Does anyone have students who are in special education? If so what are their disabilities and do they or you use technology differently for these students?
Do you use technology differently for the students who are gifted and talented?
What is the difference between assistive technology and instructional technology? (412)
Historically, has the emphasis of technology been in the area of assistive or instructional technology? (412)
Instructional technology is used with students who have cognitive disabilities (mild, moderate & severe). What are some technology solutions to use with these students in the content areas? (pages 413-416)
How can technology be used to help students to obtain behavioral and social goals?
What are some laws that govern the policies in special education and what are their implications? (pages 409)
What is the design that shifts our paradigm to a new way of thinking about access that is proactive rather than reactive? (pgs 410-411)
What are some criteria for making the web accessible? (page 412)
If you needed technology support for a student in special education who would you go to?
Thursday, October 22, 2009
Wednesday, October 21, 2009
Chapter 15: Technology in Special Education
Describe issues related to training special education teachers to use technology.
Technology in every area continues to change at a rapid pace, special education is no exception. Keeping up with new technology to assist students instructionally is a dynamic task. New technology is available continually and student needs are unique and must be considered on an individual basis. Children who need assistive technology may require several trial and errors with different devices, programs or strategies before one is found to fit the specific needs of the individual student. This could be a time consuming process. The knowledge on how to use technology and the training that is required may be beyond a teacher’s realm of competency. Support in the area of technology is often limited.
Give examples of no-tech, low-tech, and high-tech solutions for special students.
No- tech solutions would include teaching a child to use their body in a different way to achieve the goal. Roblyer’s example was to teach one-handed typing. No-tech solutions also may include a change in the environment. Preferential seating could be a no-tech solution, if the child has a mild visual impairment and needs to be closer to where information is presented. Low-tech assistive technology solutions include non-electrical devices or solutions. Examples of low-tech solutions include enlarged pictures or text, communication boards, highlighters, pencil grips, slant boards, etc. No-tech and low-tech solutions require “thinking outside the box” to find an answer to the access needs of students. High-tech solutions would include voice output communication devices, electrical wheelchairs, specialized keyboards, touch screens, etc. The problem with high-tech is the cost. Creative funding may be necessary to make sure that students receive the assistive technology that they are entitled to. Evaluation of assistive technology in an ongoing process.
Technology in every area continues to change at a rapid pace, special education is no exception. Keeping up with new technology to assist students instructionally is a dynamic task. New technology is available continually and student needs are unique and must be considered on an individual basis. Children who need assistive technology may require several trial and errors with different devices, programs or strategies before one is found to fit the specific needs of the individual student. This could be a time consuming process. The knowledge on how to use technology and the training that is required may be beyond a teacher’s realm of competency. Support in the area of technology is often limited.
Give examples of no-tech, low-tech, and high-tech solutions for special students.
No- tech solutions would include teaching a child to use their body in a different way to achieve the goal. Roblyer’s example was to teach one-handed typing. No-tech solutions also may include a change in the environment. Preferential seating could be a no-tech solution, if the child has a mild visual impairment and needs to be closer to where information is presented. Low-tech assistive technology solutions include non-electrical devices or solutions. Examples of low-tech solutions include enlarged pictures or text, communication boards, highlighters, pencil grips, slant boards, etc. No-tech and low-tech solutions require “thinking outside the box” to find an answer to the access needs of students. High-tech solutions would include voice output communication devices, electrical wheelchairs, specialized keyboards, touch screens, etc. The problem with high-tech is the cost. Creative funding may be necessary to make sure that students receive the assistive technology that they are entitled to. Evaluation of assistive technology in an ongoing process.
Wednesday, October 7, 2009
Discussion Chapter 12
What are the "history wars," and what are their implications for technology use in history?
“History Wars” describe the battle of historians with the conflicting ideology of how and what to teach in the subject area of social studies. On the one hand there is the view of “traditional” education in American and world histories. This “traditional” approach focuses on historical themes and events. The other hand has a broader focus addressing social studies topics which includes a multicultural approach and covers a number of topics. The battle continues.
With students' ready access to information on the Internet, what might be the concerns of social studies teachers?
Information literacy becomes a huge issue when teaching social studies. Part of our “duty” is to teach children to be responsible citizens. As we instruct students in the use of the internet as an information or research tool; we must instruct them on how to decipher whether or not that information is credible. This is not an easy task. We must demonstrate to them how to be critical consumers of information. Individuals can always find sources to back their view or discredit other’s views. Remember never to get in a power struggle with students. Students are great debaters. Maybe we should learn how to channel that into a positive lesson.
“History Wars” describe the battle of historians with the conflicting ideology of how and what to teach in the subject area of social studies. On the one hand there is the view of “traditional” education in American and world histories. This “traditional” approach focuses on historical themes and events. The other hand has a broader focus addressing social studies topics which includes a multicultural approach and covers a number of topics. The battle continues.
With students' ready access to information on the Internet, what might be the concerns of social studies teachers?
Information literacy becomes a huge issue when teaching social studies. Part of our “duty” is to teach children to be responsible citizens. As we instruct students in the use of the internet as an information or research tool; we must instruct them on how to decipher whether or not that information is credible. This is not an easy task. We must demonstrate to them how to be critical consumers of information. Individuals can always find sources to back their view or discredit other’s views. Remember never to get in a power struggle with students. Students are great debaters. Maybe we should learn how to channel that into a positive lesson.
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