Journal 9: First Graders With iPads?

NETS-T: 1, 2, 3, 4

Getting, S., & Swainey, K. (2012). First graders with ipads?. Learning and Leading with Technology,40(1), 24-27. Retrieved frvom www.iste.org/Store/Product.aspx?ID=2515

This article was not shocking to me. Many of the kids I work with already are on the second generation of iPad, I did like the idea at getting students immersed in technology, along the way learning to read. Students are given the responsibility of caring for the iPad, helping keep the students excited and motivated to learn. Students began to participate in key themes for schooling, such as global awareness (25). Students could learn and have fun, keeping them excited for the next lessons. Although the project was exciting and saw great results, there were quite a few obstacles faced. The biggest obstacle was navigating the project without much help or direction from the district (26). The teachers also felt the subject limited them, working hard to meet the curriculum requirements. With technology, technical problems are inherent. Having a class full of students syncing together proved to take practice. The cost of the iPads also created problems, a real issue for teachers and districts interested in implementing iPads into the classroom.

Q1: How can iPads help special needs, English Language Learners, or at-risk students?

A1: iPads can offer students the chance to learn in a fun and exciting way. Often, students do not learn effectively in a traditional classroom method. Offering students a novel plan can create positive improvement.

Q2: Are iPads practical for schools, especially in this economy?

A1: The use of grants, much like Getting and Swainey’s can help make the dream of iPads into a reality. Expecting students to have a tablet or iPad should not be expected.

Journal 8: Adaptive Technology

NETS-T: 1, 3, 4, 5
 
COMMUNICATION

            According to the United States Society of Augmentative and Alternative Communication (USASAAC), Augmentative and Alternative Communication (AAC) “includes all forms of communication—other than oral speech—that are used to express thoughts, needs, wants, and ideas.” This mean that AAC is used through nonverbal expressions (such as faces or gestures), symbols, pictures, or writing. AAC is a method used by people with severe speech or language problems to aid existing speech or replace not functional speech. The method’s purpose is to promote “social interaction, school performance, and feelings of self-worth” (USAAC)

LOW-TECHNOLOGY COMMUNICATION TOOL

COMMUNICATION BOARD

For the purposes of Adaptive Technology, Low-Tech Communication Tools are devices that do not require a power source. An example of low-tech tool is a communication board. A communication board is simple, using letters, words, phrases, pictures, or symbols the user and partner can use to communicate. The boards can be elaborate or extremely simple. As a teacher, I can work to create communication boards specific to lessons we are covering. The biggest issue with Low-Tech communication is the need for the user to indicate to the partner what is being selected. This is normally done through pointing, but this may not be possible for those with physical constraints. “Scanning,” having the partner point at the board as the user uses blinking or vocalizing, can solve the limits (Scott, 1998).

CLICK HERE for more information on creating communication boards



HIGH-TECHNOLOGY COMMUNICATION TOOL

INSERT A

INSERT B

High-Tech Communication tools are devices that require power sources, making them more complex than Low-Tech. An example of High-Tech Communication is a “ChatBox.” A chat box is similar to communication boards, because it allows the user to communicate with a partner. It allows the user to digitize speech with a keyboard. It is pre-programmed with vocabulary, voice, and the language of the user. Individuals can use ChatBox at any age. ChatBox is a product that comes in many formats, from the standard one (see INSERT A), to the sleeker “Palm Pilot” type product (see INSERT B). In the classroom, these products would be helpful for those who want to participate in the class. They are no larger than an iPad, making it easily transported between classes. As a teacher, inclusion is very important. Products such as the ChatBox give students who normally would be unable to communicate the chance to interact with me and the other students. 

ACCESSIBILITY
            An input device is used to enter information. This is something we use everyday without even realizing the effort, such as a keyboard, scanner, or gaming console. Input devices are beneficial for special needs students because it can help communication in and out of the classroom with other students and teachers.

RIGHT HANDED KEYBOARD

             HARDWARE
Hardware is the physical aspect of technology. An example for special needs students is a half-qwerty keyboard. The keyboard allows users the option of one-hand or two-hand typing. This type of keyboard is especially helpful for those who have physical disabilities or injuries. The keyboard is laid out normally, but there are two letters per key. The space bar is used with the letter to get the other letter. The keyboard is set up for left- or right-handed people. The main problem with the keyboard is the price. It generally runs for about $600 brand new.

           SOFTWARE

WORD PREDICTION

Software is used on the computer. An example is Word Prediction. Word Prediction cuts down on the number of words needed to type. When the first letter of a word is typed, a list of words pops up based on history and context. The user only has to type the number of the word needed. This software would be helpful for note taking or writing assignments in the classroom and for homework. This would be an efficient way for students to keep up with discussions and work required of each student, helping the student to not fall behind. Students can use the program on a laptop or as an application on a tablet such as the iPad.