January 12, 2013 Day One

I always enjoy face to face classes as opposed to online classes.  They allow for conversations and side bars that I find both interesting and frustrating.  Today's revelation was a cause of frustration.  During the conversation around the table was a source of frustration.  I think the four protocols for the DOE purchasing of technology needs revision.  As a classroom teacher who is willing to embrace the use of technology in my classroom, I find the lack of availability frustrating.  Budget constraints have the technology roll outs coming slowly particularly for the lower elementary grades. The latest roll out of the netbook trolley is a great example. For starters, the trolley is located on the first floor, most of the P-2 classes are on the second floor.  We have to find a space that has a plug in for the router before we can even begin to think about using it! We are limited in the programs we can use, deep freeze doesn't allow us as teachers to bookmark websites for student use and the management of storing documents for the students. They always manage to lose those memory sticks! That is important in the lower elementary grade in order to maximize student usage.  It is a huge waste of our technology time trying to get younger students logged on to the computers and then have them find a website and then in French Immersion have then find the button to change the website to change to French. If I am able to book mark sites for my students it allows them the time use the website rather than wasting time waiting for me to help them. There are much better bangs for our technology bucks if the DOE would look at and revise their technology purchasing practices. I liked the presentation featuring the mobile devices with universal design for all users.  Maybe it is time for current thinking to be disrupted!

We also discussed Universal Design for Learning. For me this all ties into how children don't want to be different from their peers.  Products like iPods, iPads and iPad minis allow students with special needs access to adapted technologies without attracting unwanted attention. As a recent convert to Apple technology, I know I am only just realizing the potential of these products in my classroom.  I have been using them in the more intimate setting of the Early Literacy classroom where I am working with children in small groups.

The i Movie app has great classroom potential.  It is an app that all the students will love to use and make assignments more accessible to students with special needs.  I can see how this could be used for students to demonstrate what they learned at the end of an unit of study.  It can also be used by teachers and students as a hook to get students interested in a new topic. My own children have enjoyed making trailers with their friends. It certainly captures their imaginations!

Here is the i Movie my partner and I made:

During the afternoon class our discussion turned to communication.  We watched a CNN video about a young woman named Susie Rubin. In the video, Susie said that she was thought to be mentally handicapped because she could not communicate and was self-abusive. Her parents thaought her mental age was two and a half years. Her IQ was tested and she scored 29. At the age of thirteen, Susuie began to communicate through the use of a computer and her life changed significantly. She said her mind awakened when she began typing.  After she began communicating her IQ was tested again and this time she scored 133.  A significant difference.  This makes me wonder if the standard IQ test for a non-verbal person is really a fair assessment of their capabilities.  How many other non-verbal people are there out there whose potential is not being met because of a misdiagnosis by inadequate testing methods. The diagnosis of autism for Susie opened door to support which have allowed her to go onto post secondary level education and living a life independent of her parents.  This would not happened for a person with a diagnosis of a mental handicap and an IQ of 29.  One comment she made really made me stop and think as a teacher.  Susie said that it took every once of energy she had to sit quietly in class.  How many children in our classrooms feel that way?  Children with focussing issues such as ADD will certainly feel this way. If they are using all their energy to keep quiet and sit still in class, how much are they really learning?

Barb urged us to research the term Presumed Competence as a follow up to the video about Susie Rubin.  I had no idea what the term meant and found the following article that I felt explained it very well.  It gave me something to think about.

http://www.disabilityisnatural.com/component/content/article/83-free-articles/314-presume-competence-challenging-conventional-wisdom-about-people-with-disabilities-free

Our discussion on communication centered on three criteria for effective communication. They are:
1. Common Language
2. A communication partner
3. Joint attention

We looked at the app Prloquo2Go for non-verbal communicators.  The universal design for learning on iPod Touch, iPad and iPad mini allows for greater access.  The device used for the ap looks like a device that any other child would carry.  It is not a clumsy board with symbols velcroed on. It can be tailored for each individual user.  The programmer needs to think of the skill sets and needs of the user.  We had the opportunity to use the app and the preloaded boards.  Our assignment next week will be to create a board for a specific student case study.