group assignment notes for ed271:Digital Safety

5topics that are assigned:

1.find out everythig you can about topic
2.Presentation must be interactive (dealing with technology) 
      make sure info is complete and accurate
3. example could be PSA, booklet
MUST USE WIGGIO TO CONTACT GROUP

Helping People meet their Potential

            

The title of the video that I watched was Assistive Technology: Enabling Dreams, and it was basically about assistive technology used in ways that improve the lives of peoples with disabilities. It was a video that talked about the hardships that people with disabilities go through, and it showed us how beneficial different devices can be for them. For these people technology is not just a means of saving time/energy. For these people having assistive technology is crucial for their survival, and for their accomplishments in life. In the video I saw a lot of different forms of assistive technology being used. The most interesting was the modified horn that Lucas B. used. The keys were programmed and connected to a joystick which would trigger them to move when necessary. This way instead of waiting for one note with open keys, Lucas would instead be able to play all of the notes with the simple nudge of a joystick. This form of assistive technology is one that helps students with disabilities play music, but there are so many more options out there.

There are forms of assistive technology that are more crucial to the lives of people with disabilities. Computerized voice devices help students who are nonverbal talk to the people around them! This form of assistive technology is extremely crucial, and allows students to not only be an active participant in the classroom; it allows them to be an active participant outside of the classroom as well. In the video it shows students participating in question & answer time. This is one of the most important times that a teacher could have in a special education classroom. From my observations in Guam’s special education classrooms, I know how crucial it is for students (who are nonverbal) to have a way to communicate with the instructor. It is also important for them to be included with their peers so that they could practice their social skills using their assistive technology.

The NET Standard that I feel is most relevant to this video is NET Standard number one: To facilitate and Inspire Student Learning and Creativity. To be more specific NET Standard number one/c which according to the International Society for Technology in Education (2008) is to “promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.” This is the perfect way to describe the use of assistive technology in the classroom. Teachers are required to make the necessary adjustments for students with disabilities, and to let them grow and develop their own personalities. The use of assistive technology is just a tool used to help them say/do what they want to do. The information or the thoughts were always there to begin with; it is just sometimes hard for students with disabilities to voice what they are thinking. As a future special education teacher I would make sure that I consider the capabilities and disabilities of my students before I create any activity in my classroom. Mrs. L. Siguenza says that “There are a lot of things that the students can do. You just have to look at their IEP’s, and make modifications accordingly.” (L. Siguenza, personal communication, September 2011).

Although it is very important to have assistive technology Sheryl Burgsthaler -the Director of DO-IT from the University of Washington- says that “People who work with students with disabilities often are not aware of the technology that is available for them.” (S. Burgsthaler, 2005).  This is very true. Mrs. Siguenza told me that it has to be stated on a child’s IEP that he/she needs an assistive device in order for it to be provided. My Uncle was diagnosed with extreme cerebral palsy, and it was crucial for him to have a wheel chair. So with the help of different agencies, my aunt was able to provide him with one that suited his specific needs. He would not have been able to attend school if he did not have it, and this is just an example of how assistive technology can change a person’s life. They need these devices to survive, and as a special education teacher I will do everything in my power to make lessons that suit their needs.

References:

1.       Burgsthaler, S. (Interviewee) . (2005) . Assistive Technology: Enabling Dreams [ Online Video] .

The   George Lucas Educational Foundation Retrieved from http://www.edutopia.org/assistive-technology-enabling-dreams-video

2.       Ellis, K.  (Producer/Director) . (2005) .  Assistive Technology: Enabling Dreams [ Online Video] . The   George Lucas Educational Foundation Retrieved from http://www.edutopia.org/assistive-technology-enabling-dreams-video

3.       International Society for Technology in Education. ( 2008). NETS FOR TEACHERS 2008.

ITSE(International Society for Technology in Education. [Retrieved] October 9, 2011, from http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx

4.       L. Siguenza, personal communication, September 2011.



Inspiring Children to Learn through the use of Educational Games

     

          
Every single person in the world can look back into their past and remember times of triumph, and times of defeat. As educators it is very important to remember that each and every student learns in different ways, and at different paces. This is especially important to remember when teaching in resource/special education classrooms because the students in those classes may have a variety of different disabilities and learning levels. As a special education teacher we are tasked to do a variety of different lesson plans with modifications to fit individual students’ needs. One modification would be the use of assistive/digital technology to help implement/enforce lessons. I chose the game Grand Prix Multiplication because I felt that it would be a good learning that would be easy for me to implement into my special education classroom.
            
Grand Prix Multiplication is a game designed to help students practice and perfect their multiplication skills. The basic concept of the game is for the student to compete against four other (animated or live) players in a race-car competition. The top of the screen displays different multiplication questions, and each correct answer boosts the students’ car forward. This goes on until the first person crosses the finish line. After talking to Mrs. L. Siguenza (a special education teacher), I feel confident when I say that Grand Prix Multiplication would be a game suitable for some special education students in the fifth grade (depending on their disability). According to IDEA “ Assistive technology is equipment or services to help compensate for an individual’s disabilities” and “Advancements in a variety of technologies range from simple to complex and help compensate for disabilities.” (Smith & Tyler, 2010, p 38).
            

Grand Prix Multiplication would be an example of a high tech form of technology because the definition of a high tech device is “complex assistive technology devices that use computers or computer chips” (Smith & Tyler, 2010, p 38). Although it would not be suitable for students with certain kinds of disabilities like: some forms of autism, some forms of intellectual disabilities, visual impairments, and different types of other health impairments; it would be great for students with specific learning disabilities who are working towards improving their multiplication skills. I would choose to implement Grand Prix Multiplication during the end of math time, and also during free time. I would do this because I feel like these are the times where the students could improve the skills that they had previously practiced/learned.

“Even simple types of game can be designed to address specific learning
outcomes such as recall of factual content or as the basis for active
involvement and discussion (Dempsey et al. 1996; Blake and Goodman
1999). Exploratory, interactive games are good vehicles for embedding
curriculum content such as math and science concepts that may be hard
to visualize or manipulate with concrete materials. Riddles and interactive
computer games have been used successfully with college students
to enhance creative and other forms of critical thought (Doolittle 1995).
Complex games, in particular, have the potential to support cognitive
processing and the development of strategic skills. Brain oscillations
associated with navigational and spatial learning occur more frequently
in more complex games. This increases users’ learning and recollection
capabilities and encourages greater academic, social and computer
literacy skills.” (Mitchell & Savill-Smith, 2004 as cited in Natale 2002).
           
By using Grand Prix Multiplication in my special education classroom I will not only allow my students to practice life skills like: using the computer, socializing with others, asking for help, & reading/following directions; I will also allow them to practice their skills in a way that to them is fun! I would utilize the use of the class computer as a form if positive reinforcement. The Grand Prix Multiplication game would be motivation for them to do well throughout the day, because they know that when it is free time they would get a chance to play. Some other skills that the game would help develop would be the students’: cognitive skills (since it is a competitive game, the students cognitive skills would be challenged. In time they should be able to answer the problems much faster than when they initially began), and social skills (even if Grand Prix Multiplication is a computer game, there is a feature that allows four people to challenge each other. This would help the student to socialize, and work with others).

In my opinion, Grand Prix Multiplication was most aligned with NET Standard number four which was Critical thinking, problem solving, and decision making, the whole game was designed to practice these skills. Through the use of mathematical problems, students were challenged to choose the correct answer to different multiplication problems. Under the pressure of time they were forced to practice thinking on their feet. These forms of fun tests are ways that we can trick the mind into learning, but at the same time not wear it down with endless lectures/worksheets. The use of educational games is similar to the concept of the new dance fitness workout Zumba. Zumba is known as exercise in disguise because it is so much fun that you do not realize you are burning calories. Educational games share the same concept. They are exercises (for the mind) in disguise, because children practice their thinking/cognitive skills while having fun!

 All in all I feel that using Grand Prix multiplication in my special education classroom would be something that would not only benefit my students, it would benefit me as well. This game would help students practice skills like: mathematics, problem solving, cognitive abilities, communication, collaboration, hand eye coordination, gross motor skills, etc. I would use this game as a form of assistive technology, to help my students learn while having fun. I would use it as a form of motivation for them to try hard, and also as a reward system to reward good performance. The use of educational games as a form of assistive technology is something that must be utilized because it is a different outlet (not all children can learn by opening books). I plan on utilizing Grand Prix Multiplication in my classroom when I graduate.

Resources:
1. Mitchell, A. & Savill-Smith, C. (2004) The use of computer and video games for

learning. Retrieved October 1, 2011, from website:

http://www.m-learning.org/archive/docs/The%20use%20of%20computer%20and
%20video%20games%20for%20learning.pdf

2. International Society for Technology in Education. (2007). NETS for Students 2007.

Retrieved from:

http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx

3. Natale MJ (2002). The effect of a male-oriented computer gaming culture on careers

in the computer industry. Computers and Society, 32(2), 24–31.

4. Smith, D. & Tyler, N. (2010). Introduction to Special Education: Making a Difference.      

Upper Saddle River; NJ : Pearson Education, Inc.