#24: The Role of Tablets (iPads) for Students with Special Needs

      Steve Jobs may not have planned, anticipated, or even dreamed of iPads revolutionizing education in the ways that they have, but education and life as we know it will never be the same. Particularly, students with special needs are using iPads to communicate and show learning. The acquisition of knowledge is the amazing and consistent find from the research being completed about iPads and special education. The iPad is an all inclusive assistive technology device that allows students to gain and retain knowledge fast that its predecessors.

    Below is a video showing iPads in action in the special needs classroom. It highlights my statement that iPads serve as a tool that allows all students, particularly students with special needs, to gain and retain knowledge. As with any technology, however, quality instruction from an effective teacher cannot be replaced by technology like iPads. The technology should enhance already exisiting good instruction.

#23: Tis the Season

   I love Christmas. I love it so much, in fact, that the day before Thanksgiving, I made..I mean, asked, my boyfriend to drag the Christmas tree up from the garage so I could put it up. I couldn't wait to smell (fake) pine, see burlap and mercury glass, and spread Christmas cheer throughout my house. Below are some snapshots of some of my favorite Christmas decorations...minus the pumpkins of course. :) That's just proof that outside it was still Thanksgiving, but inside was Santa-ready.

What is your favorite Christmas decoration you put up in your house?

#22: The Deppilf Classroom

    Ok..that was my attempt to be funny. If you didn't get it, well....keep looking.

    The flipped classroom is an education reform topic that intrigues me. So much, in fact, that I decided to write my research paper about it. As I collected my research, so much of the framework and reasoning behind this class model makes sense to me. The information I've posted below is a brief summary of the flipped classroom.

• Video #1: Aaron Sams and Jon Bergman are credited with the "flipped classroom". Below is a video explaining the driving forces behind their decision to "flip" and an example of the software program, Camtasia, that they used to create their vodcasts for students. 

• Video #2: This is a model of the flipped classroom. I REALLY like the way the information is presented, and I LOVE the clever use of the illustrations. 

• Flipped Classroom Infographic- from Knewton

   This is another visual model that provides a great, brief overview of flipped instruction. 

• The Flipped Classroom- This is the ppt I created about the flipped classroom from my research. It includes the basic framework, driving force, benefits, barriers, technology, and administrative roles associated with the classroom model. 

I hope after reading this, you start to "flip" out about flipped classrooms. Sorry...had to. 

#21: Student Choice: Puppy Birthday Paw-ty

     My puppy, Hattie, turned one couple of weekends ago, and in typically doggy fashion, we threw her a birthday paw-ty complete with doggy treats, party hats, balloons, and cake (for the adults, of course). She and her sister, Ella, had a blast and were very tired puppies by the end of the night. :)

The birthday girls! Hattie is the one on the right. :)

Hattie looks a little worn out from all the partying....

Yay for puppy paw-ties! I love an excuse to eat birthday cake!!

#20: What are the barriers of technology in education?
   As I researched this topic, I found a great article that discusses several relevant barriers to acquiring and integrating technology. The words written in red came from the article, however, the supplemental information is from me.

article link

1. Availability of and access to computers and the internet- This is a very, very common barrier that teachers get heartburn over. :) In  my classroom, I have two desktop computers we call "dinosaurs" because they seem ancient compared to the iPads, iPods, and even laptops we have in the school and in most classrooms. This is a very legitimate barrier, however, because if students do not have access to reliable, up to date computers, how are they expected to use technology? Furthermore, if we are supposed to be preparing them for the digital age of the future, I don't think part of this preparation includes making them wait 10 minutes to log on.

2. Lack of time- Another common complaint I hear frequently, and yes, teachers and administrators are equally pressed for time, however, technology skills and integration shouldn't be comprised due to lack of time. In fact, technology like our smart phones actually save us a tremendous amount of time. I think this "lack of time" is common among teachers when they are introduced to something that seems daunting to them, such as using a new software program, or integrating iPads into instruction. It could also be a legitimate complaint if this "lack of time" refers to the amount of time it takes to log on to a computer as I previously mentioned. Since teachers' time is precious, as is students', the professional development that is used to train the teachers on the technology that is intended to be implemented must be meaningful, relevant, and motivating.

3. IT Support- In order for technology to be implemented, teachers must feel that they have adequate help if something does not work correctly, which tends to happen as soon as first start the lesson.:) Institutional support, such as the school administration, and technical support need to have knowledge of the technology and/or software and have a list of people to contact in order to help teachers quickly.

#19: Does technology help or harm literacy?

    This is a loaded question, and from the research I've done, it depends on your view of "literacy" and which article you're reading. Dictionary.com defines litearcy as "the ability to read or write". With this simplistic definition, I would think it would be difficult to find hard evidence that technology is harming the ability to read or write for students. Walk in many classroom today, and the ability to read and write is being enhanced with iPad apps, computer software, and Web 2.0 tools. This enhancement is simply that, and technology hasn't and never will be able to replace the role of an effective teacher.
     I did some research to see what was out there on this topic, and came across several articles. One of which painted technology and literacy in a harmonious marriage. The article states "Today’s teens have grown up zooming among hyperlinks in cyberspace and conversing in an online world of Twitter and text messaging where acronyms, assorted shortcuts and creative punctuation have redefined everyday discourse. And while it may not carry the gravitas of Dostoevsky, it all adds up: Experts figure that kids today read and write even more than previous generations. And they do so in a broader and more complex environment—though not always in academic ways." (http://essentialeducator.org/?p=5854) I observe my students all day, every day, and I think students do read and write just as much as previous generations, however, the types of reading and compositions have drastically shifted. Furthermore, iPad apps and computer software open the doors for students to read and interact with the text in ways never imaginable years ago. For example, I had the students in my class last year complete a iPad project using an application called "My Story". The students had to choose five Greek/Latin words from the year and create a picture, sentence,and narration for the project. Therefore, they were using written language skills and reading. The students were much more engaged and dedicated to the project using the iPad than if I had them complete the assignment using paper and pencil. Furthermore, technology has revolutionized the ability for students with IEP's to read and write. Whether Steve Jobs intended for the iPad to revolutionize education, it has. Therefore, my personal opinion, and the opinions of teachers that infuse technology into their instruction regularly, is that technology isn't "harming" literacy, but moreso, changing the face of it. 
     It is easy to find research for both sides of this argument. The majority of the research I found that points to technology harming literacy regards texting. It is difficult to find hard evidence that students' composition skills are declining solely due to texting, or if early elementary teachers are hard-pressed for time to teach foundational writing skills, or both. Being a fifth grade teacher, I can honestly say that when they ended the writing assessment for our grade level, the amount of time we spend on explicit writing instruction did decline, and in its place came more math and reading comprehension. However, we noticed that students didn't have the foundational writing skills, such as paragraph structure, when they entered fifth grade making it difficult for  us to build upon. I think the argument that texting is the culprit for poor writing instruction has spread like wildfire because technology is an easy target. It has completely permeated our society, therefore, most people think it is to blame for our students' poor, or insufficient, writing skills. From my experience, students today, more than any other generation, need to be taught the difference between shorthand "text" writing, and formal writing compositions. A focus on explicit writing instruction that teaches the difference between formal and informal writing in earlier grades might equate to more adequate writing skills in secondary education and adulthood. Technology has changed reading and writing, and instruction in these two areas has to change with it. 

#18: Math App Makes a "Splash"

     I recently received the Tech & Learning magazine in the mail, thanks to my new subscription, and as I was flipping through it, I came across an article about a product review. Doesn't sound very interesting, does it? Except that I had downloaded the app to use in my math class, and the students loved it! I quickly read the article to find out what other people were saying about the app.
     The app, "Splash Math Grades 1-5",  offers a grade by grade curriculum, and teachers can differentiate instruction, or the usage, based on the varying the student levels. The lessons and activities for the app align to the CCSS, and teachers can pull a report for a student at any time. What I love about the app is that students create their own avatar for the app, and the next time students use the app, they can resume whatever activity or lesson they were completing. The students like the appearance of the app because it is very kid-friendly and has a visually appealing space theme. Although I haven't accessed all of the teacher components to the app, I can see how it could be very useful information.
     The article rates the app as "excellent", and goes on to say that it would be great for students with special needs also.


Below is a link to the Tech&Learning magazine article:
http://www.techlearning.com/products/0038/study-pad-splash-math/52999