Analysis of Adaptive Tech #1

I looked for a list of school based assistive technology to do this assignment. One of the first products that caught my eye was Dragon dictation. It is on all the iPads at our school. I am doing this review using the free Dragon dictation app downloaded on my iPad.

After learning some simple commands like naming your punctuation, it isn't too difficult to make reasonable sentences and paragraphs. I didn't choose to learn the entire tutorial.

According to the creators Dragon dictation is good for

– Physically challenged people who have lost the use of their hands or people with repetitive stress injuries

– Language-based learning disabilities like dyslexia

– English language learners for notetaking, paraphrasing, and fluency

– It can also be used for all students as a tool for QDL, or universal design for learning

I looked at a number of reviews. A quadriplegic loves it! He was the one who recommended looking at the tutorial when he wrote his review. Overall, though, reviews are mixed. The adults on Amazon and Best Buy were either enthralled or disgusted by the program.

Learning works for kids gave it a high-scoring, but I couldn't access the reviews without a membership.

The University of New Hampshire offers Dragon NaturallySpeaking, a $140 program, as one of their disability services for students.

Pros: although the paid app is much more effective, there is a free version for dictation on iTunes. It is a great dictation tool for people who have physical and language based learning disabilities. With the paid version, you can watch your words comes up as you dictate.

Cons: there is a learning curve. If you don't know how to punctuate, the program cannot help you. The program requires that you speak out loud, which is not always practical in a classroom situation.

I have an admission. I am a paper thinker. I had to write this out, then dictate it. I made some minor corrections, but I needed to stop the recording, check the screen, and fixed what I needed to fix. Did you recognize some of the obstacles I faced in using the program?

THIS IS ME TYPING:

QDL should be UDL. I can see how, with practice, this could become a useful tool for someone with clear thoughts and poor writing or typing skills.  I can also see Dragon Dictation as a good tool for people without the use of their hands, or limited use of their hands.
It was hard to remember to, as I was speaking, add the punctuation. period. I looked up capital letters and it left my head when I came up to it!

Dragon Dictation app address:  https://itunes.apple.com/us/app/dragon-dictation/id341446764?mt=8
There is also a link from the free app to the company website for more information on the paid programs.

Adaptive Technology Week 3

When I was in early high school, my neighbor's third child, Anthony, was diagnosed as autistic. He seemed "normal" until just before his second birthday. As his symptoms increased, he became difficult to babysit. Although he followed simple directions, Anthony was in his own world.

When I watched the documentary, I observed that the first camera shot of Facilitated Communication showed a woman holding the shirt sleeve of her pupil as he typed. As the documentary progressed, the next generation of facilitators seemed to almost guide their charges' pointed fingers to the keyboard. Even before the "big reveal" that FC was not what it seemed, I thougth it strange that kids who weren't even looking at a keyboard could type so accurately with one finger.

The New Hampshire pharmacist, Mr. Gherardi, who was accused of abusing his son observed, "If a new drug had just been discovered, it wouldn't be something that would be just thrown out into the market." (PBS) He questioned why Facilitative Communication, which almost destroyed his life, was allowed to be implemented without blind testing.

According to Bryant and Bryant, students, teachers, and families should all be involved in the use of a child's Assistive Technology. In the video, only one person per student was trained to work with a child. The adaptation could not be used in all environments. AT devices should also promote independence. Even if Facilitated Communication works as the originators believe it does, the autistic child is wholly dependent on a single facilitator in order to do school work. The PBS documentary showed a well-intentioned but poorly implemented type of AT.

History of Assistive Technology

Historically, AT was developed for the overtly physically handicapped. Aside from blindness and deafness, injuries sustained during the world wars were a huge catalyst for technology. As we increase our knowledge as a society of more and more subtle forms of disability, our definition and purpose of Assistive Technology changes.

Before the "Empowerment Period" of Assistive Technology (Bryant, 19), for people with disabilities, discrimination was common. Federal statutes were enacted and legal action more clearly defined these statutes.  Parents, who were already concerned about their children's education, got services to which they believed their children were entitled. From 1974, when FAPE (Free Access to Public Education) began to now, students with disabilities who were once discouraged from attending public school or who were confined to a "special" classroom are not included through differentiated instruction or Assistive Technology.

"For people without disabilities, technology makes things easier. For people with disabilities, technology makes things possible." (Bryant, 2)  Computer applications make our everyday lives simpler. Because technology is so common in every aspect of our lives, it is becoming less expensive. Because we all feel we "need" technology, there is no (or little) stigma about any technology use by students in our classrooms. The professionals' challenge is acquiring the most appropriate and least restrictive technology for students who truly need it. 

I see parent advocacy and the ease of acquiring cost effective technology as two factors that have strongly contributed to AT evolution.

Assistive Technology

Sally Markiewicz

Library Media Specialist

Henry Abbott Technical High School

Danbury CT

I have been the librarian at Abbott Tech for twelve years. Prior to that, I was a Children's Librarian at a public library. At the public library, we were circulated a CRIS radio. We also offered a wide variety of audiobooks.

Our school is part of the CT Technical High School System. There is a consultant who researches and orders Assistive Technology (AT). At Abbott, I circulate software that students can download on their home computers, "Read Out Loud" and "Snap and Read." Students take it out at the urging of their Special Ed teachers. The library offers a variety of Audiobooks including Playaways which are self-contained MP3 players. 

AT software was once available on the library computers. I looked for it the other day, and didn't find it. I do not know much about it. One program will read passages aloud to students, and there is a graphic organizer program, which our staff had PD on years ago. A couple of students have school-owned iPads that are distributed through SPED. There are "Alphasmart" keyboards stored in my back closet. They do not circulate. Other than housing and circulating the materials, I do not have much exposure to AT.Our school-wide AT seems to focus on struggling readers and students who need better organization skills.

I know of a student at our school who has given her teachers a microphone that works directly with something she wears. I heard a staff member mention it in the staff room.

For students who use it, the technology is beneficial. My greatest challenge is awareness/exposure. Most of us are not trained or don't even think about offering it to students. Classroom teachers leave it to SPED. I look forward to learning more about it this semester.

Global Literacy Microblog Reflection

Being in the two-year IT & DML program, I haven't had as much experience putting together projects using technology. I initially thought the microtalks were going to be "live," so I was mentally preparing another Petcha Kutcha. I was a bit nervous when I realized I needed to record myself. I first looked at PowToons. I quickly discovered it was too big a learning curve for my insane schedule. I discovered I had downloaded Screencast-O-Matic over the summer and found it was extremely easy to use.

As I mentioned in my microtalk, I picked Global Nomads because I thought it might involve travel. Although it does not require packing a suitcase, I was very pleased with the types of programs they offer. For educators who feel like they do not have time or experience enough to commit to a long project, GNG offers webcasts. Sandy Hook is the town adjacent to mine, and I will be co-teaching the webcast I highlighted about gun violence with one of the Social Studies teachers toward the end of the school year.

For those who feel ready to take on a larger challenge, GNG offers professional development for teachers to ensure their global experience is a success. I was impressed by that. The Pulse Project is all in English with North American students and requires video interaction. It is a great segue into the truly International experience of a Semester or Year-Long Program.

I feel like a kid at Christmas when someone posts a comment on my responses. I found I enjoyed my classmates' talks. I went to many of the websites to check some of the resources they didn't highlight in their presentations. If I was to re-do my presentation, I likely would have shown more of the actual website. 

I called the Global Nomads office and talked to Kristyn Mohr, one of the program directors. I wanted to be sure there were no hidden costs. She explained how GNG is funded through grants and that all training and programs are free. One of the Semester programs requires travel to Brazil for the professional development. If a class is selected to participate, the full cost of that travel is covered. Maybe I will be packing a suitcase after all...

Global Literacy Week 2 Chapter 2

Chapter 2: Understanding the world through disciplinary adnd interdisciplinary study

Summary:
Globally competent students demonstrate these four competencies:
1 - They investigate the world beyond their immediate environment
2 - They recognize their own perspective, others' perspectives and their origins
3 - They communicate effectively with diverse audiences
4 - They take action to improve conditions

The "disciplines" or subject areas like math, ELA, science, were created by societies to help us make sense of the word.  It takes an interdisciplinary approach, using two or more of the disciplines, to solve problems.
An interdisciplinary approach is:
- Purposeful, and impossible to study without multiple disciplines
- Grounded in disciplines, or employs big ideas and concepts from 2 or more disciplines
- Integrative, in that the disciplines are integrated to create deeper understanding
- Thoughful, causing students to reflect about their own practices
When you learn to be globally competent, it doesn't mean you know everything there is to know about the word.  It means you are building a foundation by studying one particular concept in an interdisciplinary fashion with purpose, grounded in disciplines, integrated and thoughtfully. It is easy to align Common Core Standards with global competence as the standards are flexible. The integrated projects using real questions will involve higher order skills that the CCSS demands.

There was an overview of two projects.
- Preschoolers in Italy were discussing the possibilities for communicating with a young friend without using the internet. After much exploration and deliberation, they decided to send a fax.
- Tenth graders in Massachussetts were given the task of convincing their peers that a Reebok plant should be built in a city in China. Participants researched the economic, human, and environmental impacts before presenting their case.  Some students recognized how warped things could be if they used only one perspective. Others took a look at the items in their house and realized how many were manufactured in places they were unfamiliar with.

Reflection:
     The preschool project was strongly based on collaboration. They revised their ideas based on others' input and realized that each person had different strengths so they needed each other to do the work.
     I work in a high school, so I will focus on the tenth grade project.
     The Reebok project followed the four precepts of an interdisciplinary approach. By studying a real-life issue, there was true purpose. The problem required information from three disciplines (economic, social, scientific) so it was both grounded in the disciplines and truly integrative. If only one angle had been covered, say social (human rights), the classmates that decided whether or not the company should move to China would likely have decided differently.  In order to present well, students needed to reflect on their perspective, the perspectives of those organizations they were representing, and the players who would be deciding the fate of the company move.
     While reading this section, I was trying to picture Abbott Tech students tackling this project. Due to the fact that they spend 50% of their school year learning a trade, the disciplines are very compartmentalized because they are so strapped for time.  One of our schoolwide SLO's is to improve reading comprehension and vocabulary. Non-ELA teachers were annoyed that they had to teach English skills. They felt it would take too much time. Before Christmas, one of the trade areas was highlighted in our systemwide newsletter because they have started a student-produced newsletter for their shop. It improves vocabulary, writing skills, and communication with parents. This gives me hope.
    Last year, some honors Social Studies students prepared a debate. Both teams researched their position and postured like lawyers as they stated their case. Though it wasn't as polished as the Reebok project sounded, and maybe not as interdisciplinary (I don't remember because I wasn't watching for that!), but it was a current topic and the students were really engaged. A number of the students asked me to come and watch. There were debate judges and classmates volunteered to come. It was fun to watch one of the "pests" bloom in front of an audience and state his case with confidence.
     Science classes study GMO's every year. It would be exciting to help them take that to another level. I was listening to NPR this evening and Germans are arguing over whether or not to import US meat.  The topic is real! I heard recently from a department head that SBAC will be testing website evaluation and MLA skills.  This would be an excellent way for me to collaborate with the science department.

Global Literacy Week 2

Preparing Our Youth to Engage the World

Chapter 1.

1. From your perspective, in what ways are the societal and environmental transformations here described affecting your students’ lives today? How will they be affected in the future?

     Abbott Tech is at about 1/3 immigrant, both documented and undocumented.  It is obvious that many have families with close ties to their native country.  Our construction trades are now learning "green technology." This has evolved over the last 6 years. Because food comes from all over the world, we eat a greater variety in our diet. We also eat more processed food than ever before. There are less high-paying low-skill jobs available. Low level office jobs like clerk and typist are almost extinct.  With a PC, everyone is expected to create their own documents - at least in education!  It is imperative that students finish high school in order to compete for even menial jobs. That was not always the case.  Fortunately, Abbott students have "a trade in their back pocket" and have some options others may not have.  

   In the future, according to the authors, only people who are innovative and creative will be successful. Blue collar jobs will be shipped overseas.  In order to make a living, this next generation will need to market themselves or they will have a difficult time finding a well-paying position.

2. In your opinion, what are the key reasons for educating for global competence? 

What are the barriers such an education might confront?

     Even if our students have little direct exposure to the global economy, it is important for them to learn that there are perspectives beside their own. Globally competent students must learn to think creatively and to self-critique.  They must be confident learners.

     Competitive testing is a barrier to global competence. We seem to believe it is important to rank "better" than everyone else.  Standardized testing doesn't allow for self-reflection or true creativity. Students who test well are rewarded and those who don't test well are limited. Students need real-life successes in order to believe they can be productive citizens. 

3. In your current opinion, what distinguishes a high- from a low-quality education for global competence?

     High quality global education is integrated throughout the school.  Teachers are given time and training to collaborate and expand on ideas. Globally competent students are given true responsibility for their work and real problem-solving experience.

     Low quality global education is compartmentalized.  The information in one subject area is not referred to in another subject area, so there is not sense of cohesion.  Lessons are manufactured to include a global feel, but aren't relevant to a student's perspective.