App Smash Update:
Since Thursday's class, I have been continuing to explore many of the apps that were suggested for use in Assignment #1. I have to say that I have really been enjoying the process of getting to know how to use the various apps, and exploring methods of using them for our first assignment, as well as possible uses in the upcoming school year. I have found that most of the apps that I have tried up to this point (Book Creator, Tellagami, CloudArt, Toon Camera, VideoScribe, Visual Poetry, etc) have been quite user friendly, or easy to access youtube videos to assist in their use. Although at first I was skeptical about our first assignment, I now realize the value in exploring the apps and the thought processes that I've used to familiarize myself with the course related terms and the technology I will use to present my findings.
Today's Article:
In the article “Touching the virtual, touching the real: iPads and enabling literacy for students experiencing disability”, the authors discussed how the gestual and sensory experience of touch can allow students with physical and cognitive challenges to engage in literacy activities. They found that the touch-mediated communication provided through the ipad provided rich learning experiences for the particular group of students attending a specialized school inAustralia
In the article “Touching the virtual, touching the real: iPads and enabling literacy for students experiencing disability”, the authors discussed how the gestual and sensory experience of touch can allow students with physical and cognitive challenges to engage in literacy activities. They found that the touch-mediated communication provided through the ipad provided rich learning experiences for the particular group of students attending a specialized school in
As a resource teacher at the high school level, I feel that the use of ipads for many of our students with learning disabilities would provide an equal sense of empowerment that has been illustrated in the Flewitt article. Many of the students with whom I work require assistance to decode readings for their assignments, and assistance scribing or the use of a word process (due to lack of access to ipads or other mobile technology). Providing these students with an ipad would allow them to scan and read their course material (using an app such as Prizmo), or a voice-to-text app (such as Dragon Dictation) to record their answers to an assignment. This would allow students to focus on the concepts that are being taught rather than how they are going to receive the information or present their understanding.
I am quoting the final line of your analysis as I think it hammers home the whole purpose of AT and reminded me that there is more than just the medium, but it is the message that is so important: "This would allow students to focus on the concepts that are being taught rather than how they are going to receive the information or present their understanding." So true, students are unfortunately worried about decoding and representing that they miss the whole purpose and message of the lesson. With ease of use and continued iPad use as an AT tool, students will spend less time surviving and more time learning.
ReplyDeleteJust love your web map of the App Smash activity! Awesome
ReplyDeleteDarah, I am glad to hear the perspective of someone from secondary education and at that, a resource teacher! I have been wondering about the use of iPads for older students with LD's and what apps they would be drawn too as many apps have childish characteristics to attract the younger crowd. I agree with your statement of how iPads can empower students. Giving them a tool that can eliminate a problem would only help decrease stress and allow students to focus on the many other aspects of their education. I think that removing stress is the key to helping students build their confidence in learning.
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