Technology: Bridging the Communication Divide for Students with ASD

“Individualizing education and starting with empathy for those we serve is where innovative teaching and learning begins”    (Couros, 2015, loc. 342).

 

With the recent push to incorporate technology into classrooms, there is information surfacing to indicate that it has the ability to increase teachers’ abilities to individualize learning for students in the general education classroom. Indeed,

teachers can now use interactive content to deliver information and keep students focused and engaged. The content can come in multiple shapes (video, audio, text), so the teacher can easily plan the interactions to fit each student’s profile, and thus keep everyone interested and involved (Phillips, 2016, para. 4).

Interestingly, individualizing educational needs for students is the cornerstone of special education and the recent wave of technological advances has increased special educators’ ability to do just that.

I have been a special educator for nearly twenty years and currently work in a specialized charter school for children with autism. Autism spectrum disorder (ASD) is a developmental disorder that greatly impacts the development of an individual’s communication skills. In fact, the Individuals with Disabilities Education Act (IDEA), (2017) defines autism as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance” (para. 6). As indicated in this definition, communication development is a key component of educating students with ASD. Recent advances in technology have increased educators’ abilities to help these students develop functional language. When I began teaching in special education, the best technology devices in my classroom for developing student communication skills were, an outdated computer for student use, a LanguageMaster card reader, BigMac switches and a static display voice output device. Today, the options for integrating technology into a classroom for students with ASD are practically endless.

With the current widespread availability of general- purpose portable hardware (e.g., Apple iPadTM, Google AndroidTM ) running specialized AAC ‘‘apps’’, new opportunities now exist for AAC users with ASD. In fact, the adoption of the new portable hardware and software may suggest a significant paradigm shift in AAC: what is now available to consumers is a device that is small, low cost, easy to obtain and transport, readily available, and socially acceptable. Many of the apps designed for these devices (e.g., Proloquo2go, MyTalk) may serve as full AAC systems…. while others (e.g., Steps, First-Then, MyChoiceBoard, PicCalendar) may also provide support for organization and enhance the efficiency of simple functions such as choice-making. Apps are often easily obtainable, affordable, customizable, and user-friendly (Shane, Laubscher, Schlosser, Flynn, Sorce, & Abramson, 2012, p. 1229).

These advances have created amazing opportunities for children with ASD to communicate their basic wants and needs across settings. In addition, teachers are able to more clearly ascertain what their students are learning.

It is also explained within the definition of autism that the lack of communication negatively impacts the education of students with ASD. It would stand to reason then, that teaching students to communicate effectively will help them to better demonstrate comprehension of learned material. In fact, when referring to the use of assistive technology devices, Knight, McKissick, & Saunders (2013) explain that these devices have “been used to increase communication and academic skills for students with a range of disabilities (Edyburn 2000, 2001, 2002, 2007)” (p. 2628). I have been fortunate enough to witness the implementation of the tech-tools and many of the apps listed above. These tools have not only given voices to some of our students who were unable to effectively communicate only a short time ago, but they have also helped them to participate with their education more successfully. As I stated, our school only serves students on the autism spectrum and due to that specialization, we are the most restrictive setting, servicing some of the most severe students in the district. More than half of our student population has little to no functional communication and a large number of those students are so severely affected by the disorder that they require greater supports for learning communication skills because they are still learning that pictures represent words and that words have meaning. Indeed,

many individuals with ASD need instruction on the fundamental symbolic nature of visual images; i.e., that an image stands for something other than itself (Kozleski 1991). The use of highly iconic images (e.g., video clips, digital photographs) of familiar people and objects can usually improve comprehension of symbol as well as help maintain attention and interest (Shane, et al., 2012, p. 1232).

As you can see in the following clip from RealLookAutism.com, the acquisition of language for students on the autism spectrum takes time and repetition. Tools like the one represented in this video require training for all those involved with educating the child; the teachers, the therapists, and the family members. What you see happening in this video is merely a fraction of what goes on in a school like ours each day to help students with ASD learn to communicate effectively:

 

new possibilities exist for use of technology to effectively support and improve everyday communicative exchanges for learners with ASD and their communication partners; additionally, technological developments are leading to the creation and more widespread use of innovative teaching tools that may be more effective for language instruction than their predecessors (Shane, et al., 2012, p. 1234)

It is my advice to teachers and leaders educating students with special needs, especially those with significant communication delays, to incorporate effective technology to support those students. Implementing these tech tools should be done with care and individualization to meet the needs of each child and be matched with their level of ability. This takes training and persistence, but as you can see – the benefits are well worth the effort!

 

Resources

Couros, George. (2015). The Innovator’s Mindset. Dave Burgess Consulting Inc. San Diego, CA.

IDEA (2017). Sec. 300.8 Child with a disability. Individuals with Disabilities Education Act. Retrieved from: https://sites.ed.gov/idea/regs/b/a/300.8

Knight, V., McKissick, B., & Saunders, A. (2013). A review of technology-Based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(11), 2628-2648. doi:10.1007/s10803-013-1814-y

Phillips, J. (2016). How technology can help create and foster an individualized learning environment. So You Want to Teach? Retrieved from: http://www.soyouwanttoteach.com/technology-can-help-create-foster-individualized-learning-environment/

RealLookAutism.com (2012). “Communication Device” Real Look at Autism Episode 8. Retrieved from: https://m.youtube.com/watch?v=oIGrxzPMVtw

Shane, H., Laubscher, E., Schlosser, R., Flynn, S., Sorce, J., & Abramson, J. (2012). Applying technology to visually support language and communication in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(6), 1228-1235. doi:10.1007/s10803-011-1304-z

Goodbye to the Green Board and Hello to the Smartboard

What does it mean for the green board and what are replace the green board with? Well technology have won again. What is technology integration in the classroom. According to What is Success Technology Integration it is the use of technology resources–computers, mobiles devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. — in daily classroom practices, and in the management of a school. Effective, technology integration is accomplished when the consumption of technology is:

  • Procedure and apparent
  • Available and willingly accessible for the mission at hand
  • Supportive the curricular objectives, and aiding the students to successfully attain their aspiration.

New Age Technology in the School

I bet you are wondering what we going to replace the green board with smart board. What is a smart board? Well a Smart Board is an interactive wall-mounted white board that merges the familiar blackboard concept with the data retrieval, information-sharing and storage attributes of a computer. Chart that sentence on the board for the class and with a pat, direct it to the PC of the kid who’s out ill or do the compute in the hole for homework or the school archive.

Technology in the Classroom: The Benefit

s of the Smart Boards

The interactive whiteboard is swapping the visual projection in numerous classrooms through out the United States. Smart  Board technology in the classroom can enhance teachers syllabus by attractive a characteristic example and rotating it into a fun, extra interactive one.

“The SmartBoard has helped to develop visual learners, while supporting aural and logical thinkers. We utilize PowerPoint for flash cards and access to the internet to view video content,” Zamor said. “Kids, focus consistently on the board, more than when I used a white board. Students relate to it in a way I had not imagined. (Lisa Buyer, Feb. 11, 2008)” 

“The SmartBoard works as a window to my brain” and gives faculty options for truly creative teaching, she said. “It’s simply fantastic! (Lisa Buyer, Feb. 11, 2008)”

Here are Some Tips for Teachers to be able to Use a Smart Board in the Classroom

Beneath there are a little though to reflect when exercising a Smart Board in the classroom. This list is in no method inclusive, and teachers will prospective advance their own precise uses for the Smart Board as they expansion acquaintance with it.

Keep it Interactive

Smart Boards are a delightful way to emphasis students’ devotion in the classroom, particularly in elementary school. Teachers testimony countless achievement with having students derive up and workout difficulties on the Smart Board in obverse of the classroom. Since the technology is stimulating, children are keen to work with it, and teachers would take improvement of this by taking each student come up and composition on the board.

Utilize Color

Teachers can make the manuscript and circumstantial on the Smart Board whichever color they like, and they would take gain of the mind’s expected propensities concerning memorization. The mind recalls more professionally with blue or green backdrops and white or yellow manuscript. The shade does not have to remain this way, but teacher can definitely use it throughout curriculum where memorization is significant.

Save Students’ Work

Since the Smart Board is linked to a computer, teachers can save the work a student performs for future assessment. When valid, teachers must take improvement of this item to assistance students once the lesson is ended, whereas the student is working on extra hitches.

In conclude keep learning about the Smart Board

Teachers remain to learn new and inventive methods to usage the Smart Board, and it necessitates objective a brief seek online to uncover an excess of notions on in what manner to use the utensil. Teachers who sporadically modernize themselves around how others use the Smart Board determination at no time run out of concepts for the classroom.

Reference:

Buyer, Lisa, Feb. 11, 2008.  Smart Board Changes Classroom. ABC News. https://abcnews.go.com/Technology/story?id=4278772&page=1

Room 241 Team. February 1, 2013. Teacher’s Guide: How to Use a Smart Board in the Classroom. Room 241. http://education.cu-portland.edu/blog/classroom-resources/teacher-s-guide-how-to-use-a-smartboard-in-the-classroom/

What is Successful Technology Integration? November 5, 2007. EduTopia. http://www.edutopia.org/technology-integration-guide-description

 

 

Just imagine… Digital Instructor is here to stay. Use of Technology Virtual Learning 24/7.

https://cristinarayos.com/

Just imagine… having the option to use technology 24 hours a day, 7 days a week.

Using all the necessary materials including computers such as iPads for every student to be active in learning from school to a place where people call home or whichever is a possible way to connect to collaborate with each other with specific time management.

Technology, as we come to realize, has become essential for most people to survive and make use of time that we tend to not have due to many obligations presented to us.  People are becoming more aware that their privacy no longer exists due to their private lives being compromised using technology and social media. From the moment you step out of your comfort zone, you are being watched and observed by others. Of which, somehow becomes their job. So why not have the chance to vote on coming on board to make this funding available for students as a part of providing them quality education and entitlement to obtain empowerment to have a computer available for each student? Not just on specific groups of students, but to provide all students with a laptop or computer without discrimination. Perhaps, develop the effective agreement and ways to implement the laws with motion to override the funding distributions. Create ways to enhance to be connected in the internet by developing technology such as drones of satellites to have the capability of accessing the internet in every geographical area. I think the funding provided by tax payers and the federal government to support every student to have these essentials where everyone could benefit from being on board with using technology with accessibility to receive instant notifications from teachers, principals, administrators, staff, and other students to get involved and participate with effectiveness in collaborating the lesson plan where people can see each other online while speaking or writing their thoughts live on the internet with options to translate in different languages. It is also important as stakeholders, personnel, students, parents, and people in the community to be in the know of every user’s behavior and their intentions. It is critical to be held responsible of what we do and know that their actions come with consequences. Getting involved with effective collaboration is one of the factors to get people educated with the fundamental emotional feeling of stress associated to all of this. We must understand the rules and regulatory associated in terms of using technology with a chance that people’s private lives could be published where others may take advantage of the opportunity for the vulnerability of using technology in academics and social engagement due to the legal age requirements. It is critical to be responsible and to be able designate the specific setting area or location of their home or scheduled time when it is convenient for all parties to collaborate live using online tools and technology. It could be done! Being active in social interaction when off campus or on campus. Furthermore, there are bits and pieces to put together where everyone is secure and perhaps will require customization for each student to comprehend the obligation while the educational technology is slowly implemented. For example, to do this idea, the funds must be there to support this project and accumulate the funds for purchasing the required equipment whether it is by Apple brand, such as iPads or by Microsoft brand, such as Surface. The brands are irrelevant at this point. Unless, the laws are created and established with supporting funds from local, state, or federal government. 

         Leaving you to open to discuss many options with an open mind. It is exciting to think and I can’t help but to imagine.. If there were funds that could be consolidated to invest into providing technology and support every student to take home a computer that is automatically connected online instead of bringing home the thick and heavy textbooks that are provided to them as part of the curriculum process. I think having the options and abilities to write their thoughts using Word Document or any other Microsoft application or create an algorithm for their mathematical equations to solve problems with abilities to draw and explain their motives with evidence using the simple applications where the students can expand their knowledge and beyond their artistic imagination to make it all possible. Let’s expand the shift into supporting to collaborate among school communities and board members to approve and provide the hope for our students and their families by supporting the use of technology beyond the classrooms. Let’s invest in all our student’s future by providing quality education and technology materials not the quantity of ineffective teachers with only one intention in mind.

         In conclusion, I think about the amount of funding to support students with disabilities from the early stage of learning development throughout their lives with access to quality education and support with entitlement to have an iPad to take home everyday to use. Funded by taxpayers just like you and me.  Just imagine… having the option to have the same opportunity and equality for all students from different cultural backgrounds to participate with the help and involvement from their families. Especially for those from different multicultural backgrounds with limited English and access to a computer that can transform their collaboration in education that translates to their native language and to be engaged in using the computer at school and a comfortable place or area in their home with the convenience of having the computer and internet availability. Think about it! Time and technology in education is essential and is part of life. Explore the World Wide Web in the comfort of your home by being competence with other countries where they are ten years ahead in technology.

 

Tell your story. Have you been a victim of bullying while in school? You’ll be surprise! Based on my experience, children are more vulnerable to get written up and get suspended without solid evidence by those who supposed to teach them and administrators who supposed to keep the school climate safe and welcoming. Digital learning is an effective communication and one of the factors as part of the evidence. Promoting equality in education.

Changing student lives one Mimio at time

In today’s classroom technology is of utter importance. One of the biggest issues facing technology in schools is cost. A great way to add technology and offset the cost is the Mimio system. The Mimio system is portable and can be moved from classroom to classroom with ease. The Mimio an integrative technology that turns the ordinary whiteboard into a touch-screen smartboard. “Buying technology isn’t efficient unless it’s going to be useful. And the things that will make it useful are its interactivity, intuitiveness, and ease of use,” (Weymer, 2015). Having been in classrooms that used the Mimio, I can personally attest to its ability to reach every student. It transforms learning into a fun and exciting adventure.

 

The Mimio system is a great way to ensure that all modalities of learning are being reached: auditory, visual, and kinesthetic.  Students in today’s world are already entrenched in technology every day, bringing it .in to the classroom is necessary if we want to give our students the best opportunity for success.  The system is extremely easy to use and requires nothing more than your computer, a projector, and the Mimio, which consists of a USB connector and a magnetic strip equipped with the “magic” pen (I love this name).  Once you install the mimio software onto your computer, you are all set and ready to go.

 

I used this system as a teacher in my 6th grade world history class.  I taught two classes of honors (students with scores of 4’s and 5’s) and three classes of regular (students with scores of 2-4’s).  What I noticed in my classes with the lowest level students was that they became more interested in the material because they were allowed to experience it.  One of the best lessons I gave was a pyramid building program. The students were so excited to be able to come up to the board to use the “magic” pen, they were ooohing and aaahhing, waving their hands, practically jumping out of their seats to try and navigate the ship through the Nile River.  

 

One of the most difficult areas for any teacher to conquer is getting their students excited to be there.  The Mimio helps with that. In my class, I would use the Mimio to take daily attendance. The board would show students names/pictures, the students would find their name and move it to the present section on the board using that wonderful “magic” pen. Afterward, they would go sit down in their seats (most of the time and usually with a little prompting). The students enjoyed coming to class and “playing” on the board before class started.  

 

These are just a few examples of how incorporating technology into the classroom is a must have and not a luxury item.  Students need to thrive in the classroom. The days of standing up and lecturing while students take notes are a thing of the past. “Teachers must learn to use technology and must allow it to change their present teaching paradigm. This is not an easy task because change can seem intimidating and threatening,” (Bitner and Bitner, 2002).  As educators, we must acknowledge and embrace this. If we do not we will fail the up and coming learners we are entrusted to teach.

 

References

 

Bitner, N., & Bitner, J. O. E. (2002). Integrating technology into the classroom: Eight keys to success. Journal of technology and teacher education, 10(1), 95-100.

 

Weymer, J. (n.d.). Teachers Find Mimio Technologies Easy to Implement, Easy to Use, and Highly Effective as Instructional Tools. Retrieved from https://mimio.boxlight.com/

Technology: Friend or Foe?

It is no secret that we live in a technology based day and age. Our lives revolve around our phones, we have refrigerators that purchase groceries when they run low, and we don’t need key locks on our doors as computers can now unlock our front door. But that doesn’t mean all technology is bad or taking away from our experiences. The capabilities of phones today would blow any flip phone of the past out of the water, as we are able to do research and provide information in the blink of an eye. And now schools are seeing the benefits of increased technology.

From the use of IPads to Google Chromebooks to Smart Boards in the classroom some schools and students do not need textbooks. This is a huge impact on the idea of traditional schools and moving forward. Students learn differently today which means teachers must learn how to teach untraditionally. Lesson plans now involve a steady and consistent use of technology in the classroom with the idea to promote individual learning and independent research. While some experienced teachers may be stuck in their ways or habits, it is crucial to adapt to the changing environment know associated with all schools.

The ability to apply technology to the classroom improves the classrooms learning, this can be done by implementing technology into lesson plans and assignments that encourage students. Students today are more inclined to use their electronic devices when they are bored or looking for fun. Making assignments fun and educational puts each student in a position where they are comfortable and can learn more, according to Ellen M. Granberg of Vanderbilt University:

 “I find if you just send them home to do it on their own, they run into real problems. When they follow me, typing in on their own computers, that facilitates their learning.”

Students who use technology in the classroom can prepare themselves for a job in that area in the future. In a way classroom technology is on the job training, making and creating individuals who are ready quicker. While the classroom has evolved with technology so has many jobs, jobs today which never had a digital component now contain specific instructions and guidelines in order to be successful.

Even without technology we know that each person has their own mechanisms which make up who they are and how they function. Students in the classroom have the ability to learn at a speed that is comfortable to them. In the past if a teacher were to go over an assignment in class the class had to keep up and follow along. A student that is not on the same level as everyone else is now at a disadvantage. With technology students can accomplish their assignments now without feeling left out or behind. Teachers may also walk around the room and help students who appear to have difficulty or need to ask a question.

As educators it is our due diligence to research a variety of technology that can be useful to our students. Not just for their current state, but in order to create a life long learner who is eager to improve.

“It is important that the customization of technology in a digital age is also adapted to our learners’ needs. These students must be taught in the way they learn by using the 21st-century skills they already possess (Tadeja, 2010). Twenty-first century teaching involves a balance of the objectives of the teacher with the needs and input of the students.”

Working together teachers and students can accomplish many great feats, the new goal for learning no longer involves just students but the teachers and educators can also learn just as much if not more.

 

Sheninger, E. (2014). Digital Leadership: Changing Paradigms for changing times. Thousand Oaks, CA: Corwin

Garland, V & Tadeja, C. (2013). Educational Leadership and Technology. New York, NY: Routledge

Granberg, E (2000) How Technology Enhances Teaching and Learning, Retreived July 15th, 2018 from

https://cft.vanderbilt.edu/articles-and-essays/the-teaching-forum/how-technology-enhances-teaching-and-learning/

 

 

Differentiation Through Technology in High School Classrooms

 

Image result for blended high school classrooms

Technological progress is perhaps the most useful avenue for differentiated instruction.  Technology programs in classrooms create an individual for each student in the high school setting. Technology allows teachers, instructional coaches, and administrators to keep students in flexible “fluid” groups based on data throughout the year. Computer programs are a great curriculum resource for remediation groups to instruct based on skills, interests, readiness, or by choice.  and enrichment in all core curriculum courses. Computer programs are also a great enrichment tool for exposing high level students to rigorous texts.  Computer programs can provide immediate feedback to higher order questioning.

It is understood that academic achievement is based on the premises of high test scores, active class participation, and successful completion of final exams and class projects. The online instructional component in many high schools is a wide-spread trend across many cities.

Students and faculty members seem to benefit more from online instruction because of the continuous interaction one-on-one or in a group. The interactive assignments give students feedback without the professor being present.

 

Image result for blended high school classrooms

Instructors can keep contact with the independent variable because the technology tool enables them to view student’s progress. Another reason why it is believed that the students benefited more from online programs because they could always refer to old lessons and practice with feedback.

Academic achievement rates are measured using a percentage of A, B, or C.  High school students score significantly higher receiving a percentage of 70 accomplishing a grade of C or higher with online curriculum programs. This percentage was compared to the participants in a traditional paper-based group who scored 49% of a C or higher.

Differentiation through technology promotes individual learning pathways: How standards correlate, the availability of formative assessments, and options of different skill levels on the same content. High school teachers are challenged with various leveled groups. Instructors are faced with students having different reading levels. Teachers must still ensure all students are career and college ready. When working with leveled groups, teachers use websites such as Achieve 3000, Khan Academy, and Newsela.

  1. NewsELA

NewsELA allows students to read the same current events content, but it is differentiated to fit the needs of the specific student. Teachers assign, or students choose articles by subject, Common Core Standard, or Lexile level. Each article has five different Lexile levels that range from grades 3-12.

  1. Khan Academy

Khan Academy is an online classroom. One benefit from KA is having more class time for student-centered learning. On Khan Academy an instructor teaches each lesson content. The instructor models instruction on a white board and provides follow up lessons to check for mastery. Teachers can upload video from other resources for various I Do, You Do, We DO opportunities. Students are assigned videos and appropriate questions. As students watch the videos and answer questions, the teacher can track their progress.

  1. Achieve 3000

Achieve 3000 enables the benefits of a blended learning approach in the high school setting.  Achieve 3000 differentiates lessons at 12 levels of English.  All learners engage in lessons at their individual reading levels accelerated reading gains, boosting mastery of Common Core Standards. Achieve 3000 is a technology-based reading comprehension program that focuses on specific needs of students to provide reading material at each student’s reading level.

The Future is Embedded in the Present.  Educators improve the educational skills level of as many students as possible utilizing technology.  Differentiated instruction to increases students’ knowledge and skill sets.  In turn, students will use the knowledge gained from individualized instruction to develop strategies college and career readiness. I realize that Technology can shape the minds of young people and to help stimulate an interest in education, reading, and world events.

References

Coley, R. (1997). Technology’s impact: A new study shows the effectiveness—and      the limitations—of school technology.  Retrieved from              http://www.electronic-school.com./0997f3.html.

Cornish, Edward (2004) The Exploration of the Future. United States of America,     World Future Society.

Healy, J.M. (1998).  Failure to connect: How computers affect our children’s minds-   For better and worse. New York: Simon & Schuster.

Maeng, J. (2017). Using Technology to Facilitate Differentiated High School Science Instruction. Research in Science Education. Retrieved from http://link.springer.com.

Johnson, D. (1996).  Evaluating the impact of technology: The less simple answer. The Educational Journal Vol 5 no5 January/February 2006.

Naisbitt, J. (2006).  Mind Set! Reset your thinking and see the future. NY:HarperCollins Publishers.

Stern, J. (2015). Enhancing Learning Through Differentiated Technology:Instruction. Research in Science Education. Retrieved from http://edutopia.org.

Tapscott, D. (1998).  Growing up digital: The rise of the Net generation. New York. McGraw-Hill.

 

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iPad integration in the classroom: Educational innovation or textbook replacement?

As technology starts to become the norm in many schools across the nation, so does the notion of removing textbooks, paper, and writing utensils. While iPads are wonderful tools if used correctly, are they being utilized in a way that aims to increase student achievement and critical thinking skills? Research demonstrates that children need to be exposed to “educationally purposeful activities” in order to truly benefit from the use of iPads in the classroom (Prince, 2004). What this idea means is that iPads are not merely just replacements for textbooks, worksheets, or a way to eliminate the use of paper, but rather a supplementary tool that is essential for deeper learning (Garland and Tadeja, 2013). While traditional methods of teaching such as presentations and worksheets have their uses, iPads are a way for students to research, innovate, ask questions, and collaborate with their peers in order to solve real-world problems (Tynan-Wood, 2016). What we as educators sometimes fail to realize is the potential iPads and other forms of technology can have in the classroom.

One of the main goals we have as teachers is to promote active learning in our classrooms. If students are not seeking answers, being creative, or thinking critically, then real student achievement cannot occur. Technology, more specifically iPads, have the means of engaging students so that they become active and more collaborative within the classroom. Students experience more positive learning moments if lessons and activities are accompanied by iPads, demonstrating the need for teachers to use these devices in beneficial ways (Diemer, Fernandez, and Streepey, 2012). When iPads were first introduced to the classroom, many teachers may have felt uncomfortable using them and began tp simply use them as devices to transpose textbook and worksheet information. These actions are rarely engaging for students, and it is hard to achieve active learning when worksheets are just distributed digitally (Tynan-Wood, 2016). When we fall into the trap of just modeling traditional teaching methods in a digital fashion, we fail to capture the true positive aspects of implementing iPads within the classroom.

So how should iPads be utilized within the classroom? There are numerous ways us teachers can foster active learning in the classroom using iPads, but lessons that revolve around using research from the Internet, tasks that require innovation, and collaboration amongst students are more than likely to lead to better student engagement and achievement (Tynan-Wood, 2016). In fact, iPads have the ability to extend their educational benefits to students even when they are not in school. Randy Joss, a high school math teacher in California, uses iPads and technology to continue the learning even when students are at home. The problem he ran into before iPads and other forms of technology were introduced was that learning tended to stop when the students left school. Even when iPads were implemented, he experienced many of the same issues. Students would struggle with homework problems and essentially shutdown at home, leading to miscommunication, a failure to grow, and poor results. What Mr. Joss began to realize was that iPads have the ability to educate even when the students are not physically in the classroom. By posting videos of difficult problems and demonstrating how they are accomplished, students were able to receive help and complete the homework problems with more ease. He discovered students were coming to class better prepared, ready to move on to the next lesson, and eventually obtain higher achievement scores in his classes. The problem was resolved by the savvy utilization of iPads and technology. By treating the iPad as a tool instead of a digital textbook, Mr. Joss was able to create positive learning environments for his students that lead to better results. We must figure out innovative ways to utilize iPads in the classroom so our students can experience similar results.

Although iPads are certainly useful in helping eliminate expensive textbooks and needless waste of paper, they are so much more than just a fancy way to display text on a screen. iPads, and technology in general, are wonderful tools that can promote higher student achievement if used correctly. Students have the power to research difficult questions, receive educational opportunities at home, and become engaged in learning by using iPads. The time has come to throw away the idea of iPads as merely digital textbooks. Our students’ best interests demand we innovate instead of making them stare blankly at the screens.

References:

Diemer, T. T., Fernandez, E., & Streepey, J. W. (2012). Student Perceptions of Classroom Engagement and Learning using iPads. Journal of Teaching and Learning with Technology, 1(2), 13-25. Retrieved July 15, 2018, from jotlt.indiana.edu.

Garland, V. E., & Tadeja, C. (2013). Educational leadership and technology: Preparing school administrators for a digital age. New York, NY: Routledge.

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.

Tynan-Wood, C. (2016, March 7). IPads in the classroom: The promise and the problems. Retrieved July 15, 2018, from https://www.greatschools.org/gk/articles/ipad-technology-in-the-classroom/

Artificial Intelligence in Education

 

Fourteen year later, we still fear the movement towards Artificial Intelligence (AI). Yes, I agree in the scene of I, Robot, when the robot’s bodies turned from green to red and their faces immediately contoured into evilness, I too was a disbeliever of AI’s. However, we are now over a decade later invested in the evolvement of Artificial Intelligence and its beneficiaries in education are worth looking into. Throughout the years there has been progression of technology in our education system, here are some of potential achievements that can occur with the incorporation of AI’s inside our classroom.

            One of the barriers teachers as a whole from elementary to college deal with are grading papers. We love as teachers to give assignments, but when it comes to grading that motivation somehow escapes. Let’s imagine, that on our to-do list we no longer have to jot down, “grade papers”. Currently, AI technology allows them to automate grading for multiple choice, and the way that AI’s work is that through time they become capable of developing sets of skills, such as “grader”. This would alleviate the multiple roles that we teachers as a whole already are mandated to do.

            Not only can they aid in supporting teachers, but they are a great asset to helping with students. The ratio of student to teacher (depending on the district) are obscene, it is no longer feasible to give adequate attention to each student per day. AI’s have the capability to process data and determine where the student’s areas of strengths and weakness are. Then they generate individualized reports that create a 1:1 study guide for that students, instead of a general review. Alongside the support of students, AI’s can be an aid for students with disabilities. With the incorporation of laws such as Least Restrictive Environment, we see the integration of students with disabilities in “general” education, now more than the decades prior. AI’s can put forth to help assist with students with special needs by providing adaptive material to them. Recent studies have shown the positive results for AI’s teaching students with social skills. [See study studies.]

            The step towards artificial intelligence is the direction we as educators need to take, this role that they take on allows us as educators to move into the role of classroom facilitator. In the year 2018, we no longer are the lecturer standing in front of the room, having students sit row by row as they copy and memorize material for 9 months, rather we become the learning motivator that sparks intrinsic motivation for learning, that later on will open windows of opportunities for students of all backgrounds. As well as, at the same time, AI’s can provide having a personalized tutor for students, having the capability to identify areas of weakness for your classroom, or individualized student, and overall holding teaching accountable and strengthening best teaching practices. Also remember artificial intelligence is in no way shape or form going to replace teachers altogether, however, it is a huge possibility that it will reshape the way teachers teach and students learn.

 

Reference:

1., & 3. (2018, May 27). 7 Roles for Artificial Intelligence in Education. Retrieved from https://www.thetechedvocate.org/7-roles-for-artificial-intelligence-in-education/

Holz, S. (2017, July 19). How AI is changing special education. Retrieved from http://blog.neolms.com/ai-changing-special-education/

 

 

Technology in the classroom: love it or hate it, its here to stay.

Every year I use Shakespeare’s The Tragedy of Romeo and Juliet to teach students iambic pentameter and the rhyme scheme of a sonnet. Every year the students protest. Then they become invested in the storyline and bemoan the fact that these two characters are so young and so dumb and why would an adult write about kids making such horrible decisions because “For sure, we don’t act like that.” And then we get to the end and the students cry out, “Don’t do it! Juliet, wake up!” We finish the play and take the assessment. Then I ask the kids to imagine that Romeo, or Juliet, or any other of the amazing characters in that play lived today and had social media. I ask them to think about what that site might actually look like; what comments from friends would you see on their wall; what pictures and hashtags would they use on Instagram? Then the fun really begins.

Technology is so engrained in our students lives that they can immediately discuss who Mercutio would follow on Instagram or Twitter and get into an argument about what profile picture would make the most sense for the nurse. Students today know how to navigate the web and new gadgets with ease and are ready to see more of it in their classrooms. But the students are not the problem. Teachers are not equipped to implement all of the technology that is at their fingertips because they do not know how to use it.

Professional Development is meant to broaden the horizons for many schools and their teachers; unfortunately, there never seems to be enough time to really train the staff adequately on the multitude of programs that are in use each year. Many teachers fall victim to reaching out to the IT person at their site for quick fixes with glitches in the technology or help in navigating an unfamiliar application. According to the Office of Educational Technology, “…schools need to support teachers in accessing needed technology and in learning how to use it effectively. Educators need continuous, just-in-time support that includes professional development, mentors, and informal collaborations.” A lot of time is wasted during professional development. Often teachers are invited to participate in trainings that are not applicable to their classrooms or to events that they may not find value in. If instead we give teachers continuous training on the various technological applications they are asked to use, they might be more inclined to use them. And the issue is not time. There is plenty of time! These trainings could take place during the school day. Substitutes could be used for a half-day of training for one teacher, and a half-day of training for another. This is manageable. Teacher volunteers that are well versed in the application could also offer their time to help struggling staff members. This could be done during planning periods, before school, or after school.

In addition, if we give the teachers the support they need to implement technology into the classroom, we will be better preparing the students to face the 21st century world that waits for them upon graduation. “Smart policy will both ensure equality of access to technology that focus on specific connections to learning processes and address all the factors in complete learning systems. Smart research and development investment will be in learning systems that include technology applications as well as the conditions that support students and teaches to use them effectively toward strong learning” (Office of Educational Technology).

I will continue to discuss feuds between ancient families and my students will continue to analyze #feudsfordays, #romeoforever, and #julietwakeup. I would just like for the teachers to understand what it is the kids are accessing online and what it is they are talking about. Technology is here to stay. Our students know it and love it. We should too.

References

P. (n.d.) Learning Technology Effectiveness. Retrieved from htts://tech.ed.gov/learning-technology-effectiveness

Google Classroom

WOW where technology has gotten us today. Does anyone like myself remember taking a computer class to learn to type and how to make business cards. I look at today’s classrooms and am I blown away. Students that are 3D printing prosthetic limbs to help others across various countries. Where all I was thinking about is how to make my business card look like a hockey rink. Now I am sure you are all thinking to yourself wow that is so cool! NOT. Times have changed and we are continuing to see change in our classrooms. That is what I am here to talk to you about today. Google Classroom as I am sure many of you have heard of it however I want to dig in on how this platform should actually be used.

Google Classroom has been around for several years now and with that being said you would think that teachers would understand the idea behind it. I still see teachers using it to post notes, classroom worksheets, and what they are doing that day. It is more of the teachers posting to say oh well check here as I made an announcement but there is no interaction among the students. There are so many things that we can do and teachers across the country are using it to make their worksheets they have used for ten years digital so they can say they have met their technology portion. WHAT IS WRONG WITH PEOPLE! To back up a bit I do have to comend those veteran teachers that may not want to use technology within their classrooms that this is the best way for them to use it at this point. Big round of applause from those teachers that are wary however are still trying to find a way to use technology for their students.

The way I look at google classroom is where students and teachers can collaborate together to then create and design and think about their learning. Every morning my students have to answer a google classroom question. This question may have nothing to do with their assignments however it gets them writing and interacting with their peers. This past year they not only had to answer the question but then they were able to let me share their answers if they would like. The conversations that we had were very impactful from this one little activity they expected everyday. Now I could have taken this same idea and asked my students to raise their hand if they wanted to answer today’s question and if I did so I would not see any hands go up. However this way students can sit and think about how they want to answer and not be criticized by answering out loud. Sometimes this type of questioning makes the students to feel safe from getting made fun of. This is just one feature I love about google classroom.

The next thing that I LOVE about google classroom is when a student completes a task or an assignment it is all right there. There is no more digging through our stacks of papers to try and find Jimmy’s homework. It is all online. Unless of course your students are super techs and try and fool you. Well google is amazing and 99.9% we are able to get “lost work” back. Don’t you just love when students “loose” something! Or have you been that teacher to actually loose a stack of papers and stress about it. HERE no more google classroom here her to save the day! Now with google classroom we now not only have a common place for students to turn in their assignments but we also have a place where we can grade, check in, and even remind students while they are working.

I think the biggest thing that I love about google classroom is that you can make documents that are collaborative. So if a student is working on a writing assignment and is struggling but you can’t be two places at once you can go in and make a note for them and they will see it instantly. As a teacher you can continue to get to as many students as possible and they will get the message right away. Instead of the old process. Of write this paper turn it in I will correct it and get it back to you now these things can be done instantly and benefit all.

So for all those google classroom haters learn and try and don’t just use it to post your book digitally. Make our learning authentic by using technology as it is intended in our classrooms!