to have an AT rep from the board visit and train the student, the software is rarely used.  As we gain access to more ipads, I can see using Co-writer with many students who have writing LD’s. I can think of one student in particular that has been receiving SLD (Severe Learning Disabilities) support for the past year, and he was in my grade 10 English course last year.  This student communicates well orally and has a very strong auditory memory.  He tends to thrive during class discussions, but when it comes to writing, he will write a minimal amount because he spelling is a huge challenge as is punctuation and sentence structure. As this student has some prior knowledge of spelling patterns and often uses phonetic spelling, I can see him benefiting from many of the features of Co-writer.

 

Here are a few notes regarding the apps that were reviewed today:

Clicker Sentences:

-students on IPPs in high school may use Clicker Sentences

-use grids in clicker sentences from learning grids.com

-possible goal for IPP: write three sentences by the end of the first term

-removing the mechanical processes required by writing

-settings are individualized for each student

-clicker connect is the next app that would be used after students have mastered this app (higher cognitive demand)

-app to use with LC students

Clicker Connect:

-does not have a model sentence option

-give more choices to students

-students can be creative and tell story about a picture

-words are provided, words will be read for students, as required

-can use prompts as sentence starters

-another app for LC students

-license for software for this program is approx. 300.00

Co-writer:

-use with students who have higher cognitive (LD)

-may not have the skills for siri or Dragon program

-students start to write words, and are given choices for words (uses word prediction)

-io8 will have more capable word prediction built into new version

-this is not on VPP program

-teacher creates topic dictionary or uses pre-made dictionary (click the book icon in top right hand corner) to use students when they are writing

-need some prior knowledge, can have phonetic spelling knowledge

-some students who have used co-writer have been able to come off of IPP after using this for period of time

iMovie

For our final assignment, we created an iMovie trailer to demonstrate our some of our take-aways from the course.  This was the first time that Mark and I had used iMovie, so we spent some of the time getting to know how the app works. The templates in the trailer section of this app are very user-friendly, and once we got started, it was easy to navigate through the program.  We shot a few videos in and around the building, and retrieved several still images from our previous coursework regarding AT and using google images to support the ideas that we were presenting.  After seeing the creative presentations of the rest of the class, we realized that we could have taken more of a creative approach with the trailer. I think that I would use iMovie trailers as a method in my classroom to have students introduce a text to their classmates (in English class). I can also see using it in my Child Studies class for students to represent different types of families or parenting styles using images, video and text.

Final Reflection

In reflecting upon the past two weeks, there are so many ideas that I am going to take away from this course.  First, the introduction and review of a significant number of apps for reluctant readers and writers has been a complete eye-opener for me.  While I was familiar with the use of some of these apps, I had not realized the versatility of the iPad, in comparison to other technologies that are currently being used in our schools.  The first assignment was a fantastic method of encouraging the use of a number of the “show what you know” apps, it not only required us to review the apps for possible uses with our students, and we had to assume the role of the “student” in order to demonstrate the concepts required by the assignment.

Having been familiar with the strategies involved in UDL, I have been working with teachers to promote the use of inclusive strategies and develop accessible learning opportunities within own practice.  However, the discussions and activities surrounding UDL in this course have given me a better understanding of integrating UDL practices with Assistive Technology. I have learned that UDL and AT are not one and the same, they are practices that complement one another. While UDL strategies should be practiced in every classroom so that all students have access to learning experiences, AT comes into play when an individual student requires a tool to enable them to participate in the learning experience provided in the classroom. 

In order to apply these strategies and tools in my classroom, I will first be looking at ways to support my school in attaining applicable technology to support our students.  In reviewing my course notes, I have been looking at the application documents regarding the PDAF Grant that was mentioned by Janet during one of our classes.  I have started to brainstorm ideas that I could use to apply for this grant during the upcoming school year. I am interested in applying for funding for iPads for use in our school’s resource room, for students in grade 10-12.  In my understanding, I must develop an innovative project that is directly related to the PSP.  The application mentions that the innovation may include “taking an established curriculum practice or program and using this in a new and unique way”.  In addition to my position as a resource teacher, I also teach English 10 O2.  The majority of the student in the O2 program are on the Resource caseload and receive supports for reading and/or writing through programming adaptations and/or direct support. I am considering the development of a project that would support the English 10 curriculum and integrate the use of iPads.  I would appreciate any feedback that anyone has regarding my application for this grant. I will also be looking at other methods of financial support for attaining iPads for our school, the first of which is the Telus Community Board funding program.

Link to PDAF Grant information: http://nstu.ca/default.asp?mn=1.22.91.178

Link to Telus Community Board Funding:  http://about.telus.com/community/en/how_to_get_funded/ 

At this point, our school has about 10 iPads for use in our tech-related courses such as Film and Video and Multimedia. Until we attain more iPads for general student use, I will be looking at ways of integrating some of the ideas that I learned in this course using the technology that we currently have available.  In the past, I have assigned an article response journal project for my Child Studies 11 students where they are required to summarize and critique articles relating to the topics we are studying in class. I would like to adapt this assignment so that students develop a blog where they record their key take-away messages from class, as well as article or videos relating to the content. I will be checking with our board to see if blogger is accessible by students. If not, I will be looking for another blog site that students will use for this project.  In the Resource setting, I plan to introduce students in Resource to the Shmoop website as a web browser that they can use for research purposes that will provide information using student-friendly language and supporting audio and video material. The language options in Wikipedia will also be useful for supporting students who require support in attaining the main idea when they are performing research related tasks. 

Thank you to all of my fellow-students in this course; it has been a pleasure learning with you over the past few weeks. And, thank you to Barb for all of the insightful experiences that you have shared with us. I am looking forward to taking EDUC 5173 in the coming year!

Day #10- Wednesday, July 16^th

I enjoyed using blackboard collaborate for this morning’s class. I found it relatively easy to use, and the procedures used throughout the course were easy to follow.  I like how this type of online collaboration allows for both verbal and written interactions.  This allows different types of learners to provide feedback using the mode that best suits their learning style (another example of UDL!).  In the first activity, we reviewed the use of PollEverywhere and shared different ways that students can show what they know. This was a good ice-breaker activity as it got us thinking about alternative means of demonstrating knowledge and understanding. Following this activity, we received a file transfer (another useful strategy embedded into blackboard collaborative) that contained 100 UDL apps.  While this includes many of the apps that we have already explored, I am anxious to experiment with others to determine which ones might be applicable in my current practice.

During the next task, we were asked to write a letter to the school board asking for ipads for our school.  Then, we attempted to put together a task analysis of the writing process by reflecting upon all of the processes that we used when writing the letter.  As mentioned in the discussion, the first thing that I noticed was how similar the reading and writing processes are, as in order to be an effective writer, one must have a solid understanding of the reading process.  Barb shared a comprehensive version of a brainstorm of the processes involved in writing. While I was able to follow the graphic organizer that was being reviewed, I found that processing all of the information involved at each stage was quite overwhelming. I have found it useful to look at the apps that are highlighted in orange on the organizer and work backward.  For instance, DraftBuilder, Inspiration and Kidspiration are included in the section that relates to a person’s prior knowledge and experience; this shows that a student may use these types of AT to organize their thinking and previous experiences around a topic in preparing to write.

The videos that we viewed during the class introduced several ideas about the physical processes involved in writing.  In the “Pencil Skills” video, I was surprised to learn how the control of the trunk of the body influences how we control the rest of our bodies. I like the strategies that were mentioned by the OT in this video, including the “Pencil Olympics”, and the “baton twirl”. I can see using some of these tips in the resource setting to encourage students to look at their own pencil grips and how they may be improved.

We were introduced to several apps that may be used by struggling writers. Here are some of my notes from this part of the class:

Inspiration:

-value for students who have too many ideas to organize

-can use as a template for students who need a sentence starter or visual prompt in writing process

-comes with many templates

-easy to use

-lite version is free, full version 9.99

-can use voice-to-text (siri) on iPad

-Popplet, kidspiration, imap- other apps for brainstorming

Tools 4 Students:

-contains pre-made templates to organize thoughts

-easy to use

-may use as a whole class or individually

Clicker Sentences

-students with motor output issues

-selection sets that are subject specific

-allows teacher to individualize for each student (adjust word order, etc)

-errorless writing, provides words for students to build sentences

-easy to make new sentences (click “Add”)

-can email product to the teacher

LearningGrids.com

-pre-made grids available for immediate use that can be used with Clicker Sentences

-able to adjust setting for individual sentences

Clicker Connect:

-similar to Clicker Sentences

-you can use pictures in the cell

-provide choices with picture support

Co-Writer: (19.99)

-go- to word prediction software and app

-click (+) and start typing in words, and it starts predicting the words that are being used

-topic dictionaries: contains words relating to subject, there are existing dictionaries in co-writer that the user can access

-you can develop topic dictionaries to suit the students

-can change the main dictionary that is used when student is writing

-when student puts period in, it will read the sentence aloud (an option on this app/ software)

Assistive Technology and Universal Design for Learning:  Two Sides of the Same Coin

The primary focus of this article was a comparison of AT and UDL.  I had assumed that AT was included within the UDL approach because providing environments that accommodate a variety of learners means utilizing AT within that framework. After reflecting on this reading, I can see how AT and UDL integratr to provide effective learning solutions for all students.  While technology is included within the UDL framework; more specifically, assistive technology is used to increase, improve or maintain the capabilities of individual students with disabilities.  I liked the example of the architecture that was given to illustrate the difference between the approaches. Altering the environment in the building to include ramps and elevators makes it more accessible to all users (UDL) while providing electronic wheel chairs, wheeled walkers and other supports for those with physical challenges addresses the individual needs of the user (AT). 

I can relate to the scenario where the student with the reading disability is having difficulty with their text-enriched history class.  In my experience as a resource teacher, I provide supports for students like the one mentioned in this scenario.  For example, he or she is having difficulty understanding concepts in their history class due to the amount of text presented as learning material, I assist the student learn the material, or provide he or she with tools to use to access the text that has been presented.  Some of the teachers at my school use UDL strategies, while others follow more traditional instructional strategies such as lecture and use of textbooks.  Time constraints and high volume of curriculum outcomes are often sighted for reasons that traditional methods are used in lieu of approaches that provide alternative representation of material.  The other resource teacher and I often work collaboratively with teachers whose students frequently receive support in Resource to implement strategies that are accessible to all students. 

 

AT	UDL
Specifically considered for an individual student	Makes the general education curriculum accessible to students with varying needs
Used by a student to meet the expectations of the general education curriculum	Used by all students with diverse learning needs
Monitored by special educators but also used by general education teachers	Implemented by general and special education teachers

Day #9:  Tuesday, July 15th

Today's Class:

During today's class we worked on our iTunes U course to add descriptions of each of the 20 apps that we're including, as well as videos, images, webpages, a podcast and a range of articles to support the topic.  Overall, the process of creating the course has been quite smooth.  I have found the iTunesU course manager interface fairly easy to navigate, and I have found it beneficial to be able to access the course on the ipad after inputting changes into the course manager.  In preparing the course for a group of teachers that are unfamiliar with the topic, we have been putting ourselves back into "teacher mode" where we look at a multitude of ways to present the material through the course.

Take the Pencil Out of the Process:

This article gives a comprehensive overview of how writing can be a labour-intensive process for many students, including those with Autism.  By focusing more energy on the handwriting process than on actually reflecting upon the content of their writing, many students write as few words as possible so that the process of writing is shortened.  I have worked with many students who fit this profile.  By the time they read high school, they have developed coping strategies for use with their writing.  For instance, if they are required to write a reflection or answers to comprehension questions, they typically write a minimal amount so that the actual writing task is as short as possible. In working one-on-one or in small groups with these students, I have found that they often understand more than they are demonstrating in their writing in order to avoid the pain-staking process of getting the words on paper.

As mentioned by Broun, there is significant and long term impact on academic achievement for students who are not given opportunities to develop their writing in creative and imaginative ways.  Students who consistently form printed or written letters incorrectly should be given opportunities to express their thoughts using alternative means such as word processing programs or other assistive technology. By altering the means which students record their thoughts, we are implementing UDL practices so that all students have the ability to demonstrate their understanding.

 Assistive Technology and Writing

I appreciate how this article reviewed the two distinct aspects of writing (physically producing the text, and written expression) and how either of these aspects can be a barrier that prevents a student from demonstrating what they know.  This article presented a well developed overview of low, mid, and high tech options for students with writing difficulties.  Since it was published in 2009, further developments have been made in the assistive tech that is used with students, especially in the area of high tech options.  However, since my current school has limited access ipad and other mobile technology, many of the strategies mentioned in the article continue to be used by our students.  A few students use Fusion Writers to record answers to questions or complete other writing that is assigned in their courses.  While this technology has been replaced by more user-friendly tools, the Fusion has been effective for students as they are able to take the device to class with them, so that they are not removed from the learning environment.  

Diagnosis and Intervention Strategies for Disorders of Written Language

This article describes the complex processes that are involved in developing written language.  While I was reading through the processes, I drew many similarities among the processes used for reading with those used for writing. However, the kinetic processes involving both gross and fine motor coordination and motor memory cause this process to be more complex that those required for reading. 

Kay mentions three subtypes of dysgraphia (poorly legible text, motor clumsiness and defects in understanding of space).  While Deuel (1994) defines these subtypes are distinct, it seems as thought the subtypes often overlap in the diagnosis of dysgraphia.  I work with many students who demonstrate all three subtypes within their writing.  It is clear that the students with dysgraphia benefit from by-pass (or compensatory) strategies described in the article, such as shortening assignments or extending time for completion.  

A presentation about Dysgraphia 

Class #8:  Monday, July 14th

During today’s class we learned about several compensatory strategies that are typically used with students that are in grade four and up.  Here are some notes and comments about the apps that we explored:

ReadIris- (access app)

Now 4.99 (with volume purchase program in schools- half price)

-a scanning device

-will translate to some languages

-this is typically used by students (or teachers) to scan text that students are required to access

ClaroPDF-  (output app)

(0.99) this app will read aloud, and students can input their answers

-tap anywhere, and it will start reading

-tap on the top menu to get the editing menu, add text to the document

-for younger children, teacher will scan document and student will access it in this document

-once the text is digitized, go to settings- change voices,

-speed- 150 is average speed that people profess information (some students need the speed to be 120 wpm)

-this app is to be used after text is scanned into the device, it reads the text for the student

Scribd

(8.99 per month)

-the netflix of e-books

-unlimited access to books online

-can be accessed on more than one device at a time

NaviDys

(2.99) a web browser that is optimized for students with dyslexia

-uses dyslexic friendly font

-Dyslexie font- easier for dyslexic students to access the print

More information about Dyslexie can be found here

Khan Academy

(free) video lessons

-support for lessons taught in the classroom

-repetition, flexibility for student

-practice games to reinforce the concepts that have been taught

We also discussed accessibility options on the ipad. These options can be viewed by going into “settings” on the home screen, then “general”, and “accessibility”.  The most important setting for reluctant readers is probably the “speak selection” feature.  By enabling this feature, students are able to select text from any document and have it read by the ipad.  

Using Speak Selection on iPad:

 

Before we worked on our iTune University courses, Barb reviewed the steps required to create an iTunes U course.  This was a good refresher for those who hadn’t created their courses, and I picked up a few tips about adding attachments to the course. I had created my course on the weekend and have set up the sections and started to add several apps and a few research articles regarding reluctant readers.  Up to this point, I have found the course manager software quite user-friendly. I added Mark as a “contributor” to the course, so that we can both work on the same course simultaneously.  We looked at the sections for the course and decided what we will work on before tomorrow’s class.

Shmoop: 

On the weekend I spent quite a bit of time exploring apps that will be included in the course. I have found many that I think will be applicable for my students, once they have access to iPads.  I explored the use of Shmoop and found that their browser is web-based and much of the site is accessible without a username and password.  The browser feature of Shmoop is provides information in “student-friendly” language that is more accessible to students with reading difficulties. 

What is Shmoop? (a video)

A note about today’s articles…

The course overview lists three articles that are to be reviewed for today’s class (Day 8). I will be reviewing these articles later in the week as we discuss the writing process in further detail.

Class #7:  Friday, July 11^th

Webinar #1:  Apps to Enhance Executive Functions

Executive functioning:  driven by the frontal lobe of the brain

• Responsible regulation, time management
• Set of processes (self-management, management of resources)
• Pulls from many areas of the brain to use processes to meet goals
• conductor of orchestra, CEO of the brain (analogies)
• Think—Decide--- Act
• behavioural regulation
• students are inconsistent in their performance
• reading, writing and math are effected
• Production is impacted—i.e. writing thoughts on paper, planning for assignment due and how to accomplish and organize themselves (thoughts, materials, time-management)

Executive function difficulties:

• frontal lobe dysfunction in all psychiatric disorders
• any student with a mental health diagnosis, must look at executive function difficulties
• Ex:  students with ADHD (focus, select attention, sustain attention, self-regulate), students with ODD (self-regulation, for-seeing the outcome of their behaviour), Students with Autism (self-awareness)
• High structured learning environment is important to support executive function difficulties
• When assignments are not mediated by the teacher, these students have difficulties determine how to start an assignment, etc
• Thinking- planning and prioritizing, working memory, time management, organization, metacognition (self-monitoring)

 Planning & Prioritizing Apps:

• Tools4Students- has graphic organizers, teachers use it with class and project onto white board while students are following, teacher could choose the organizer and fill in parts for students who require this support (FREE)
• Reminder- scheduling, planning, prioritizing

Emotional Control Apps:

• Take a Chill- ability to manage emotions in order to achieve goals, complete tasks or control direct behaviour (0.99)
• Let Panic Go- managing anxiety (2.99) guides student to engage in calming behaviour, junior high, high school students, adults
• The Shredder (0.99)- type in negative thoughts and drag thoughts into the shredder, rid themselves of negative thoughts
• Calm Counter (2.99)- visual aid to provide supports to manage emotions

Sustained Attention Apps:

• SoundCurtain (4.99):  blocks out background noise and enhances focus and attention, engagement and concentration on task; adjusts sound output to the amount of sound going on in the environment, has intelligence, self-adjusting white noise or other sounds
• iBooks:  Enhanced Books or Textbooks, interest added to textbooks with embedded video, animations, audio, highlighting, etc (free)
• Visual Timer  (0.99)- set the timer to visually count down, easy to use or apply

Organization Apps:

• Student Life Organizer (Free)- calendar app and organizer, easy to customize
• Calendar App
• PhotoMind, Picture Scheduler

Metacognition:

Self-monitoring, self-evaluation skills

• Waitstrip (0.99) Waitstrip Timer (Free)
• iRewards (3.00 or free lite version)- rewards chart for children
• Sosh Voice Meter (visual feedback on voice volume)

Response Inhibition Apps:

Thing before you act, ability to resist urge to do or say/ evaluation of the situation

• Pictello (18.99) ejournals, picture stories, voice recoded
• Conover Company- Functional Life Skills Series, Social Skills Sampler (free), Everyday Social Skills HD (1.99)- modelling skills

Task Initiation Apps:

• Inspiration (9.99- ipad only) use as a visual graphic organizer to cue writing, step-by-step organizer
• Work System (Free) a visual schedule- walks a student though what to do when working through a specific task

Flexibility/ Adaptability Apps:

• Sock Puppets- (free) fun, easy to use, role playing, social stories
• Fantastic Four in a Row (0.99)- experiences with winning and losing, choices of games, group work, pairs, fun and easy
• Triggers
• SOSH Recognition

Webinar #2:  Apps for students with LD

Reading & Assessing Information

• go to “Settings” on ipad, touch Accessibility Options—Speak Selection (will pronounce words that are highlighted)
• Guided Access- restricts the user to just one app

iBooks

• will allow us to readaloud pdf documents 
• can establish personalized bookshelves, organize by student or subject
• enhanced textbooks (ex: Biology 12 textbook) able to use enhanced books before you make the purchase
• has built in quizzes (called widgets)

ReadIris  (37.99)

• Document scanner
• Import images or pdf files from your photo library and clipboard, import pdf files received from other apps

Type on PDF (free)

• student can scan a document and then type their answers on a scanned document and email them to their teachers

PDF Voice Reader (4.99)

• Allows students to follow along
• reads pdf files

Prizmo (9.99)

• Take a picture of text in a book or written
• Transfers the writing to text
• the app will read the text to student

Puffin Web Browser (free or 2.99)

• supports apps that require flash
• access to ebook sites: tumblebooks, raz-kids, StarFall

Qwiki (free) – unable to locate in app store (??)

• reference app that presents information in text and visual, video/ audio
• interactive 

iWordQ (24.99)

• enhance writing for those with LD, physical difficulties
• enhanced word prediction
• text-to-speech
• read alound text with chunking options

Siri Dictation

• voice to text
• available in ANY app- notes, pages, docs to go
• can be challenging to use, students must speak clearly
• requires wifi

Paperport Notes (free)

• Import pdf
• Annotate on any imported document
• Great for test taking, snap a picture of hard cope and type in answers, email to teacher

PaperHelper (1.99)

• One of a kind app
• Two screens that run simultaneously- word processor and research document
• Shmoop- website that was used with this app (must create use and password)

Sticky Notes for iPad (0.99)

• Simple to drag and move the notes
• Double tap to edit the notes
• Easy to use

Panther Calculator (6.99)

• A calculator for students with physical disabilities or other
• Large screen
• Easy to user

Panther Math Paper (19.99)

• Incorporates UDL principles so all users can complete math
• For beginning to advanced math

Drop Box

• Allows you to share a product that you have developed on your ipad
• Accessible to students on computers or mobile technology
• Easy way to share large files through mobile devices
• Share files via email invitation links, requires wi-fi

Top 3 Apps from each webinar:

iBooks: (mentioned in both webinars) FREE
This app would be highly useful for students who require reading supports such as decoding (using the text to speech component) or visual supports such as enlarged text (using the tool that magnifies text). The app encourages vocabulary development as users may highlight and select define for any words in a book file and a definition will be provided. I am excited about the prospect of using enhanced textbooks through this app. I think that many of the student with whom I work at the high school level would highly benefit from interactive textbooks in courses such as African Canadian Studies or the Global Studies courses.

Take a Chill (1.99)
This app is used for emotional regulation including anxiety and other emotional issues that affect many of our students. The app prompts the user to move to a calm setting and to participate in mind clearing activities including deep breathing. I think that many of my students could benefit from the use of this app as they often leave their classes to seek emotional support in the resource room. Such students are often dealing with issues relating to home, or friends, or circumstances that are inhibiting their ability to focus on their school work.

Work System (Free)

This is an app that allows you to create visual schedules for students as a method of reinforcing what they should do at each stage of a specific task.  Such schedules may be used with students in elementary school in the classroom setting to provide assistance in breaking down tasks such as projects or assignments, or for the reinforcement of life-skills, such as getting dressed for outside. One of the positive aspects of using an electronic-based visual schedule is that it can adapted as the student develops

Siri Dictation (used with any app)

This is a free program that is included in the ipad that will translate voice to text in any app.  When a keyboard appears on the screen for students to input information, they must touch the microphone button (alongside the space bar) and speak clearly into the ipad.  The word will be transferred into text.  This program is an effective tool for students who struggle with writing or spelling.

Prizmo (9.99)

This app allows students to take a picture of text in a book or writing, the writing is transferred to text and then the app will read the text to the student. It is easy to use and accessible from an ipad, so students can use it in their classrooms without having to go to a computer in a lab or resource room to use other text-reader programs (such as Kurzweil).  I know that this app would be highly beneficial to a significant number of students on my resource caseload who currently access Kurzweil from a PC in Resource or have the text read to them.

Type on PDF (free)

Using this app, a student can scan a document (such as a worksheet) and then type their answers or notes onto the document, and then email the document to their teacher, or print it to be used as a resource in another assignment. The app could be used alongside of the Prizmo app (described above) so that the student could read the text using Prizmo and record their answers using Type on PDF.  Again, this is an app that could be used directly in the classroom through the use of an ipad.