Are Devices Useful or More Trouble Than They're Worth?

       Assistive Technology can be very useful for students struggling in school or disabled children (Bowser, 2013, pg. 10). For some individuals, assistive technology in the classroom is essential in creating equal opportunity with other students who are able-bodied. Low-tech options, as we saw from the "Assistive Technology: Opening Doors to independence" video in class, can include a reading ruler. This helps to separate the lines when children are reading. The video depicts how those who are disabled can benefit from a reading ruler. For instance, if a student is dyslexic, a reading ruler could be accessible for those individuals to make sense of the words and follow along on the page. This is considered a low-tech assistive technology tool. A more high-tech digital tool that students can use are "their mobile phones and free voice dictation (Dragon Dictation or other voice recognition technology) to overcome their writing difficulties" (Bowser, 2013, pg. 10). These are great free tools that can can be implemented in the classroom for students having difficulty with writing. Text can also be emailed from a student's phone, once it is imputed (Bowser, 2013, pg. 10). According to the article, it is fairly common, and seems to make learning much more efficient for students who struggle with writing, or who can't write at all.
       The assistive technology I found most interesting and useful are "Google Books" which "have increased the number of books available to visually impaired readers online by adding screen reading software to its book site" (Ahrens, 2011, pg. 22). This device is free to use for exceptional learning conditions, such as visually impaired individuals. Reading software interprets what is on the screen and can turn text into speech for those who can't see clearly. This would create equity for individuals with disabilities to complete reading assignments in class. For instance if students are expected to read and then discuss a section of the book with classmates, they can access the book through Google with their head phones. This would help meet learning goals in my classroom, as it accommodates all types of readers and individuals with disabilities. Also, reading is an essential part of K-12 and beyond, so it is vital that all students are provided an equal opportunity. "This functionality has created more titles than exist in all the libraries serving the blind throughout the world" (Ahrens, 2011, pg. 22). As a result, it is one of the top tools for visually impaired readers.
       This entry level understanding of Assistive Technology prepares me for my future educational objective, as it creates an equal access and equal opportunity learning environment. I believe some of the brightest students can be disabled or have learning disabilities, and just need the proper tools to express themselves. In addition, there are "customized tools for multiple learning styles" (Ahrens, 2011, pg. 22). Besides physically or mentally disabled students, these tools can also be useful for various learning styles. I hope to create an environment that allows students to access and explore the tools that work best to reach common goals and standards for the class.

Works Cited:

Ahrens, K. (2011). Build an Assistive Technology Toolkit. Learning & Leading with Technology, 
       41(7), 22-22. Retrieved July 1, 2015, from http://www.learningandleading- 
       digital.com/learningandleading

Bowser, G. (2014). Assistive Technology in the Digital Age. Learning & Leading with Technology, 
       41(7), 10-10. Retrieved July 1, 2015, from http://www.learningandleading- 
       digital.com/learningandleading

Are Videos Distracting or Engaging in the Classroom?

     From the article, "Telling Stories with Video", I learned how educational videos can be useful when implemented in the classroom. This is because they are more interactive and engaging than simply displaying text on the board and expecting students to memorize. There can also be a more advanced and detailed meaning achieved through videos (Kajder & Young, 2009, pg. 38). Also in Burke, Mote, & Kafai's (2013) article titled "Epic Win", I learned that programming and creating videos can be beneficial through enhancing student skills and teaching new tools into the classroom. This also allows students to exercise critical thinking. Teachers can assist each student, rather than the standard, traditional technique of lecturing to a large classroom (pg. 17-18).

     I believe that integrating videos into class discussion, as well as encouraging students to create their own videos through programming, will improve education. For instance, a main argument is that when lessons are taught with videos, it "enhances and accelerates comprehension" (Kajder & Young, 2009, pg. 38). This is useful since students can recall information based on seeing text with an image. This creates more meaning, especially for visual learners, because students are able to make sense of information in a more interactive and creative fashion. I would use this in the classroom by lecturing with  Glogster. I would upload videos to connect the text with media, in order to make learning more interactive. Also, in the article "Epic Win", the authors discuss how at a middle school in Pennsylvania, students "created STEM video games with Scratch, an easy-to-use graphical programming language" (Burke, Mote, & Kafai, 2013, pg. 16). Although some may feel that programming is too sophisticated for the Middle School level, I agree with the authors that Scratch is beneficial and gives students an opportunity to "learn and practice new tools and skills" (Burke, Mote, & Kafai, 2013, pg. 16). This is beneficial for students since the more they push themselves with technology, the more competent they will become. Programming is a great skill that gives individuals an advantage in working world. I would implement this in the classroom by allowing students to program through Scratch, and I would walk around to assist students as they work on the project to answer questions, and allow students to work at their own pace.

Works Cited:

Burke, Q., Kafai, Y., & Mote, C. (2013). Epic Win. Learning and Leading with Technology, 41(#4),  
     16-17. Retrieved July 2015, from http://www.learningandleading-digital.com/learningandleading

Kajder, S. & Young, C. (2009). Telling Stories with Video. Learning and Leading with Technology,
     41 (6), 38-38. Retrieved July 2015, from http://www.learningandleading-
     digital.com/learningandleading

Be a Digital Citizen, Not a Digital Thief

      After reading both articles, I have learned that, according to Bailey, Ribble, and Ross (2004), Digital Citizenship is defined as standard actions to follow when using technology (pg. 7). Within the behavioral norms of digital citizenship, there are nine different sections (pg. 7). Bailey, Ribble, and Ross (2004) mentions that these include “etiquette, communication, education, access, commerce, responsibility, rights, safety, and security” (pg. 7). All of these terms encompass the importance of ethics, and the ways in which technology is implemented into society. It is vital to give author’s credit for their work, as it is the moral thing to do, and encourages them to continue producing and creating. If ethics are not being met online, authors are less inclined to share information and we are abusing our technology privileges. Besides the negative effects that technology can bring, digital citizenship also includes the positive ways technology has expanded business, communication, and education in schools. It is also important that we are “helping students cultivate a positive digital footprint”, as it is how we function in today's world (Malmstrom & Ohler, 2012).

      I certainly believe we should teach digital citizenship in schools. In the article “By Point/Counterpoint: Should Schools be Required to Teach Digital Citizenship?” Malmstrom and Ohler state that since “technology is largely invisible to us, this will require a special approach to character education that is uniquely suited to address the digital lifestyles we have all adopted” (Malmstrom & Ohler, 2012). I agree we must inform children about Digital Citizenship for students to stay current with technology and communication. Also, it is essential that children know from a young age what is and isn’t ethical, so that positive habits can be formed. Children are the future, so it is essential that we are creating a fair and productive society. In addition “we need to reward student efforts in digital citizenship, which we currently don’t do often enough” (Malmstrom & Ohler, 2012). This is also an example as to why we should implement digital citizenship into our school’s curriculum. It is vital that students are encouraged and rewarded for advancing their technological skills, as we hope to create and promote confident users. They will then be prepared to compete and add value to our society, that relies so heavily on technology.

Works Cited:

Bailey, G., Ribble, M.,& Ross, T. (2004). "Digital Citizenship: Addressing Appropriate Technology          
      Behavior" Learning and Leading with Technology, 32(1), 7-11. Retrieved July 1, 2015, from           
      http://cc.csusm.edu/ pluginfile.php/354492/mod_resource/content/3/digital_ Citizenship _ISTE
      %281%29.pdf
  
Malmstrom, M.  & Ohler, J. (2012, November 30). "By Point/Counterpoint: Should Schools Be    
      Required to Teach Digital Citizenship?" Learning & Leading with Technology. Retrieved from          
      http://cc.csusm.edu/pluginfile.php/ 354493/mod_resource/content/ 2/ Teaching_ Digital_                     
      Citizenship_Y-N.pdf

Introduction

Hi All,

Hope you are having a great summer so far!

-Lauren