Technology Integration in Action: Special Education

Brief Introduction

"Regardless of the specific application of technology, the general goal is always the same: to harness the potential of technology in ways that offer an individual with a disability increased opportunities for learning, productivity, and independence--opportunities that otherwise would not be available" 

(Doering & Roblyer, 2013, pp. 400)

Up until recently, technology integration in regards to Special Education has been purely classified or thought of as assistive technology.

Assistive Technology: extending the abilities of an individual in ways that provide physical access (e.g., wheelchairs, braces) and sensory access (e.g., Braille, closed captioning)
(Doering & Roblyer, 2013, pp. 400)

Background Knowledge

However, the advancements of technology have allowed for creative solutions in order to address the specific teaching and learning needs for those special individuals with disabilities and handicaps. Statewide funding was not provided until after the Technology-Related Assistance Act for Individuals with Disabilities was passed 1988. In addition, the reauthorization of IDEA or the Individuals with Disabilities Education Act passed in 1997 reinforces that every IEP team must "consider assistive technology when planning the educational program of an individual with a disability" (Doering & Roblyer, 2013, pp. 400)

Advantages of Integrating Technology

Promotes Independent Learning for Students

According to Charley Locke's published article via edsurge.com, her personal interview with Shannon McCord, an augmentative and alternative communication specialist with the Pajaro Valley School District in Watsonville, California, attributes 'bridging the gap' between special needs and the general education classroom to the presence of technology as an aid (Locke, 2014, http://bit.ly/1FK1sua).

As defined by Doering & Roblyer (pp. 402), technology enables students with physical, cognitive, and sensory disabilities to participate in the process called main streaming where "efforts are made to include them in the general education classroom or what is known as inclusion".

Assistive Technology versus Technology Integration As Cognitive Aid

Although assistive technology is more often associated with addressing physical disabilities, technology integration in regards to cognitive disabilities addresses a completely separate category of abilities. 

Cognitive disabilities cause disturbances in "intellectual ability, attention deficits, memory, thinking skills, reading, language arts, mathematics, and social-emotional" processing (Doering & Roblyer, 2013, pp. 406).

Most educators of the 21st century, whether specifically designated by the child's IEP or not, use productivity software, such as the AlphaSmart, in order to aid in production and assessment of writing skills as an alternative to pencil and paper. Although these students are not physically impaired, their cognitive disabilities could gravely impair them from effectively utilizing pencil and paper in order to properly express their comprehension and knowledge.

Provides Clear Foundation for Students to Build Skills 

The two most foundational approaches for technology usage by disabled individuals involves remediation and compensation (Doering & Roblyer, 2013, pp. 406).

Remediation: "involves helping an individual learn or improve performance, often the focus of education, training, and therapy" (Doering & Roblyer, 2013, pp. 406).

Example of Remediation: a graphic organizer that helps learning disabled students to process and organize concepts by visualizing the connections and relationships of these concepts to aid in comprehension and synthesis.

Compensation: "focuses on using technology to accommodate difficulties performing specific tasks" (Doering & Roblyer, 2013, pp. 406).

Example of Compensation: providing speech recognition software to students with physical disabilities that limit their usage of a pencil or a keyboard may help them improve their writing fluency by translating speech to text format.

RESOURCE

https://www.edsurge.com/n/2014-11-26-bridging-the-gap-technology-in-special-education?utm_content=buffer5be71&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

Disadvantages of Integrating Technology

Dependency, Crutches, and Laziness

Many advocate that educators and parents should be wary of over-dependency on technology. Those of an older school of thought believe that technology integration can be taken advantage of by those students who just seek to find quick answers, whether they are disabled or not.

Distracting & Unregulated

As detailed by Jordan Catapano via teachhub.com, "the distraction factor" of easy access to technology can be very detrimental due to the students' abilities to play games or access other applications on their iPads or tablets that distract them from the task at hand. With special needs students just like general education students, you must personally discern as an educator the pros and cons of technology integration and whether it does more harm than good. Also, the ability to access unlimited applications or resources via these technological devices can be very dangerous for those children who are not cognitively aware that they should not visit certain cites or download certain applications. Again, the restrictions and regulations placed on the device should be individualized, if at all possible, to cater the needs of the individual in order to promote safe learning (Catapano, 2014, teachhub.com).

RESOURCE

http://www.teachhub.com/advantagesdisadvantages-ipad-classroom

Specific Resources & Applications

Apps For Children With Special Needs

With the help of www.a4cwsn.com and many other online resources like this site, parents and educators can discover the most effective applications to target the specific needs for their students. 

Talk For Me: an application aiding in communication for adults and students with speech delays or speech communication difficulties.

Dexteria Dots 2: an application that utilizes dots in order to emphasize touch math methodology that utilizes fine motor skills in partnership with visual tracking and memorization.

Talking ABC: an application that uses the fun association of animals incorporated with learning the alphabet. It's primary function is to promote engaged learning while providing speech therapy for students through the ability of the child to hear the own words or noises played back to them.

REFERENCES:

Doering, A. H., & Roblyer, M. D. (2013). Hypermedia Tools for 21st Century Teaching. In Pearson Education, Inc., Integrating Educational Technology Into Teaching (pp. 398-413). Upper Saddle River, NJ: Pearson Education, Inc.

http://a4cwsn.com

https://www.edsurge.com/n/2014-11-26-bridging-the-gap-technology-in-special-education?utm_content=buffer5be71&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

http://www.teachhub.com/advantagesdisadvantages-ipad-classroom

Technology Integration in Action: Flip Charts

Braille Dot by Dot

by Barbara Fletcher

Projects | Braille Dot by Dot

Brief Introduction

Barbara Fletcher's flipchart, Braille Dot by Dot, satisfies the three different categories of technology use based on problem solving through addressing how to motivate and engage students, how to support students' learning needs, and how to prepare students for future learning (Doering & Roblyer, p. 25-26, 2013).

Braille Dot by Dot is classified as special-purpose lab. These labs are "dedicated to [specific] content area(s)" (Doering & Roblyer, p. 12, 2013). As a special-purpose lab, this flipchart provides specific content area resources (ex. Resources for Learning Braille) for the very specific needs of particular types of students: students sight-impaired, students directly related to sight-impaired individuals, or students who are interested in comprehending Braille with fluency for their future career (Doering & Roblyer, p. 12, 2013). 

Even though this flipchart targets the appropriate audience, it also has its limitations in satisfying the three categories listed above due to the specificity of its content. Braille, as an area of study, naturally "excludes groups who do not meet [this] special-purpose lab's criterium" (Doering & Robyler, p. 12, 2013).

Relevance

As a collaborative education teacher with students who are sight-impaired, this flipchart would be an amazingly helpful resource for myself, instructional aides, and our peer helpers. It is an engaging way to promote simple fluency of the braille alphabet by including interactive activities in deciphering and memorizing the braille alphabet so that you can increase fluency.

Hardware/Software

Flip charts like Braille Dot by Dot are easily downloadable files if you have access to hardware such as a computer or tablet. 

http://www.prometheanplanet.com/en-us/ 

Once you register as an educator on the Promethean Planet website, you are required to download their compatible productivity software, ActiveInspire, in order to open the flipchart files onto your SmartBoard. ActiveInspire is classified as a productivity software that helps "teachers and students plan, develop materials, communicate, and keep records" (Doering & Roblyer, p. 12, 2013).

SmartBoard hardware and ActiveInspire software allow for the flip charts on Promethean Planet to become interactive within the classroom with the help of Adobe Flash software. Monetarily, you could save money up front by downloading the free trial version of ActiveInspire. However, advocating for the purchase of Promethean Planet's software for your school or district would be required once the free trial is over (Doering & Roblyer, p. 66, 2013). 

Technology Use Based On Problem Solving

• Problem 1: How to motivate and engage students?

Braille Dot by Dot motivates and engages students through illustrating real-world relevance through highly visual presentations, engaging students through production work, and engaging learners through real-world situations and collaborations (Doering & Roblyer, p. 25, 2013).

• Problem 2: How to support students' learning needs?

Braille Dot by Dot supports students' learning needs by supporting effective skill practice of braille usage and fluency and by letting students study systems or braille in unique ways (Doering & Roblyer, p. 25, 2013).

• Problem 3: How to prepare students' for future learning?

Braille Dot by Dot prepares students' for future learning by reinforcing technological literacy, information literacy, and visual literacy (Doering & Roblyer, p. 26, 2013).

Essential Conditions for Technology Integration

Braille Dot by Dot flip chart presented by the Promethean Planet website supports all eight of the essential conditions for technology integration: 

• A Shared Vision for Technology Integration with schools and districts via the cooperation of teachers, administrators, and staff.
• Standards and Curriculum Support
• Abiding by Required Policies in regards to safe internet browsing, legal and ethical policies, and financial policies
• Access to Hardware, Software, and Other Resources 
• Skilled Personnel or any hardware user who takes the time to learn how to use the software
• Technical Assistance or an IT department that is willing to help provided by your school system
• Appropriate Teaching and Assessment Approaches presented through the flip chart
• Engaged Community through interactive activities on the flip chart

Software Support Tools

Braille Dot by Dot could be seen as a software support tool because it "helps teachers and students produce instructional materials on paper and online" by giving you interactive activities that are easily duplicated, edited, and transferrable to paper  (Doering & Roblyer, p. 141, 2013). It also provides data collection and analysis, graphic tools, and content-area tools that support teaching and learning of braille.

REFERENCES:

Doering, A. H., & Roblyer, M. D. (2013). Hypermedia Tools for 21st Century Teaching. In Pearson Education, Inc., Integrating Educational Technology Into Teaching (pp. 11-12, 64-69, 140-151). Upper Saddle River, NJ: Pearson Education, Inc.

Role of the Internet: Web-Based Teaching & Learning

Using the Internet to Our Advantage: Web-Based Learning

Search Engines

Google,Yahoo, & Bing: 

How can learning to use search engines help you find better information?

http://www.google.com

http://www.yahoo.com

As a student or teacher, learning to use a search engine is incredibly resourceful. Before search engines were available to the general population via the world wide web, we could only find the answers to our questions through the use of catalogued literature such as an Almanac or Encyclopedia. 

In the 21st Century, we can now type any specific phrase, topic, word, or question into a search engine and receive a result instantaneously. This efficiency of both time and effort makes search engines like Google absolutely vital for the 21st century student and educator. Information is at our finger tips and the Internet is an infinite digital world where learning is limitless.

For example, if you need video, audio, graphics, or background information to support a project, paper, or presentation, all you have to do is type what you're looking for within Google, Yahoo, or Bling. These search engines then generate a metaphorical highway for your technology to traverse while also connecting locations all across the web that deliver addresses that exactly or approximately contain what you were trying to find. Like bread crumbs, the search engine leads the user to their destination according to the number of hits or frequency/popularity in usage of particular sources. Hits help to bring you choices while also delivering the most relevant or approximate results to satisfy your search requests (Doering & Roblyer, 2013, p. 219).

Website Evaluation Video

Youtube Tutorial:

"At a time when everything in the world seems so high tech and highly controlled, the Internet is, in some ways, a wild frontier" (Doering & Roblyer, 2013, p. 254).

As users of the world wide web, we must use great discernment in order to define what a credible source looks like versus a non-credible source. Since "technology is [merely] a vehicle, not a destination," we cannot expect our computers to properly assess the quality of the sources without our help (Doering & Roblyer, 2013, p. 226). We must critically evaluate all content and all designs of every source on the Internet. It is imperative to avoid "blind acceptance of [all] information" on the web or to assume "that [all] content is accurate and reliable" (Doering & Roblyer, 2013, p. 255).

The following video will present a brief tutorial on the insight needed in order to make intelligent evalutations of Internet information:

Favorite Web Site #1

National Geographic - Education:

National Geographic was originally published by the National Geographic Society as a magazine in October of 1888. Overtime, it became a revolutionary printed collection of renowned resources: photos, research, global issue articles, geography, maps, news, and videos catalogued from places all over the planet from 1888 to present day. 

For educators, families, and students alike, National Geographic is a comprehensive resource viable for most every subject covered within the classroom. Today, National Geographic offers a variety of online formats for users to choose from in addition to its monthly published magazine.

Ex.  http://education.nationalgeographic.com/education/?ar_a=1

The National Geographic: Education homepage satisfies the criteria required of an authoritative website by "clearly [showing] how to navigate to other features of the site" by using concise navigation options at the top, bottom, and sides of the page typed in readable font, appropriate font colors, with poignant graphics that do not distract, and overall appealing yet simple aesthetics (Doering & Roblyer, 2013, p. 255).

Favorite Website #2

Wikispaces - Special Education:

"Wikis are a collection of web pages located in an online community that encourage collaboration and communication of ideas by having users contribute or modify content" (Doering & Roblyer, 2013, p. 223). 

Ex. http://edutechdatabase.wikispaces.com/Special+Education

This wiki was created by hundreds of members who organized and compiled three clearly defined catagories of K-12 Special Education Tech Tools: Apps, Online Resources, & Tips/Advice. Although the design of the homepage is nothing fancy, it remains simple, clean, and easy to navigate. All URLs are hyperlinked properly, typed in an appropriate font selection, and color coordinated by specific category, website, and description.

The above web address is a perfect example of a wiki collection easily used and created for the collaborative classroom. It offers very specific links to lesson plans, teaching materials, resources, and engagingly educational applications for students with Autism, learning disabilities, and physical handicaps.

Wikis collections like this one are created to ensure that "the lack of awareness and knowledge about [disabilities]" is replaced with universal access to the Internet and appropriate accomodation for all individuals, whether disabled or not (Doering & Roblyer, 2013, p. 213).

REFERENCES:

Doering, A. H., & Roblyer, M. D. (2013). Hypermedia Tools for 21st Century Teaching. In Pearson Education, Inc., Integrating Educational Technology Into Teaching (pp. 202-257). Upper Saddle River, NJ: Pearson Education, Inc.

Hypermedia Tools For 21st Century Teaching

Commercial Hypermedia Product

Interactive Storybook

http://www.storyplace.org/

https://www.apple.com/education/special-education/ios/#learning

StoryPlace is a children's digital interactive library designed by the Charlotte Mecklenburg Library of Charlotte, North Carolina. This interactive storybook database allows the child to choose between Spanish and English as the fluent language for their storybooks. Once you select your language preference, you then are given the option to select the Elementary Library or the Pre-school Library. After selecting your grade level, you are given the option to select various different themes to choose from when reading the interactive stories. These storybooks are partnered with supplemental worksheets, documents and games in order to reinforce the fluency of the material that the child has read.

Interactive storybooks are highly effective in the classroom because they "offer such varied options that most [students] seem to enjoy using them" (Doering & Roblyer, 2013, p. 176). These kind of visual learning modes allow for the reinforcement of emerging literary skills, especially for those students who are English Language Learners, ESL students and collaborative education students who have the "visual aptitude [to] document learning with videos and pictures [in place of written expression]" (Doering & Roblyer, 2013, p. 176). 

Multimedia Authoring Tool

iMovie

https://www.apple.com/mac/imovie/

https://www.apple.com/education/mac/

iMovie is a mutimedia authoring tool that allows for video editing and visual production in the classroom. When utilized to it's fullest potential, iMovie allows teachers and students to create visual "demonstrations of procedures, student-created presentations, video lectures, video portfolios, video decision-making and problem-solving simulations" (Doering & Roblyer, 2013, p. 189). iMovie provides a unique opportunity for students to create and edit videos "that illustrate real-life examples of concepts they have learned" (Doering & Roblyer, 2013, p. 190).  Video editing and video production both reinforce the second standard of the AQTS, teaching and learning, by engaging students in hands on instruction, problem-based instruction, project-based instruction and inquiry-based instruction. Audio and visual aids are vital to the 21st century classroom where teachers can use "audio or video examples as a way to spark discussion or to help students analyze their own behaviors"  (Doering & Roblyer, 2013, p. 190).

In Support of Hypermedia Products in the 21st Century Classroom




REFERENCES:

Doering, A. H., & Roblyer, M. D. (2013). Hypermedia Tools for 21st Century Teaching. In Pearson 
Education, Inc., Integrating Educational Technology Into Teaching (pp. 176-190). Upper Saddle River, NJ: Pearson Education, Inc.

Welcome to the iLearner Classroom: Technology for the 21st Century Teacher & Student

Welcome, Guys & Gals!

Today, we will dicuss the importance of integrating technology in the everyday classroom in order to utilize our technological resources to help us solve real world problems we will undoubtedly encounter in our daily lives!

First off, have you ever thought about how Excel Spreadsheets can be utilized in your daily life to help you organize and make successful future investments?

Have you ever thought about how Word Processing programs such as Co:Writer, Picture It, and Scholastic Keys can be of aid to those with disabilities or impairments that do not allow them the freedom to execute written expression? How about how frequently we use Microsoft Word or Pages in order to relay information in our everyday life in and out of the classroom?

How about how presentation software, such as Power Point, can give both the teacher and the student a creative and effective delivery system where they can relay information to their peers in an organized and visually simulating manner?

21st Century Writer

As of today, we are presented with a multitude of word processing software that can be readily used as viable resources in the classroom. The main word processor we are most familiar with is Microsoft Word from the Microsoft Office Suite. Knowledge and fluency in using Microsoft Word is essential to the 21st century teacher and student. "Perhaps no other technology resource has had as great an impact on education as word processing" (Doering & Roblyer, 2013, p.116). Although word processing offers high versatility and flexiblity for the modern teacher and student, it also raises concerns for educators that a high dependency on such programs will make students developmentally behind when it comes to hand-writing and fine motor skills. As a future educator, it is up to you to decide how to both effectively and efficiently teach word processing software, such as Microsoft Word, so that it may support the educational growth of your classroom instead of hindering it. Use your resources and always keep and open mind to learning new things!

Numbers, Numbers & More Numbers

Microsoft Excel has catapulted mathematical education beyond the stigma that it is exclusively for those who naturally understand it; Excel spreadsheets allow anyone the opportunity to properly organize data, ask the hard "what if" questions, and receive immediate results just by utilizing the numerical processing power of Excel spreadsheets. This increase in motivation to work with mathematics stems from "these concepts [becoming] so graphic that students express delight with seeing how they work" (Doering & Roblyer, 2013, p.125). Put any plan into action, and it will succeed because visual learning reinforces intellectural knowledge by supplying a deeper understanding of the content and how it can be manipulated. A part from being an incredible visual aid for learning mathematical concepts, Microsoft Excel can also help teachers and students project their grades while also allowing for the storage, collection and analysis of data on an accelarated scale from any work you might complete by hand. With practice, Excel can be one of the most valuable tools in and out of the classroom especially with its ablity to successfully use it in real world application like setting a budget or predicting whether you can afford a new car or house!

It's All About the Presentation

Presentation software or PowerPoint is something to be used in moderation and within a delicate frame of guidelines and specific designs. When produced improperly, PowerPoint can "kill" learning in the classroom with a swift blow of boredom through lecturing and non-stimulating slides. You must follow these parameters to successfully integrate PowerPoint into your teaching:

1.) Use large type

2.) Contrast the text and background colors

3.) Minimize the amount of text on each frame

4.) Keep frames simple

5.) Avoid using too many "fancy" fonts - ex. Comic Sans

6.) Avoid using gratuitous graphics and clip art

7.) Avoid using gratuitous sounds

8.) Use graphics, not just text

9.) Present in a dark room

10.) Avoid reading text aloud

(Doering & Roblyer, 2013, p.131)

If you can master these steps above, you will ensure a successful classroom integration of PowerPoint in your everyday learning!

Examples

Here are some examples of effective Excel Spreadsheets, Word Documents, and PowerPoint Presentations:

Budgeting

How to Create Amazing Original PowerPoint Presentation

How to Create Word Document Layout

REFERENCES

Roblyer , M. D., & Doering, A. (2013). Integrating educational technology into teaching. (6th ed.). Boston, Massachusetts: Pearson Education, Inc.