Class #6: Thursday, July 10^th

The Reading Process:

 

During today’s class we looked at the process of reading and discussed all of the components that are required in order to read a written text.  This is called a task analysis as we analyzed how the task of reading is accomplished.  I’ve attached a graphic organizer that summarizes many of the processes required in order to read. The overall message that I took away from this activity is that the task of reading is a highly complicated task that includes a range of cognitive processes, including (but not limited to) emotional engagement, attention to task (executive functions), comprehension, language processing.  Since it is such a complex process, it is very difficult to define with a single interpretation.  It is important for educators to know the process that is used to read so that we may determine which process is breaking down in students with reading difficulties.  Once we have determine which area(s) of the process are breaking down, we can determine which strategies or assistive technology a student should use to be able to acquire meaning from print.

                       

 Dyslexia and the Brain:

We watched part of a video entitled “The Secret Life of a Brain” (episode 2- the Child’s Brain).  This video discussed the brain on a dyslexic child vs. the brain of children without dyslexia. Research has found that in dyslexic children brains are not active in areas that are used for breaking down words into sounds.  One study that was highlighted in the video showed how a child’s brain had changed after using the Lindamood Bell program for 6 weeks.  A brain scan following the use of the LiPS program showed that the child was using more areas of his brain when he was reading.  In reviewing some recent research relating to the analysis of brain activity of students with dyslexia, I found two studies [Aylward et al. (2003) and Shaywitz et al. (2004)] that reviewed brain images of students before and after receiving intensive reading interventions.  Both studies reported increased activation in students’ brains following the reading interventions.

The Secret Life of a Brain (Episode 2: The Child's Brain)

 

Dyslexia and the Brain:  What Does Current Research Tell Us? (a related article)

Today's Article:

The action research project described in today's article "iPads as instructional tools to enhance learning opportunities for students with developmental disabilities" focused on the process and outcome of introducing ipad technology to support students with developmental disabilities. During the first section of the study, teachers were given the opportunity to engage in exploration of the ipad including planning time and professional development. I think that this component of the study is very important for the teachers involved in the study or any teachers that are planning to use iPads in their classrooms. In my current school, as a staff many of us have not moved beyond this phase of ipad integration. This is partly due to lack of mobile technology for use with students and limited access for teachers up to this point. The Technological Pedagogical Content Knowledge (TPACK) framework was used in this study in designing the PD that the teachers received before implementing the use of iPads in their classrooms. In reviewing the TPACK framework, I feel that I have a fairly well developed understanding of content, pedagogical, and technological knowledge. On the other hand, in order to effectively integrate more technology into my own teaching I would benefit from PD surrounding Technological Pedagogical Knowledge. 

One of the highlights of this article was the detailed documentation of how ipad technology was used in each course with the students. I was amazed to see the apps that are available for life-skills courses such as Cooking and Personal Development. For instance, before making pancakes in their cooking class, students used a "Pancake Maker" app to practice making and topping pancakes. I think that these types of apps would be very applicable for several students in our school's learning centre who engage is meal preparation epithet the daily living skills course.  

The authors discussed some challenges faced by teachers participating in the study. They mentioned that the teachers found it difficult to find appropriate apps for high school students with special needs. This seems to be a common issue due to the limited number of apps that integrate high interest themes with remedial skills. In preparation for our second assignment, I will be exploring apps that are appropriate for high school students that are reluctant readers. One of the apps that was introduced during yesterday's class was "Bitsboard". The versatility of this app provides opportunity for teachers of middle or high school students to develop boards that are appropriate for their students. I am looking forward to exploring this app further to determine the potential ways that I can use it in my own practice. 

 

Day #5: Wednesday, July 9th

Highlights from Assignment #1 Presentations:

I thoroughly enjoyed today's presentations of the AppSmash assignment. I've included some notes from each of the presentations of innovative ideas that I may be able to use in my own practice.

Angela & Jonathan:

-kids doodle was used as a background

-used imovie to combine two videos, and then combines two tellagami avatars using Pic-Play-Post

Ashley & Ainsley:

-used a creative theme (curly hair) for this app smash

-introduced “EduCreation” and integrated use of “Sock Puppet” app

Shauna & Liz:

-very creative use of imovie for an introduction to UDL, use of the imovie trailer- user friendly for students because there is a template to use

Greg & Kate:

-Use of a video that demonstrated sorting waste as an intro to the concept of Presuming Competence

-used Ferris Bueller and Star Trek videos- use of humour to reinforce concept

Janet & Lindsay:

-used a voice over to explain the graphic organizer that was created in Kidspiration

-greatly contributed to understanding of the organizer

Simon & Eleanor:

-Garage Band app used to change voices and integrate music into presentation

-introduced Stephen Hawking video introduced (link to this video here)

-an alternative to Kidspiration App- Popplet

Ashley F & Natalie:

-use of video scribe to draw their personal picture on title slide

-use of tellagami integrated into Pic-Play-Post with still images posted along bottom of video

-Explain Everything app (explore this further)

Candace & Meagan:

-use of umbrella metaphor for Assistive Technology

-introduced app called “Download” to save videos to ipad to incorporate into Book Creator

-in Color Splash they removed the color in an image and added color to the tools used to learn

Christie:

-video app was used with a kidspiration organizer drawn over the title (unique effect)

-Kids Doodle to create images, and then put into imovie

-Douglas Biklen—included quotes from his interview and link to the video

-used example to demonstrate Presumed Competence (blog from mother of a child who is non-verbal)

-many links to video, blogs and websites to support the concepts, would provide interactive experience for students exploring a book created using this app

 

Following the presentations, we watch a video entitled "The Myth of Average". 

 

The Myth of Average- Video (a Ted Talk)- video notes

• Performance depends on the fit of the student with the technology
• Pilor metaphor- created material for “average pilot” (no such thing as average student)
• Jagged side profile – relate to learning of students
• Accommodate all learners- use accommodations for diverse learners
• Drop out rates are increasing, despite high intelligence in some students
• Learning environments are still designed for the average student
• Example: vary in memory, language, knowledge, reading, vocabulary, etc (all students have jagged learning profiles)
• Learning environments created on average will not nurture individual attention
• The average hurts everyone
• Average destroys talent—hard to nurture talents
• Ex: textbooks at one level (reading is a barrier for some)
• Education has gone digital- what do you want the technology to be?
• Need to use it to create flexible learning environments – doesn’t have to be expensive (i.e. language translation,  support for reading, vocabulary)
• Example: Billy- made adjustments to the strategies (nurturing individuals strengths)
• How do we get the adjustable seats for learning to all students without overspending?
• Suggestions:  ban the average, design to the edges

Adjustable seat in my classroom:  I accommodate a range of learning styles and abilities in my classroom by recognizing and encouraging strengths of students, represent information in many ways, encourage a variety of ways for students to represent their knowledge.

The Pic Collage that I created that represents the significant ideas that I took from this talk...

                                         

Today’s Article:

“Learning from Text” by Dave L. Edyburn focuses on issues that are associated with reading difficulties from grade 4 and beyond, and ways that we can use technology to enhance the learning of these students.  Edyburn discusses the notion of remediation vs. compensatory approaches and how we decide which course of action should be used with students.  While it is widely accepted that compensatory strategies are used with students with reading difficulties starting in grade 4, several remediation strategies continue to be used for students, in the form of programming adaptations. Some of these include:  re-teaching information, using alternative teaching methods, breaking tasks down into manageable chunks, one-on-one assistance, etc. These strategies may also be considered compensatory strategies for those students who require this type of assistance in order to understand concepts or demonstrate their understanding. 

Many students with whom I work in the Resource setting receive compensatory strategies to support deficits in reading and writing.  As mentioned by Edyburn, few guidelines are available to inform decision-making about assistive technology for learning.  In my experience, the use of assistive tech or other compensatory strategies are provided for students who require the support in order to be successful in their coursework.  For example, a students with a reading disability who requires a text-reader program in order to read a textbook for his history class will be permitted to use this type of AT.  While our school board does not require students to have a documented disability in order to receive compensatory strategies (or adaptations), I have heard that there are school boards in Newfoundland that will not permit support for students without a psychoeducational assessment providing documentation of a disability.  

 

Click here to view a related article that includes a Taxonomy of Text Modification Strategies

Class #4:  Tuesday, July 8th

Life on iPad:

At the beginning of today’s class, we looked at a video entitled “Life on iPad” that demonstrated the use of ipads in a vast number of fields.  Some of these areas include: athletics, cooking, agriculture, navigation, science, imagination, music and travel.  It was amazing to see some of the ways that ipads are used in such a range of areas.  Following this, we discussed how ipad and other mobile devices disrupts other technologies.  More specifically, there is less of a demand for devices such as GPS or personal computers now that we are able to use ipads to complete the tasks that we previously used individual devices for. 

 

More App Smashing:

We spent the remainder of the class working on our first assignment. As mentioned in a previous posting, I have found the work that we’ve been doing on this assignment extremely valuable.  Mark and I put together the remainder of our presentation using a huge range of apps, and integrated video and audio where appropriate.  After looking at the video that I took of Mark using the ToonCamera app, I realized how this tool might be effective for students who resist appearing on video or images that are shared with the class.  Since there are varying degrees of “cartoon lines” that you can choose for your video or images in this app, those students who resist this type of activity will have the opportunity to change the clarity of the video for presentation purposes. I am looking forward to seeing the presentations during tomorrow’s class.
 

 

The Education of Dyslexia:

Today’s article focused on the background, definitions, prevalence, diagnosis and treatment of Dyslexia. Sally Shaywitz, Robin Morris and Bennett Shaywitz included a very thorough review of the specific reading disability.  In defining dyslexia, Shaywitz et al. emphasized the notion that it is viewed as an “unexpected difficulty in reading”.  Since those diagnosed with learning disabilities have presented with average to above average intelligence, this part of the definition make sense. I previously worked at a specialized school for students with learning disabilities, where about 75% of the student had some degree of dyslexia.  By the time most of the student were identified as having an LD and enrolled in this school, their motivation to learn to read and spell was limited due to the lack of success that they had in their previous educational experiences. In order to break through this barrier of lack of motivation, a key component of the program was to teach students about their own LD, with an emphasis upon their strengths, including their capacity (or the intelligence required) to learn.

Shaywitz asserts that “the reliance on memory systems in these populations of older disabled readers may have implications for treatment of dyslexia”. I can relate directly to this comment as a significant number of the students that I work with in the Resource setting have reading disabilities that inhibit their ability to receive a significant degree of the content that is taught in their courses due to the methods in which it is presented (i.e. mainly text based).  While these students may still benefit from remedial interventions, at this point in their school careers they are mainly focused on attaining the credits they require to graduate.  This is where the importance of programming adaptations comes into play for these students.  In this case, the programming for students with disabilities such as dyslexia focused on compensatory strategies (i.e. assistive technologies) with less focus upon remediation.,

Class #3:  Monday, July 7th
 
 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 in Australia.  For many of the students described in this study, they had limited access to literacy-based activities without the support of one-on-one assistance until they were introduced to the ipad.  The independence provided by the touch-based features of the ipad facilitated a sense of empowerment for students who previously replied upon significant support to communicate their learning before the integration of the ipad.

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.

 

                      

Class #2:  Friday, July 4^th

The Keynote speaker at the “Graduate Summer Conference Day” was Cheryl McLean.  She spoke about using research based methods within Creative Arts to address challenges and promote change in our world.  She mentioned how creativity is an important part of the educational process.  I agree with this statement, as it is crucial for both teachers and students to engage in creative thinking. In order to deliver material that is accessible for all students, teachers following UDL in the development of learning materials must engage students by incorporating creative methods and allow students to demonstrate their learning through the use of creative arts. McLean reiterated that we must move away from students working for marks.  This refers to the many assignments that require students to regurgitate the information that we have delivered to them in order to receive a grade.  The use of creative arts within our practice requires students to interact with the concepts that are being taught and develop an interpretation of the material.  In doing so, students are engaged in the processes of communication and reflection.  

The arts infused curriculum that was addressed in this morning’s keynote presentation directly links to the use of many of the ipad applications that we have been exploring in EDUC 5163.  By introducing students to apps that incorporate creative elements such as photography, collaging and visual-audio integration, we are providing them with the tools that they may use to voice their understanding.  The integration of creative arts supports the use of UDL in developing methods and materials that work for all students.  The use of creative arts in the classroom facilitates a flexible approach where teachers can adjust the expectations for the individual strengths and challenges of each student.  McLean mentioned the importance of “bringing out the unfamiliar from the familiar”.  We must allow students to use familiar mediums (such as drama, dance, photo story, song or other) to demonstrate their understanding of a concept or theme that may be less familiar.  On the other hand, this concept may also be interpreted as practicing Constructivist approaches where by we build upon our students’ previous knowledge of a concept to further develop their understanding. 

Class #1:  Thursday, July 3rd

 

In today’s class we used an app called “Pic Collage” to briefly introduce ourselves to the class.  After familiarizing ourselves with this app, we learned how to use “airdrop” to share the collage with the class.  I can see how the use of airdrop would be very useful in the classroom setting where students use ipads individually or in groups.   I have minimal experience working with airdrop, as my school has a limited amount of ipads for student use.  As mentioned in the “Breakthrough for Josh…” article (McClanahan, et al) a practical concern with the use of such apps is the limitations of hardware and software availability and teacher training. While the number of ipads and other related ICT has increased over the past year in our board, we have students who could be directly benefiting from their use.  The example of Kurzweil was one topic of discussion that I related to during today’s class.  This is a very costly text reader program that is used frequently in our board, while there are highly accessible apps (such as “Prizmo”) that are available at a fraction of the cost. Such apps are crucial for students who are unable to access text conventionally.

Another activity from today’s class required us to write with our non-dominant hand, and then write without using our hands.  This simple activity was enlightening as much of the time I we do not take the time to think about the challenges that many of our students have relating to the task of writing.  In reflecting upon the process of writing with my non-dominant hand, I was able to think of several students that I have worked with in the resource setting that struggle to put words on paper. The emphasis on forming the actual letters and trying to maintain appropriate spacing meant that I was less focused on the actual task at hand.  The use of the ipad as the “medium of intervention” (McClanahan, et al) would allow students with writing difficulties to focus on the concepts that are being taught, rather than the process of recording the information. Following this activity, we used the "Poll Everywhere" (or PollEv) application to submit responses that indicate how we felt when completing the reading and writing tasks.

 

In the McClanahan article, it is noted that the manipulative touch screen and the stylus promoted engagement for Josh as he was learning in a multimodal environment. I strongly agree with the idea of incorporating a range of learning styles into our daily teaching process that reach all learners.  The range of apps that have been introduced in our first assignment provide a variety of mediums for students to present their learning.  During class time today, I experimented with Cloud Art and Tellagami. While I am familiar with Wordle (which is similar to Cloud Art), I thought Tellagami was very interesting and user-friendly. I can see using this with my students as an alternative presentation or an app to integrate into a larger presentation, such as our first assignment.  I introduced Tellagami to my nine year old son this evening, and he promptly watched me use it for a moment, then created his own “Gami” using a silly background and message J

I am looking forward to exploring the plethora of apps that have been suggested for use in our first assignment.