Course Project Resources

Using Technology in Project Based Learning

The topic I choose to complete my course project on is “using technology in project based learning”.  First, I developed a survey and shared it with the #itdml students as well as some of my coworkers at Maloney High School.  Below are some of the Information received from the survey:

One of the questions I asked was, do you use project based learning in your classroom?

As you can see the majority of those who completed the survey stated yes, whereas only 2 stated no they do not use project based learning in their class.  One of the teachers who stated they do not use project based learning in their classroom was an elementary teacher and could be the reason why they do not feel like project based learning can benefit their students.  Another questions I found interesting was whether or not the teachers had access to technology in their classroom.  Most of the teachers said yes but one did say no.

My course project will contain some of those resources from my survey as well as the other resources included below:

Boss, S., & Krauss, J. (2007). Reinventing project-based learning your field guide to real-world projects in the digital age. Eugene, Or.: International Society for Technology in Education.    

The article talks about how technology can offer a platform to maximize the benefits of project based learning in their classroom.  Not only does this resource speak to teachers, but it also has information for administrators, professional development opportunities and development specialist.  In my course project, I will solely be focusing on the portion stated for teachers.  The resources discusses different types of technology that can be used for any teachers seeking an innovative way to transform their traditional classroom into an active, student driven “experience”.  The ideas include collaboration through technology tools and connections made beyond the traditional classroom environment.  The resources also provides examples from other educators.

The third resources I would like to use in my course project is:

Thomas, J. (2000, March 1). A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING. Retrieved May 2, 2015

This is a review of research which includes a variety of resources all based around technology and project based learning. The article includes a variety of research data collected amongst teachers in a project based learning environment.  One researcher discussed in the article is Boaler.  He discusses the effects of PBL on students subject knowledge.  The resources discusses many other areas of review and develops conclusions based on the research findings.  Based on the article, there is some evidence students have difficulties benefiting from lectures including  complex projects. I believe one of the most important findings of the article is the positive evidence that PBL can enhance the quality of students' learning.

The fourth resources I would like to discuss is:

Keegan, A., & Turner, J. (2000). Quantity versus quality in project based learning practices (Draft version. ed.). Rotterdam: Erasmus Research Institute of Management, Erasmus Universiteit

In this resource article a study was completed in different companies throughout Europe.  The reason for the research was to analyze the learning practices of successful companies and compare them with a school setting.  The conclusion of the study showed when the proper amount of time is spent on a project based assignment there are key characteristics to showcase success.

Why Project Based Learning (PBL)? (n.d.). Retrieved May 2, 2015, from http://bie.org/index.php/site/RE/pbl_research/29  

This is a website I will use to collect more data on what project based learning is and how it can enhance the classroom setting.  The website will also provide me with information on how to properly set up project based assessments and make them relevant into a current curriculum.

Means, B., & Olson, K. (1995). Technology and education reform: Technical research report (Chapter 8). Menlo Park, CA: SRI International.  

This resource discusses different observations in a project based learning environment using technology. The article will be beneficial to my course project by using it as a reference when discussing various observations.

The last resource I would like to include is a video (Project-Based Learning: Success Start to Finish. (n.d.). Retrieved May 2, 2015) demonstrating what a project based learning environment looks like in a classroom setting using technology.  This video will provide myself and the reading of my course project with relevant information on the basics of project based learning.

Infographic on Student Engagement in the Flipped Class Room vs. a Traditional Class Room

Here is my outline on my very first infographic and here is my actual infographic on student engagement in the flipped class room vs the traditional lecture class room.

Week 5 Language Impairment DIscussion

ED 7724 WEEK 5 - AT TECHNOLOGY AND COMMUNICATION

Choose one resource, device or service that is designed to benefit language impaired students.  Describe your choice, how it will benefit the student, as well as any limitations and how teachers may sidestep any restrictions. How can it be integrated in the classroom environment?

Language impairments are hard to overcome in  an inclusion class.  There are many devices that can make learning in the classroom easier for those with a language barrier due to a second language or a disability.  One device in particular that can help students with a language impairment is the DynaVox.  

The DynaVox is an electronic AAC devices use a keyboard and synthesized speech to communicate with people around the individual.   The DynaVox is a device intended to help individuals with disabilities.  The device requires one to download or scan pictures onto the device.  The device is then able to showcase those pictures for individuals so they are able to more clearly communicate their ideas.  Another type of DynaVox device allows the individual to type the words to verbally communicate with those around them.  This type of DynaVox is more expensive and requires an independent ability to communicate with those around them.  

Like most devices, the DynaVox has its advantages and disadvantages. As seen in this video, DynaVox has helped many students freely communicate their ideas to others.  Some of the advantages include the following:

1. Allows individuals the ability to freely communicate with others arounds them
2. Gives individuals independence
3. Helps individuals elaborate their vocabulary
4. Uses speech so the individual can hear the words and associate them with the picture
5. Helps a variety of students with language impairment

Although the device can help individuals learn to communicate, it can also have many disadvantages.  The following are disadvantages:

1. Expensive
2. Not very durable
3. Hard to update

The DynaVox is designed to help individuals learn and communicate both by recognition and verbally.  The device can be integrated into a regular education classroom.  Some things the teacher would need to be able to do is be familiar with the device and how to use it.  Technology is always changing and therefore devices are constantly being updated with information. The benefit of the DynaVox allows for students to freely communicate with their peers and therefore can enhance their feeling of independence.  

Resources:

1. Find Help in Your Area. (n.d.). Retrieved May 2, 2015, from Dyna Vox
2. Ogden, M. (n.d.). DynaVox. Retrieved May 2, 2015, from http://blueyedbabe07.blogspot.com/
3. The Benefits of DynaVox. (n.d.). Retrieved May 2, 2015, from Benefits

Analysis of Adaptive Technological Products and Services

Analysis of Adaptive Technological Products & Services

     Assistive Technology products are growing in the classroom setting.  More and more schools are finding a need for asistive technology in the classroom to help students with disabilities excel.  This week, I focused my attention on a specific assistive technological tool designed for students with either a intellectual disability or is blind/visually impaired.  The product is also a great tool for those learning a new language.

Image CC from www.zygo-usa.com

      The product I would like to review is a vocal pen called VOCA-pen.  The VOCA-pen is a communication tool used in various settings.  How the product is used is through a sticker recognition system.  The pen comes equipped with three different size stickers.  The participant can either record their voice, someone else's, sounds, music as well as a variety of other items in the pen.  The pen has a storage of about 10 hours; however, each item can only be recorded up to 5 minutes of time.  The overall idea of the pen is to help learners freely live their life with little to no interruption when it comes to communication skills.  Below is the VOCA-pen how to's:

How to use the VOCA-pen:

• Determine a sticker size
• Place the sticker on an object (reading, medicine, print..ect.) 
• Record a verbal command (the teacher can help assist with this)
• Commands can be music, sound, phrases, messages, words ect.
• Items can be recorded over in a new command needs to be used'

     Some challenges the VOCA-pen demonstrates is the cost of the pen.  Most of the pens are around $400 for one pen.  Another challenge of the pen is the set of the stickers.  For a visually impaired student, the stickers would need to be set up by a teacher prior to the student performing the task or activity. Another shot coming of the device is it is computer based and needs to be charged.  If the device loses its charge, the device is inactive and will take about two hours to recharge.  Below are some videos on how the VOCA-pen is used  and the efficiency of it is.

Resources:

1. http://www.rehabtool.com/links.html
2. http://www.medica-tradefair.com/cipp/show,lang,2/oid,28145/exh_id,3022/~/Web-ProdDatasheet/prod_datasheet
3. http://www.zygo-usa.com/usa/index.phpge=shop.browse&category_id=157&option=com_virtuemart&Itemid=11&vmcchk=1&Itmid=11
4. https://www.zygo-usa.com/usa/literature/Voca%20Pen.pdf
5. http://www.teachingvisuallyimpaired.com/overview-of-assistive-technology.html
6. Image CC by www.zygo-usa.com
7. voca pen- https://www.zygo-usa.com/usa/literature/Voca%20Pen.pdf
8. http://www.shashin-kagaku.co.jp/en/products/pdf/voca.pdf

Week 3 - Assistive Technology

According to Bryant and Bryant (2012), there are several considerations one must take into account when thinking about selecting and/or adopting an AT device or service. In light of these considerations, what is your assessment of how Facilitated Commutation (FC) devices were adopted and used (as portrayed in the PBS documentary)? 

     Assistive Technology is a great tool used to help students with disabilities function and freely express themselves.  There are many things to consider before one selects an assistive technology device.  According to the readings, there were many things to consider before choosing an assistive technological tool.  I would like to focus on two main considerations one must take into account when deciding what AT device to use.  
     First, the team must decided the specific needs and ability of the student(s).  Once the specific needs are determined, one can make an easier decision on which device would best suit the students.  Also, the curriculum and goals of the student is another item to consider.  If one does not consider the long term and short term goals of the student it is very difficult to decide which device would be best to help the student. 

     After considering the readings suggestions in selecting an assistive technology I watched the Front line video. The video discussed different stories of people implementing facilitate communication techniques.  FC is defined as a variety of techniques used by professionals and caregivers to assist people with communication disabilities.  Some examples of FC's are as follows:

• An alphabet board
• Typing on a keyboard 
• Electronic devices showcasing symbols, letters or images

     The video mainly focused on Autistic students.  One student was  Ben Larr. He is an autistic male and  cant verbally speak on his own.  With the proper equipment, Ben is now able to type his thoughts to an entire audience during a presentation.  Based on the proper pairing of the device and given Ben's disability, he can now be free of his disability and speak his mind clearly.  To the people experience the achievements of students with disabilities they claim it is a "miracle" and an "awakening".  It is amazing to think, computers can allow non-verbal people to express themselves verbally. 

     Not all of the stories were beneficial for each student.  As the video went on, I started to question the accuracy of each technology.  Was everything taken into amount when choosing a specific assistive technological device for each student?  Could these students portray their own ideas onto devices they have never used before or was the idea of it working more of a greater influence.  
     Betsy is a girl in the video who cannot verbalize her words.  She was given a computer program with a facilitator to help translate her thoughts.  I do not believe the equipment was suited for her because she was new to the device and unfortunately was unable to translate her ideas through the device.  When tested, she would copy information more often then create her own thoughts.  She was taken from her parents because it was believed she was abused by them.  In an attempt to understand what really happened, Betsy underwent some testing.  During the testing she would need to identify everyday items through a picture and broadcast her thoughts by using a keyboard.  Unfortunately, Betsy copied her facilitators answers rather than recognized the picture itself.  

    Due to various negative allegations facilitated communication is not as successful as once thought, Syracuse University has developed a program of seven students doing research on the facilitated communication.  The questions was posed, could parents potentially be more blinded by facilitate communication because they are hoping it is real and it allows their child to be "free" and openly communicate?  The Front line video suggested facilitators had a greater influence on the success of facilitated communication techniques.  What this demonstrates is the importance of understanding the abilities of each student as well as considering the goals of each student. I believe when facilities do not pair assistive technology devices accurately with each student they lack an understanding of the child's disability. 

Resources:

1. Bryant, D. P., & Bryant, B. R. (2012)/ Assistive technology for people with disabilities (2^nd ed.). Upper Saddle River. Pearson Education.
2. Kelker, K. A., & Holt, R. (1997). Family guide to assistive technology. Billings, MT: Parents Let’s Unite for Kids.
3. Prisoners of Silence Front line video

Response to SAMR and Peer Help

Include evidence that you have read, understood, and can use the SAMR model, and incorporate any additional information you believe relevant to others in your role.

The Substitution Augmentation Modification Redefinition Model or SAMR is used to showcase how technology can be used in the classroom to influence and enhance learning opportunities for students.  Simple tasks such as taking notes, tests, and quizzes can be done online in forms using Google Forms, Docs, and Sheets.  The SAMR model demonstrates four uses with technology:

• Substitution
• Augmentation
• Modification
• Redefinition

I would first like to talk about substitution.  Substitution simply is a means to use technology on the most basic level.  For example, rather than giving the students a pen and paper, have the student write on the Smartboard.  Another alternative would allow students to take notes using Google Documents rather than hand written, or take a test using a Google Form rather than on paper.  The use of digital images can provide a great amount of interest and learning among the students rather than have them create a handwritten chart or picture.  For example, in the technological lesson I critiqued for this week, the teachers enforced students to use digital images rather than hand draw them, although it was an option.

The second concept I would like to discuss is augmentation.  Augmentation is the direct substitute for functional improvement.  For example, in a classroom augmentation can be seen through various ways such as Google Earth and even Google Maps.  Many students in the #itdml program has used Google Maps and Google Earth to pinpoint certain places.  Some might ask, could the lesson be taught on a regular map?  The answer is sure; however, it would be lacking an improvement in digital function.  In my content area, the government nutritional website has provided my health education classroom with easier ways to track their food intake to enhance my lesson.

Modification is the third tier in the SAMR model.  Modification allows for a significant amount of change and the ability to digitally redesign information. Many professional use modification through their work. For example, some examples of modification in the classroom is Google Forms. Google Forms gives teachers the ability to assess their students with graphs and charts. Teachers also collect data on their students through various programs with the use of graphs and charts. It is not only a great way to visually represent data but also to show the students progress and other important information.

Lastly, redefinition is defined as a way to use technology allowing for participant creation of tasks that previous seemed unobtainable. Some examples of redefinition I could use in my classroom is the use of a QR reader. I have recently given my physical education students an assignment using the QR reader. The students needed to research an activity in the weight room, teach themselves the activity as well as the safety concerns to remember when performing the activity and video tape themselves teaching the activity. The students video was then converted into a QR reader. Once all the students completed the project, the class would travel around the weight room and using their smartphones would scan a QR reader code. The video of a group would appear and the students would need to follow along with the "teacher". Preparing videos and compiling digital images through programs such as QR reader and Windows Movie Maker is a great way to demonstrate redefinition.

During the development of a technological lesson I had the assistance of Anne Marie Lanning.  Her input and resources was very useful for various reasons.  Anne Marie is an elementary school teacher and therefore can help enhance the technology of the lesson based on the students.  I am a high school teacher and therefore lacked some of the skills needed to connect to a younger audience.  Having the capability of collaborating with peers and other professional  is extremely useful.  It provides the participant various ways to look at things and allows for a greater impact on the outcome than if it was just a single person.

Resources:

1. Choose my Plate; www.choosemyplate.org
2. Delafosse, S. (n.d.). Teaching in the 21st Century. Retrieved April 12, 2015, from https://youtu.be/075aWDdZUlM
3. Developing Lessons with Technology. (n.d.). Retrieved April 12, 2015, from http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0136101259.pdf
4. Dhingra, R. (n.d.). Can Technology Change Education? Yes!: Raj Dhingra at TEDxBend. Retrieved April 12, 2015, from https://youtu.be/l0s_M6xKxNc
5. Means, B. (n.d.). Information Technology and Teacher Education: Focus on student learning or on teacher change? Journal of Research on Technology in Education, 42(3), 285-0307. Retrieved April 12, 2015, from http://files.eric.ed.gov/fulltext/EJ882507.pdf
6. Puentedura, R. (n.d.). SAMR: A Brief Introduction. Retrieved April 12, 2015, from http://www.ewcupdate.com/userfiles/assessmentnetwork_net/file/SAMR_ABriefIntroduction.pdf
7. Puentedura, R. (n.d.). The SAMR Model: Background and Exemplars. Retrieved April 12, 2015, from http://www.hippasus.com/rrpweblog/archives/2012/08/23/SAMR_BackgroundExemplars.pdf
8. SAMR Model - Technology Is Learning. (n.d.). Retrieved April 12, 2015, from https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

Integration of Technology Lesson Critique

Here is the lesson I choose to critique and add contents to.