Chapter 4 Question 2: Students with special needs include both those who have disabilities and those who are gifted. Technology can provide solutions to help meet the unique needs of both groups. However, schools typically have limited budgets for technology. Considering that the needs of all students should be met, what do you think the best allocation of limited technology dollars should be to meet these students’ needs? Give examples to support your views.
If an educational institution does not have the funds for the most advanced assistive technology, they can work with what they have. Microsoft and Apple software have built in software to aid those with disabilities. Microsoft’s Windows has an application called the Ease of Access Center. It comes with Windows and does not cost anything extra. The Ease of Access Center lets the teacher tailor the computer to each individual student’s needs. Those with hearing, visual, and dexterity problems can utilize the same computer, the teacher just needs to change the settings between students. Gifted students could use the same computer as those with disabilities. If a school has iPads, kindles, or other types of tablets, free educational apps may be accessed. The Center on Accessible Instructional Materials contains resources and technology assistance for educators, parents, students, publishers, and others involved in education and educational resources. This website, www.aem.cast.org , provides the standards for implementation of universal and design technology solutions for all learners. From there I learned about Open Educational Resources (OERs). OERs are teaching, learning, and research materials of all mediums that may be accessed at no cost with limited or no restrictions. One website offering OERs is www.edutopia.org . This website offers free digital material designed to aid in teaching to all types of learners. A limited budget does not mean an institution cannot aid all students in reaching and surpassing their potential. The internet is an abundant source of free educational programs and technologies, we just need to know where to look. Schools can also use technology, such as Windows, which they already possess. Organizations such as the Center for Implementing Technology in Education, the Center for Applied Technology, the University of Washington DO-IT project, and the organizations mentioned previously, provide teachers and educational facilities information to use the resources they have to the best of their abilities. Chapter 5 Question 3: What is the most significant opportunity presented by technology integration? What role does training play in effectively integrating computers in the classroom? Technology integration into the classroom presents opportunities for both students and teachers. Technology such as the internet tears down classroom walls. Students are no longer isolated to the classroom; they can interact with students across the globe. The internet provides access to the entire world’s knowledge as well as a variety of multimedia tools. Technology also allows the teacher to tailor instruction to each individual student’s needs. Integrating technology in the classroom provides teachers support for administrative tasks such as lesson planning, as well as opportunities for interacting with peers. The greatest opportunity integration of technology provides is the enhancement and customization of instruction. Technology is beneficial for the teacher and student. However, technology is only useful if it is integrated properly. Training of teachers so they are competent is key to successful integration of computers in the classroom. In order for teachers to model technology skills for their students they need to be properly trained. Training also provides teachers with the skills to choose the appropriate software, control the interaction of the hardware, troubleshoot minor problems, and make adjustments for their students’ needs. Not only do teachers need to be able to control and make use of technology to make the classroom run smoothly, they may be called upon to participate in school wide technology decisions. Computer competency is key to a smooth integration of technology in the classroom, and training ensures that competency. However, it is important to remember that changes in technology occur all the time so teachers must constantly undergo training to keep up and stay competent. Chapter 6 Question 1: After considering the various types of digital technologies presented in this chapter, what three pieces of equipment do you think you would most want for your future or current classroom? Explain why you selected these three and how you would use them for teaching and learning. The three pieces of equipment I would like to incorporate into my current classroom are graphic tablets, electronic whiteboards, and clickers. The graphic tablets would be great for hematology and body fluids, which have a heavy visual component. In those two courses my students use the microscopes a great deal and I review cell types and urine sediment using PowerPoint or an antiquated laser disc. The graphic tablet would allow for more interaction when reviewing cell and sediment images. I could point out cell features and then label them. If a student had a question he or she could come point out the exact feature the question was about, instead of me pointing to several spots before I figure it out. The next technology I would like to implement would be an electronic whiteboard. I use PowerPoint but also like to write on the chalkboard or dry erase board. I would like the ability to save what I write on the board for future reference. If the whiteboard and what was pulled up on the computer screen could be projected at the same time, that would be even more ideal. Finally, I like the idea of implementing clickers in the classroom. Instant feedback after covering a topic would be very beneficial to me and my students. I would know after presenting a topic if I made my point clear enough or if I need to review some more. I stop to see if anyone has questions periodically while lecturing and all I get are blank stares in return. If I ask questions about topics I just covered, count it as a quiz grade, and let my students respond with the clicker, I would get feedback instead of blank stares. The clicker quizzes would give me idea of their understanding of the material. Many of the digital technologies listed in chapter six I actually already have access to, but have not used them to their fullest potential. I look forward to putting those technologies to better use in the future.
6 Comments
Anthony
6/18/2016 08:05:51 pm
Hi Anna
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6/19/2016 03:25:42 pm
I had to do some research to find out about Edutopia and OERs. I have no background in education so all of this was new to me. I'm glad my research may be of some help. Even though I teach in a university setting, these three chapters have still given me insight in how to improve my instruction.
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Mary Warden
6/18/2016 10:52:58 pm
We answered the same questions this week! I'm confused by the question rotation.
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6/19/2016 03:18:20 pm
I thought since I was the first person in the group I started with question 1 the first week, 2 the second week, and 3 the third week. Then I would start with question 1 again. I may be wrong.
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Demetric DyAnn Williams
6/19/2016 12:59:45 pm
Hi Anna:
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6/19/2016 03:23:08 pm
I know a teacher that refuses to use new technology. I think it is a shame. She is missing out on an opportunity to engage her students in a new and wonderful way, as well as a plethora of tools that could help her get the message to her students. Technology is bad if used incorrectly. Used correctly it can be very useful.
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AuthorAnna K. Swann, M.S., MLS (ASCP)CM Blog Roll
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