After exploring several new parent technology communication tools, I found that I love all of them! My task was to create a parent newsletter including an event sign up through Sign Up Genius that can be reached via a QR Code. We were then required to share our newsletters online through the website Dropbox. Sign Up Genius is a great way to get feed back from parents for a number of reasons. Some possibilities can be field trips, class parties, conferences, donations for projects, volunteer sign up for class events- the possibilities are endless. It is quite easy to set up as well as sign up. It was also quite simple to create a QR Code that can then be linked to the event page at Sign Up Genius. QR Codes can be scanned using smartphones or tablets and bring you directly to the event page. Dropbox is an easy way to share documents. This can be a way to communicate documents with parents such as newsletters or homework files. It can also be a way for students to upload and share assignments. I did have some trouble typing on the feedback document. I had to download, type, save and then upload again. Dropbox works great as a way to be able to share and download but maybe not as well as a "live" communicator. It can also be set as an App. on a smartphone making documents at hand at all times.
We also explored Educreations. There are several learning videos that can be used to enhance or review class lessons. These can be used in the classroom as well as in the home as a homework helper. With Common Core Learning Standards becoming more challenging, this is a great resource tool for parents. It's easy to search by topic too.
As an added benefit all of these tools are free to download!
Wednesday, November 20, 2013
Monday, November 11, 2013
Social Stories
Social stories are an inexpensive way to help children with autism and other disabilities learn to cope with their social surroundings. Simply put these can be teacher written stories that are about specific situations occurring in the student's life or general social situation stories that can be purchased or downloaded. As stated in "Digital Stories Targeting Social Skills for Children With Disabilities: Multidimensional Learning" by Cori More, "Social stories are distinguished from other stories by their short length, personalization, and being written from the perspective of the student." (Gray, 2000; Gray & Garand, 1993) Some children have trouble learning socially simply through observing others. Social stories can help prepare a student as to how to handle these situations. Social stories can be hand written and illustrated or created digitally using programs such as PhotoStory or iMovie. The use of Picture Symbols (see below) is also helpful as these are familiar to the students as reminders for
other social behaviors, such as raising ther hand when they have a
question. According to "The Factsheet for Autism Therepy:Social
Stories" on the Healing Thresholds Website, "Recent research studies
show that social stories can help reduce problem behaviors, increase social awareness, and/or teach new skills." When writing a social stories there are a few things to consider for success. They are written from the child's perspective and should include a description of the situation, an appropriate social response as well as how the child may feel about the situation, a commonly shared idea regarding the situation and how others may help the student out. Finally, include some type of statement that can remind the student of how they will react when the situation occurs. Social stories can be used to prepare students for situations such as a change in schedule or daily situations such as riding the bus to school. Either way they are most successful when the student reviews them regularly and always first with an adult. In today's technology, digital social stories can be a real benefit. Students can review these during a center time or as needed. The story can be read to the student so the student needs to simply "watch" the story. It can include music to help create a specific feeling as well as pictures. Other programs such as iMovie can allow the option of including video clips as well.
I created this social story using PhotoStory 3 to help prepare a student for an upcoming schedule change. I have worked with students with autism and other disabilities and I know first hand that schedule changes can be tough to handle. Although I am very pleased with how my digital social story turned out, I was not very fond of PhotoStory 3. I didn't like that the text had to be added over the pictures, as far as I could tell. Adding music and voice did seem to be pretty simple. I would have liked more options such as adding blank title screens or changing photo size. It did give the option to move text to top or bottom as well as water mark the photo and change font color to make it more visible. Also, when it came time to share the video to Youtube there was not an easy share option. Instead it needed to be saved and then uploaded through Youtube. Now that I have been through the process it will be easier the next time I'm sure. I am very familiar with iMovie for Mac and can see using that to create social stories as well. Using social stories would be a great way to create several different stories on topics such as raising your hand verse calling out, engaging in social conversation in the lunchroom, dealing with others on the bus, and many more. I would watch and discuss them with the class and then could have them available as a center or as needed basis. Students could simply pop on headphones and review the topic needed. Overall this was a very useful activity which introduced me to new software and informed me more on social stories.
 |
| Example of picture symbols |
I created this social story using PhotoStory 3 to help prepare a student for an upcoming schedule change. I have worked with students with autism and other disabilities and I know first hand that schedule changes can be tough to handle. Although I am very pleased with how my digital social story turned out, I was not very fond of PhotoStory 3. I didn't like that the text had to be added over the pictures, as far as I could tell. Adding music and voice did seem to be pretty simple. I would have liked more options such as adding blank title screens or changing photo size. It did give the option to move text to top or bottom as well as water mark the photo and change font color to make it more visible. Also, when it came time to share the video to Youtube there was not an easy share option. Instead it needed to be saved and then uploaded through Youtube. Now that I have been through the process it will be easier the next time I'm sure. I am very familiar with iMovie for Mac and can see using that to create social stories as well. Using social stories would be a great way to create several different stories on topics such as raising your hand verse calling out, engaging in social conversation in the lunchroom, dealing with others on the bus, and many more. I would watch and discuss them with the class and then could have them available as a center or as needed basis. Students could simply pop on headphones and review the topic needed. Overall this was a very useful activity which introduced me to new software and informed me more on social stories.
Tuesday, October 22, 2013
Google Docs as Collaborative Learning Tool
Google Docs is a great way for several people to be able to write, edit, read and discuss quickly allowing everyone to see all information at the same time. There are a few concerns that I have as well. There doesn't seem to be a way to see who made changes and when they were made. I would also like to be notified as a contributor as to if changes were made or if the document was viewed. Google has so many apps and options that navigating through them all can be tricky. This would certainly be the case for students with disabilities. Once I learned how and where to quickly find where the Google Docs were located, it was much easier to locate again.
As far as using this technology for students, I feel it would be best to use with middle school students or older. I'm not sure that they would be able to write one specific essay in a collaborative manner because it would be confusing for them to organize their thoughts into paragraphs. Google Docs could be a way for students from different classes to post reflections on an idea, which would be similar to using a Blog. I feel that teacher/student collaboration can be the best way to use Google Doc. Students could write their assignment and the teacher could go on and make notes in a different color for them to make changes. Students with learning needs may do well with this. The teacher could have the documents open of several students and be able to make notes as they work.
Overall I have mixed opinions of the effectiveness of using Google Docs. I would need to try out a few different ways to use with students and find the most successful.
As far as using this technology for students, I feel it would be best to use with middle school students or older. I'm not sure that they would be able to write one specific essay in a collaborative manner because it would be confusing for them to organize their thoughts into paragraphs. Google Docs could be a way for students from different classes to post reflections on an idea, which would be similar to using a Blog. I feel that teacher/student collaboration can be the best way to use Google Doc. Students could write their assignment and the teacher could go on and make notes in a different color for them to make changes. Students with learning needs may do well with this. The teacher could have the documents open of several students and be able to make notes as they work.
Overall I have mixed opinions of the effectiveness of using Google Docs. I would need to try out a few different ways to use with students and find the most successful.
Wednesday, October 16, 2013
AAC and AT via Webquest
I'll have to admit that I found the Webquest assignment to be quite confusing. It wasn't clear until I really started digging in as to what was expected and what steps I needed to take. I have seen these used in classroom settings as well but not very often. In those situations, I also felt that students were often confused as to what they needed to do. In theory, the idea of a safe way to find information on a teacher made guided web search seems ideal. I think the trouble may lie if the fact that there are several steps involved, switching from site to site. This may be especially confusing for students with disabilities. It is certainly an activity that would need teacher guidance and explanation. As far as my use for it as a future special education teacher, I can see it as a way to pre-teach or review subject matter. I feel it would be best, though, to be used as a teacher led and guided activity as opposed to a student individual or group lesson. Maybe the teacher could introduce each step and have students complete, then move on to the next step.
I feel I did learn more about Augmentative and Assistive Communication devices as another form of Assistive Technology as well as reasons they may be used, resources to locate, determine need and fund them. There are several different situations where students with disabilities could benefit from certain devices, especially those that can enable verbal communication that may have otherwise been impossible. These devices can open up a new world. Through communication and confidence many students can eventually learn to communicate on their own.
I feel I did learn more about Augmentative and Assistive Communication devices as another form of Assistive Technology as well as reasons they may be used, resources to locate, determine need and fund them. There are several different situations where students with disabilities could benefit from certain devices, especially those that can enable verbal communication that may have otherwise been impossible. These devices can open up a new world. Through communication and confidence many students can eventually learn to communicate on their own.
Sunday, September 29, 2013
Social Media and Education
Social Media in the Classroom Blog
Social Media use among young people and especially in education is a controversial subject. Many people feel that social media tools can be a great way to engage and capture students’ attention. Others feel that social media tools are just that, ways for people to interact on a social basis (Stewart 2001) and convincing students to use it as a learning tool is not always successful. One thing is for sure though, social media is not going away (Kessler 2010) and we as future educators need to learn to use it in the most productive way possible.
I believe that some social media tools can be used in conjunction with other learning activities but in no way can replace quality teaching. In the article The Case For Social Media in Schools by Sarah Kessler, she discusses how when seventh grade teacher Elizabeth Delmatoff began using social media tools in her classroom, attendance rates went up and students were doing extra assignments for no credit. This is one case to show that students do find interest in expressing themselves academically using social media. The way young people take in information has changed and education may need to use these changes in their favor taking advantage of the positive outcomes.
There are other benefits to social media in the classroom and many of these can help students with disabilities. Some students have a hard time expressing themselves verbally or just need more time to be able to think about how they would respond to a question. A question can be posted on a social media site, such as Facebook and students have a day or so to think about their response as well as take advantage of seeing what their peers think and create collaboration. This can lead to deeper thinking than a quick raise your hand if you know the answer type discussion allowing all students to take part in the discussion. Along with the benefits there are some downfalls.
Some concerns with social media use among teens is that they are becoming socially inept, internet safety, and digital overload. However some research shows this may not be the case. How Kids are Immune to Information Overload by Samantha Murphy states that because these young have grown up with this technology they can easily filter the information as well as pick and choose what they need and don’t need. They are efficient at responding to and choosing information, Their ability to multi task with digital media is much better than adults because it is what they have known their whole lives. Risks Involved in Integrating the Internet Into the K-12 Curriculum by Bernie Poole explains several ways to ensure internet safety especially in education. The use of filters, school use and conduct contracts as well as educating students will all create safer surfing. In fact, teens are quite mindful of safe internet use. So how can Facebook enhance what educators are already doing?
I think setting up a Facebook homework help site would be a great way for students to teach and learn from each other. Homework should be a way for students to practice skills but if they are unsure of what they are doing (and let’s be honest parents are having a harder time helping since the way we are teaching is so different) and they compete it incorrectly what is the benefit to that? A Facebook homework help page can open up discussion and questions for students and educators. Teachers can post links and pictures to help explain a concept. They are more likely to ask for help this way than calling a friend or staying after with a teacher. It’s more “comfortable” to them.
Another fun way to use Facebook would to use in collaboration with a class novel. Small groups of students could work together to create a Facebook page for each of the characters. Utilizing small groups can help studnets with disabilities by pairing them with a peer who can assist as needed. They would have to post how that character may be feeling or thinking after the required readings. Once a conflict is reached in the story the students could try to work it out through Facebook conversations and see how close they are to the author as they continue to read the novel. They can search the web to post pictures that go along with novel and comment on them. Common Core learning Standards could be incorporated in the posting directions. They could be asked to post a response having their character relate themselves to a character in another novel they have read (RL7.9) as well as many other options connected social media with learning standards. Would kids be a bit more excited about sharing their knowledge this way as opposed to a classic book report? Parents, other teachers and other students could view and partake in discussions making it a more meaningful experience.
Social Media use among young people and especially in education is a controversial subject. Many people feel that social media tools can be a great way to engage and capture students’ attention. Others feel that social media tools are just that, ways for people to interact on a social basis (Stewart 2001) and convincing students to use it as a learning tool is not always successful. One thing is for sure though, social media is not going away (Kessler 2010) and we as future educators need to learn to use it in the most productive way possible.
I believe that some social media tools can be used in conjunction with other learning activities but in no way can replace quality teaching. In the article The Case For Social Media in Schools by Sarah Kessler, she discusses how when seventh grade teacher Elizabeth Delmatoff began using social media tools in her classroom, attendance rates went up and students were doing extra assignments for no credit. This is one case to show that students do find interest in expressing themselves academically using social media. The way young people take in information has changed and education may need to use these changes in their favor taking advantage of the positive outcomes.
There are other benefits to social media in the classroom and many of these can help students with disabilities. Some students have a hard time expressing themselves verbally or just need more time to be able to think about how they would respond to a question. A question can be posted on a social media site, such as Facebook and students have a day or so to think about their response as well as take advantage of seeing what their peers think and create collaboration. This can lead to deeper thinking than a quick raise your hand if you know the answer type discussion allowing all students to take part in the discussion. Along with the benefits there are some downfalls.
Some concerns with social media use among teens is that they are becoming socially inept, internet safety, and digital overload. However some research shows this may not be the case. How Kids are Immune to Information Overload by Samantha Murphy states that because these young have grown up with this technology they can easily filter the information as well as pick and choose what they need and don’t need. They are efficient at responding to and choosing information, Their ability to multi task with digital media is much better than adults because it is what they have known their whole lives. Risks Involved in Integrating the Internet Into the K-12 Curriculum by Bernie Poole explains several ways to ensure internet safety especially in education. The use of filters, school use and conduct contracts as well as educating students will all create safer surfing. In fact, teens are quite mindful of safe internet use. So how can Facebook enhance what educators are already doing?
I think setting up a Facebook homework help site would be a great way for students to teach and learn from each other. Homework should be a way for students to practice skills but if they are unsure of what they are doing (and let’s be honest parents are having a harder time helping since the way we are teaching is so different) and they compete it incorrectly what is the benefit to that? A Facebook homework help page can open up discussion and questions for students and educators. Teachers can post links and pictures to help explain a concept. They are more likely to ask for help this way than calling a friend or staying after with a teacher. It’s more “comfortable” to them.
Another fun way to use Facebook would to use in collaboration with a class novel. Small groups of students could work together to create a Facebook page for each of the characters. Utilizing small groups can help studnets with disabilities by pairing them with a peer who can assist as needed. They would have to post how that character may be feeling or thinking after the required readings. Once a conflict is reached in the story the students could try to work it out through Facebook conversations and see how close they are to the author as they continue to read the novel. They can search the web to post pictures that go along with novel and comment on them. Common Core learning Standards could be incorporated in the posting directions. They could be asked to post a response having their character relate themselves to a character in another novel they have read (RL7.9) as well as many other options connected social media with learning standards. Would kids be a bit more excited about sharing their knowledge this way as opposed to a classic book report? Parents, other teachers and other students could view and partake in discussions making it a more meaningful experience.
Sunday, September 22, 2013
Fotobabble and it's use in a special education setting
The world of Web 2.0 tools can have an incredible impact on any classroom but can really make a world of difference to students with educational needs. There are hundreds of options available to teachers and students. The world as we know it is changing. Since 1984 the number of internet devices is 1 million times more (Did You Know 2011, Mrpcstuff123,http://www.youtube.com/watch?feature=player_embedded&v=BLJ4VmWk5tw ). In just over 15 years no one under the age of 30 will even know what a CD is. Therefore, teachers are challenged to reach out to students using the technology that kids are so familiar and comfortable with.
Students with disabilities benefit from having information presented in many different nontraditional lecture type ways. Some great options are through the use of video, picture and sound. Youtube has a video for just about everything and these visuals are great ways to show students in a way that was not so accessible even 5-10 years ago. Another great Web 2.0 tool is Fotobabble (http://www.fotobabble.com/). This is a tool allowing you to upload photos and add sound to them. I like this tool because I think it can be a great way to teach vocabulary and create student made projects. Many students with disabilities struggle with learning new vocabulary. It is sometimes hard to understand when exclusively given word definitions. Fotobabble allows the user to upload a picture and voice description. A teacher can first model this by creating a vocabulary list with photo and voice description making new unfamiliar words a little more tangible. Another option would then be to have students find their own pictures and give their own definition. This would be a great way to team up students in an inclusion classroom and allow them to learn from each other. This allows students to be active learners and act as a teachers. When children play an active part and participate in teaching others they learn and retain information better.
Please take a look at the few vocabulary words I created in Fotobabble. http://www.fotobabble.com/m/LzFGUDBGcVdTd3c9. Then to explore the site a bit more, try a search in the top right. There are some other education samples where students gave reports to go along with a picture.
Students with disabilities benefit from having information presented in many different nontraditional lecture type ways. Some great options are through the use of video, picture and sound. Youtube has a video for just about everything and these visuals are great ways to show students in a way that was not so accessible even 5-10 years ago. Another great Web 2.0 tool is Fotobabble (http://www.fotobabble.com/). This is a tool allowing you to upload photos and add sound to them. I like this tool because I think it can be a great way to teach vocabulary and create student made projects. Many students with disabilities struggle with learning new vocabulary. It is sometimes hard to understand when exclusively given word definitions. Fotobabble allows the user to upload a picture and voice description. A teacher can first model this by creating a vocabulary list with photo and voice description making new unfamiliar words a little more tangible. Another option would then be to have students find their own pictures and give their own definition. This would be a great way to team up students in an inclusion classroom and allow them to learn from each other. This allows students to be active learners and act as a teachers. When children play an active part and participate in teaching others they learn and retain information better.
Please take a look at the few vocabulary words I created in Fotobabble. http://www.fotobabble.com/m/LzFGUDBGcVdTd3c9. Then to explore the site a bit more, try a search in the top right. There are some other education samples where students gave reports to go along with a picture.
Sunday, September 15, 2013
UDL and Web 2.0 tools
This entry is a class activity creating a use within a fictitious classroom for web 2.0 tools with UDL type teaching.
I am familiar several of the Web 2.0 tools as a teacher aide in a school as well as some that I have used as a mom in my daily life. Zac Browser is a great game type site for young kids and works well as a motivation tool. I have seen and used some pre-made quizzes on Quia as well as used Kurzwell with a student who benefited from having text read to her. The tool that I found most interesting and wanted to learn more about was Natural Reader, which is a free download but has option to purchase an upgrade with additional features.
My student, Joe Smoe, a 12 year old sixth grader in a Multi-Age Middle School Self-Contained classroom, has great difficulty reading especially decoding words. However, he retains knowledge and understands spoken instruction as well, if not better than, his peers. Since Social Studies is his favorite subject I opted to give Natural Reader a try with a Revolutionary War activity. My goal with this tool is to provide options for perception (UDL Goal 1). The student will work in a small group with 2 others. They will be using Natural Reader to read a PDF file online about the Revolutionary War. I will get the students started by opening the PDF file and Natural Reader. Using the mini-clip board option allows the students to read along on the screen while listening to the program read. With the upgraded options the students can change the voice as well as the speed. I will give the students stopping points where I will ask them to discuss what they have read so far. One student will be responsible for typing notes to present the information to the rest of the class. Their notes can also be read back to them using Natural Reader to check for accuracy and help them practice what they want to say before presenting to the class. The students working together generates discussion and gives them an opportunity to teach what they learned to the rest of the class. One way students learn is by teaching others. With Natural Reader the students can highlight only the section they need to read. It gives them the option to make a recording to play back at a later time for review or playback with their presentation.
Natural Reader will help me reach my UDL goal of providing options for perception. I have chosen this tool for the specific decoding reading needs of one student. However, another student needs to have enlarged print which we can do on the computer screen. All students will be able to see the words and hear them as they are being read. This increases the likelihood of comprehending the material instead of struggling to see and read the words.
Take a look at the website for Natural Reader. There is a video clip that describes its many possible uses. I've also attached a possible PDF file that could go along with my lesson.
www.naturalreaders.com/
Here is a sample of a PDF file found on the internet that could be used with a Revolutionary War Unit using Natural Reader.
HTTA-TAR-Sampler.pdf
I am familiar several of the Web 2.0 tools as a teacher aide in a school as well as some that I have used as a mom in my daily life. Zac Browser is a great game type site for young kids and works well as a motivation tool. I have seen and used some pre-made quizzes on Quia as well as used Kurzwell with a student who benefited from having text read to her. The tool that I found most interesting and wanted to learn more about was Natural Reader, which is a free download but has option to purchase an upgrade with additional features.
My student, Joe Smoe, a 12 year old sixth grader in a Multi-Age Middle School Self-Contained classroom, has great difficulty reading especially decoding words. However, he retains knowledge and understands spoken instruction as well, if not better than, his peers. Since Social Studies is his favorite subject I opted to give Natural Reader a try with a Revolutionary War activity. My goal with this tool is to provide options for perception (UDL Goal 1). The student will work in a small group with 2 others. They will be using Natural Reader to read a PDF file online about the Revolutionary War. I will get the students started by opening the PDF file and Natural Reader. Using the mini-clip board option allows the students to read along on the screen while listening to the program read. With the upgraded options the students can change the voice as well as the speed. I will give the students stopping points where I will ask them to discuss what they have read so far. One student will be responsible for typing notes to present the information to the rest of the class. Their notes can also be read back to them using Natural Reader to check for accuracy and help them practice what they want to say before presenting to the class. The students working together generates discussion and gives them an opportunity to teach what they learned to the rest of the class. One way students learn is by teaching others. With Natural Reader the students can highlight only the section they need to read. It gives them the option to make a recording to play back at a later time for review or playback with their presentation.
Natural Reader will help me reach my UDL goal of providing options for perception. I have chosen this tool for the specific decoding reading needs of one student. However, another student needs to have enlarged print which we can do on the computer screen. All students will be able to see the words and hear them as they are being read. This increases the likelihood of comprehending the material instead of struggling to see and read the words.
Take a look at the website for Natural Reader. There is a video clip that describes its many possible uses. I've also attached a possible PDF file that could go along with my lesson.
www.naturalreaders.com/
Here is a sample of a PDF file found on the internet that could be used with a Revolutionary War Unit using Natural Reader.
HTTA-TAR-Sampler.pdf
What is the Internet?
In reference to Today Show clip, "What is the Internet Anyway"
http://www.youtube.com/watch?v=JUs7iG1mNjI&feature=youtu.be
The year was 1994. I graduated from college with an Associated Degree in Early Childhood Education. All of my homework, essays and lessons from the previous two years were completed on a word processor. I can’t begin to tell you how relieved I was to have that word processor to be able to make corrections right there on the screen and save my work to return to later.
Fast forward to 2013. This past summer I took several online courses, as well as this EXE 375 course. All my work is completed and submitted through technological means. I laughed a bit at the Today Show clip as I do vaguely remember the World Wide Web as an up and coming fast paced knowledge sharing/gaining option. I too wasn’t sure how it all worked and what “www.” was. Now it is in the palm of my hand for access at all times.
Digital natives are as young as infants, one year olds can use a smart phone! I, as a digital immigrant, need to be in the know as to how to combat this deficit as a teacher. The best way to do this and use technology as an educational advantage is to stay on top of it as best as possible. Staying connected through Blogs and following RSS feeds can keep me informed. I think the toughest challenge lies with convincing students to use these beneficial Web 2.0 tools for learning and not just social tools. They can spend all day Tweeting, posting photos to Instagram and LMS(Like My Status) for a Rate on Facebook. The trick is to get them to post to a Wiki with students in Singapore to collaborate a lesson running a fictitious company. This will give them life skills in real life type situations.
http://www.youtube.com/watch?v=JUs7iG1mNjI&feature=youtu.be
The year was 1994. I graduated from college with an Associated Degree in Early Childhood Education. All of my homework, essays and lessons from the previous two years were completed on a word processor. I can’t begin to tell you how relieved I was to have that word processor to be able to make corrections right there on the screen and save my work to return to later.
Fast forward to 2013. This past summer I took several online courses, as well as this EXE 375 course. All my work is completed and submitted through technological means. I laughed a bit at the Today Show clip as I do vaguely remember the World Wide Web as an up and coming fast paced knowledge sharing/gaining option. I too wasn’t sure how it all worked and what “www.” was. Now it is in the palm of my hand for access at all times.
Digital natives are as young as infants, one year olds can use a smart phone! I, as a digital immigrant, need to be in the know as to how to combat this deficit as a teacher. The best way to do this and use technology as an educational advantage is to stay on top of it as best as possible. Staying connected through Blogs and following RSS feeds can keep me informed. I think the toughest challenge lies with convincing students to use these beneficial Web 2.0 tools for learning and not just social tools. They can spend all day Tweeting, posting photos to Instagram and LMS(Like My Status) for a Rate on Facebook. The trick is to get them to post to a Wiki with students in Singapore to collaborate a lesson running a fictitious company. This will give them life skills in real life type situations.
Web 2.0 use with UDL
Web 2.0 use with UDL style of Teaching
A classroom utilizing UDL (Universal Design for Learning) can be enhanced through the use of Web 2.0 tools. The UDL model focuses on education that is available and unique for all learners. Web 2.0 tools can allow each student to obtain information through a variety of means with teacher guidance. Some students, including but not limited to those with IEP’s or 504 plans, learn best through seeing, some are auditory learners, others prefer to write it down or remember best when they speak the information they have learned. Web 2.0 tools open up options that take advantage of these different learning styles.
As with many students with disabilities, reading and comprehending materials on their own is difficult. One way a teacher can use Web 2.0 is showing a Youtube video to further explain a concept. Youtube has really opened up the world to “see” everything. Gone are the days of trying to simply explain in words how something works or looks. A Youtube video can literally show you. And there’s a video for just about everything (over 55 000 videos on how to tie your shoe)! Students will also show more interest as Youtube is within their comfort level, it’s what they already like to do on their own. A student led project creating a video and posting it to Youtube can give them the opportunity to be involved and truly dig deeper into understanding the lesson. Plus, what student wouldn’t want to post a video to Youtube to share with friends? These Digital Natives want everything in their lives “out there” for all to see. As stated by Dina Rosen and Charles Nelson in the article Web 2.0: A New Generation of Learners and Education, “the term Web 2.0 students identifies a new generation of learners who are comfortable with and enthusiastic about using collaborative technologies to participate in theWorldWideWeb as creators rather than consumers” (220). These are memorable experiences that can really help learning, especially for individuals with disabilities as it allows them to learn in a way that works for them, be it visual, auditory, or tactile.
Along with the many positive possibilities digital teaching has to truly differentiate teaching, there are drawbacks. “As a social revolution more than as a technical revolution, Web 2.0 tools’ greatest power is that it can change the nature of student learning and lead to Education 2.0” (Rosen, Nelson 221). In order to lead to an education revolution with Web 2.0 tools teachers need to get involved. This can’t be used as a stand by teaching style. Web 2.0 has easily transitioned youngsters to engage socially by sharing and receiving information via the World Wide Web. This can also be a drawback. Right now they are very social tools that students many times don’t even understand the power of what they are posting. Teachers need to turn it to an educational tool as a means of not only teaching safe internet practices but how they can learn and share their knowledge through the use of the vast amount of Web 2.0 tools.
Take a look at a Youtube song video explaining that teen numbers are a group of ten and extra ones. This visual and auditory representation can really help young children understand place value in a fun way. Warning, this song does get stuck in your head, but you can be sure to remember that 17 is a group of 10 and 7 extra ones!
http://www.youtube.com/watch?v=WGa2cVluGnU
A classroom utilizing UDL (Universal Design for Learning) can be enhanced through the use of Web 2.0 tools. The UDL model focuses on education that is available and unique for all learners. Web 2.0 tools can allow each student to obtain information through a variety of means with teacher guidance. Some students, including but not limited to those with IEP’s or 504 plans, learn best through seeing, some are auditory learners, others prefer to write it down or remember best when they speak the information they have learned. Web 2.0 tools open up options that take advantage of these different learning styles.
As with many students with disabilities, reading and comprehending materials on their own is difficult. One way a teacher can use Web 2.0 is showing a Youtube video to further explain a concept. Youtube has really opened up the world to “see” everything. Gone are the days of trying to simply explain in words how something works or looks. A Youtube video can literally show you. And there’s a video for just about everything (over 55 000 videos on how to tie your shoe)! Students will also show more interest as Youtube is within their comfort level, it’s what they already like to do on their own. A student led project creating a video and posting it to Youtube can give them the opportunity to be involved and truly dig deeper into understanding the lesson. Plus, what student wouldn’t want to post a video to Youtube to share with friends? These Digital Natives want everything in their lives “out there” for all to see. As stated by Dina Rosen and Charles Nelson in the article Web 2.0: A New Generation of Learners and Education, “the term Web 2.0 students identifies a new generation of learners who are comfortable with and enthusiastic about using collaborative technologies to participate in theWorldWideWeb as creators rather than consumers” (220). These are memorable experiences that can really help learning, especially for individuals with disabilities as it allows them to learn in a way that works for them, be it visual, auditory, or tactile.
Along with the many positive possibilities digital teaching has to truly differentiate teaching, there are drawbacks. “As a social revolution more than as a technical revolution, Web 2.0 tools’ greatest power is that it can change the nature of student learning and lead to Education 2.0” (Rosen, Nelson 221). In order to lead to an education revolution with Web 2.0 tools teachers need to get involved. This can’t be used as a stand by teaching style. Web 2.0 has easily transitioned youngsters to engage socially by sharing and receiving information via the World Wide Web. This can also be a drawback. Right now they are very social tools that students many times don’t even understand the power of what they are posting. Teachers need to turn it to an educational tool as a means of not only teaching safe internet practices but how they can learn and share their knowledge through the use of the vast amount of Web 2.0 tools.
Take a look at a Youtube song video explaining that teen numbers are a group of ten and extra ones. This visual and auditory representation can really help young children understand place value in a fun way. Warning, this song does get stuck in your head, but you can be sure to remember that 17 is a group of 10 and 7 extra ones!
http://www.youtube.com/watch?v=WGa2cVluGnU
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