Site Map for My E-Portfolio

Here is my sitemap for my digital portfolio using coogle

What is included in my E-Portfolio? Week 1 Response

1) What fundamental elements should your e-portfolios include from this program?

What is an E-portfolio and why is it significant? Throughout the past eight months I have embarked on an incredible journey. I have learned things I never thought possible, been exposed to material I did not know existed and develop relationships with people I would not have otherwise if it wasn't for the #ITDML program. So why should I develop an E-portfolio you ask? How else would I be able to organize the vast amount of information and provide evidence of my learning? How else could I share my learning and experiences with others? Isn't that our ultimate goal? My goal when entering the program was to grow as learners to better myself as a teacher. I also wanted to provide a digital platform for other teachers in my building in hopes to help enhance their classroom as well. An E-portfolio can do just that. It is a digital briefcase of information showcasing learning and content from the #ITDML program.

I intend my audience is administrators, coworkers and peers. Below is a list of the fundamental elements that I will be including in my e-portfolios:

• Name of the program/Purpose of the page
• Contact information/Philosophy statement
• Resume
• Artifacts/work completed in the program
• Examples and tutorials of information and programs
• Space for collaboration
• Links to useful resources

21st Century Philosophy Statement

21st Century Philosophy Statement:

July of 2014 I was asked to write my teaching philosophy for an #itdml assignment.  At that time I was set in my ways and did not intend to change my philosophy.  Little to my lack of understanding, my philosophy had changed and therefore I have learned my first lesson based on this program "be open to change".  So what is my teaching philosophy now?  I believe the better question would be, what is my new teaching philosophy for the 21st century learner?  The 21st century learner has provided schools and teachers with dramatic transformations in the classroom.  Pens and pencils are consider a low tech assistive technology and computers are a source for a flipped lesson.  The classroom is constantly changing and technology is becoming a norm.  Technology is now seen as an priority and can help enhance our classrooms with new innovative ways to teach the information.  Not only can technology bring our learners into the content, it allows the learners to learn anywhere, at anytime from anyone. Scary, yes I know, however; when implemented correctly can positively prepare our students to be successful in the ever changing world. I believe teachers should provide their classrooms with opportunities to be successful through creation and exploration.  The classroom is a setting to allow students to question, engage, synthesize, and elaborate.  I believe all students are capable of learning but not all content can be taught the same.  Once students are given the educational tools, all students are capable of completing amazing tasks.  My classroom must be safe place for all learners to expand their knowledge. The classroom is a place to foster a hunger for learning.  Technology can be an important tool but should not replace the future of education.  I do believe a quality education is a privilege, what you do with it is a choice.  Lastly, if a teacher can be replaced by YouTube, they should.  Identifying needs of my students on a personal level is a necessary part on the journey of education and should never be replaced.

Review of Literature: Evaluating and Selecting Appropriate AT

A Review of Literature:

Evaluating and Selecting Appropriate Assistive Technology

Cari McKee

University of New Haven

ITDML; ED 7724

INTRODUCTION/PROBLEM

Assistive technology is defined as “any device, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability” (Beard, 2011).  For some students, Assistive Technology is the only way one can be successful in the education process.  In the 2011-2012 school year, research was collected to evaluate the students in our school systems.  The data provided our school communities with research of how many students were physically or mentally disabled.  These students showed they needed assistance in order to be successful in our current school systems.  The research showed over 6,000 students have disabilities and require some type of assistive technology in school systems (U.S., 2013).  With this many students needing assistance, assistive technology is considered as the main source to help our students be successful.  The 21st century suggests technology integration can help enhance learning in our classroom settings. Assistive technology are tools to help students be successful and given the ability to do “normal” activities. Depending on the student's needs, types of devices provided, and support within the school community can determine which type of device is best fit for each student.  Assistive technology can be low tech or high tech devices used in the classroom to help assistive students from a wide variety of disabilities be successful.  There are many different types of assistive technology assisting our students currently; however, more technology can be incorporated into our school systems to help meet the “no child left behind” standard of education (Raskind, 2000).  Although technology can help our students be successful, there are also negatives when selecting an appropriate assistive technology for each individual. This review will look at various research articles and address these advantages and disadvantages as well as give some suggestions when choosing an assistive technology device.  The review will also provide information on how to properly evaluating different types of technology to help students in the classroom experiencing disabilities.

REVIEW OF RESEARCH

In the article, Assistive Technology for Individuals with Disabilities: A review and synthesis of the literature, Alper discusses the Assistive Technology Act of 1998.  The act addressed the students needs with different types of assistive technology in education.  The Assistive Technology Act is intended to protect students who were in need of devices in the classroom.  When devices are properly implemented into the classroom for the appropriate individuals, the devices have shown evidence with helping students increase their self esteem (Alper, 2006).  The proper implementation of technology also allowed students to live independently.  Confidence was built through the support of each assistive technology device allowing students less need for assistance from other individuals during certain tasks.  From there the students became capable in pursuing meaningful careers.  The devices also helped students create and mature their own identity which otherwise might have been lost.  Many students do not have the privilege to integrate technology into their classroom even if it is assistive technology (Kelker, 1997) due to many barriers.

Alper suggests some of the reasons why technology has been a downfall in the classroom. Alper also discusses how technology is not available to all students for various reasons.  Some of these reasons include high equipment cost can hinders schools systems to provide all of their students with proper assistive technology.  A lack of information and knowledge about different assistive technology devices can also deter school systems from implementing assistive technology into the classroom.  Support is a necessary component to incorporating success assistive technology devices to the students and into the necessary classrooms.  Without the support, proper introduction and use of assistive technology devices cannot be as successful as if the support was not in place.

In order to properly evaluate assistive technology, there are many things one need to take into consideration.  First, the individual student must be properly evaluated.  Once properly evaluated, the group should identify a need of the student.  The students needs must be taken into consideration before an assistive technology device can be taken into account.  Secondly, the student’s physical and mental ability needs to also be considered when choosing the proper assistive technology device (Kelker, 1997).  It is imperative there is proper support from the family as well as the school community.  Providing individuals with the proper support should play a major role when selecting the type of assistive technology device for each student.  Once the students has been thoroughly evaluated through an IEP or PPT, next the device itself should be evaluated before considered in being implemented into the students school success program (Raskind, 2000).  

There are different types of devices with various functioning capacities used for various types of students.  Depending on the device function, cost of assistive technology, support of those involved, and background knowledge can help determine the type of device chosen for each student (Facilitated).  In recent years, many studies have been done addressing how to properly implement devices into the classroom.  The studies also take a look at the types of devices and the effectiveness of each  assistive technology incorporated into the current classrooms. In order to have a successful integration of assistive technology, one must have effective teaching strategies as well as the knowledge of the device (Raskind, 2000).  In order to be an effective teacher one must have proper instruction.  Incorporating collaboration while challenging students can help increase knowledge and participation in the classroom.  Classroom management needs to be a priority as well as appropriate technology use.  Lastly, if used properly, technology can support and increase success in the classroom for all students. Each teacher should be well equipped to understand the devices used in their classrooms.  Each student should be able to integrate the device in the classroom; however, it is not solely the student's responsibility to properly manage the device.  The teacher and surrounding students play an intricate role when using the device for success in the classroom.

Assistive technology has a variety of different types offered.  Each device is out into categories based on the amount of technology used with the device.  These two categories are known as high tech and low tech assistive technology (Beard, 2011).  Assistive technology  is any item or piece of equipment that is used to “increase, maintain or improve the functional capabilities of individuals with disabilities in all aspects of life, including at school, at work, at home and in the community” (Assistive).  Low tech devices do not require an extensive amount of training.  The equipment is usually cheaper and less complex when it comes to the use of the device.  Some examples of low tech devices are as follows:

• Magnifiers
• Large text
• Graphs

• Canes and walkers
• Task cards

Low tech devices are can be as simple as task cards, organizers, and light pens (Assistive). All of these device can help high functioning students with disabilities more successful in the classroom setting.  For students who need help organizational skills or are visual learners, low tech devices can be useful to help structure their thoughts. High Tech devices are generally more complex pieces of equipment or programs.  The devices are usually digitally based and therefore more expensive (Tools).  Most of the high tech devices do require an extensive amount of training and therefore can deter school systems and teachers to reject them in their classrooms.  Below are some examples of high tech devices that can assist students in the classroom.

• Wheelchairs/scooters
• Hearing aids
• Audiobooks
• Communication devices with voices

High tech devices can also include but are not limited to Smart boards, amplifiers, audio pens and audiobooks (Kelker, 1997). Kidspiration is an example of a high tech assistive technology program used to help assist students with visual recognition and awareness.  Whether a student needs high tech or low tech devices, each one must be evaluated and considered before it is brought into the classroom.

CONCLUSION

In conclusion, assistive technology is providing our students with opportunities they might not otherwise have.  In order to effectively provide the students with the proper assistive technology one must evaluate the types of device needed.  Once the proper assistive technology is decided upon, successful implementation comes through support of both the school community and the families alike.  Assistive technology can be an effective tool for many of our students.  Assistive technology can also hinder some of our students if it is not effectively evaluated and implemented correctly.  Therefore, time and device consideration must be contemplated before it is introduced to the students.

RESOURCES

1. Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. Journal of Special Education Technologies, 21(2), 47-64.
2. Assistive Technology Assessment - Find the Right Tools. (n.d.). Retrieved June 22, 2015, from http://www.techpotential.net/assessment  
3. Beard, L. A., Carpenter, L. B., & Johnston, L. B. (2011). Assistive technology: Access for all students (2nd/3rd ed.). Toronto: Pearson Education.
4. Facilitated_Communication_Prisoners_of_Silence. (n.d.). Retrieved June 22, 2015, from https://vimeo.com/22621954  
5. Kelker, K. A., & Holt, R. (1997). Family guide to assistive technology. Billings, MT: Parents Let’s Unite for Kids.
6. Raskind, M. (2000). Assistive technology for children with learning difficulties (2nd ed.). San Mateo, CA: Schwab Foundation for Learning.  
7. Tools for Life. (n.d.). Retrieved June 21, 2015, from http://www.gatfl.org/assistive.php
8. U.S. Department of Education, National Center for Education Statistics. (2015). Digest of Education Statistics, 2013 (NCES 2015-011),Chapter 2.

Course Project

Here is my Google Slide Presentation for my Course Project on How Technology Can Support Project Based Learning.

AT Request to Springfield College

Dear Vicki Anderson,

My name is Cari McKee.  I am a prospective student who will be attending Springfield College in the Fall 2015.  I am writing to you because I have difficulty in the classroom setting due to a disability and would like to request assistive technology to ensure my success in your program.   I lost my sight when I was four years old and have been receiving assistance throughout my schooling.

Some of the programs that have assisted me previously are speech recognition programs.  I have used various programs throughout my education.  One program that worked well for me is ViaVoice and taped text.  I understand you currently have a speech recognition program called Dragon Naturally-Speaking.  I would like to request the use of the program to help with my academic performance.  Taped text would also help benefit my success at Springfield College because it will allow me to tape and replay the information for later use.  Currently, I have difficulty comprehending material due to my disability and value to ability to tape the class material to use for later.  Speech recognition software such as taped text and Dragon Naturally-Speaking would assist me with replaying information.

I am also aware you have an adaptive sports program at your school.  I understand your university values the development of the whole person with mind body and spirit development.  Based on your values, I strongly believe getting involved in the adaptive sports program can allow me to grow through the academics but also develop as a whole.  Some low tech assistive technology I have used in the past are bells to help me recognize the direction of the task.  For example, in a throwing activity, a simple bell can help direct me to where the ball needs to be thrown.  

I am thankful for your consideration with helping me receive the proper assistive technology necessary for my success at your institution.  I look forward to hearing from you and attending your program in the Fall.

Sincerely,

Cari McKee

Class of 2019

Survey with a Special Education Teacher

Interview with a Special Education Teacher

7724- Week 11

I decided to interview one of the special education teachers in my school.  Although a little bitter, I believe she has every right to be.  Unfortunately, in our school we are expected to implement technology as well as assistive technology without formal training. I was very surprised with the response shown below because the special education teacher should be the one receiving formal training.

1:  How often do you use Low-tech assistive technology such as pencil grips, highlighters, etc.

• Daily

• 3-4 times/week
• 1-2 times/week
• Less than once a week
• never

2:  How often do you use High-tech assistive technology such as audio-books, speech-to-text, screen-reader, etc…

• Daily
• 3-4 times/week
• 1-2 times/week
• Less than once a week
• never

3:  Is the Low-tech assistive technology that you have used effective, in your opinion?

yes

• sometimes
• no
• n/a

4:  Is the High-tech assistive technology that you have used effective, in your opinion?

• yes
• sometimes
• Definitely not
• n/a

5:  What are some factors that hinder the use of assistive technology, in your opinion?

I do not use assistive technology as much as I should because I have not received any training on it. Although we have some of these tools in my classroom I was not shown how to truly use them nor have I been given the time to “play” with them.  How am I expected to use something I am completely unfamiliar with? I use items that have been working for years and I am comfortable with.

6:  What are some factors that facilitate/encourage the use of assistive technology, in your opinion?

Support.  Support is a huge factor that can either help or hinder the implementation of assistive technology in teachers classrooms.  In my case, I do not use it as often because I am uncomfortable with it.  Other teachers I know use technology much more in their classroom because they have the background knowledge of it or they are given time during their department meetings to play with the product.  During our department meetings we discuss issues and are given time to work on our paperwork, not play with programs.

7:  What training, if any have you had on various High/Low tech devices and/or different ways to utilize those devices?

Image CC from www.clker.com

Unfortunately, that is the problem.  I have been shown how to use Google Classroom, and the Google products because that is the type of school we are.  I also use my smart board frequently.  In regards to high tech resources to help my students, I have not received any formal training.  I think my students suffer because of it.

Flanagan’s article states, “Teachers’ use and understanding of AT may increase when effective instruction is provided during pre service preparation or professional developments.”  Unfortunately the teacher I interviewed did not have effective instruction because she believed it was unattainable without proper training.  The article does state a barrier to using assistive technology due to lack of knowledge and types of devices. After reading the article, I believe the ideas of the person I interviewed are similar to those described.  Both the article and the special education teacher pointed out some downfalls of why people choose not/can not use assistive technology in the classrooms.  Both the article and special education teacher stated support was needed in order to effectively use assistive technology in classrooms.  They also stated how the support needs to come not only from the parents, students, and teachers but also from the administrative staff.

Resources:

1. Flanagan, S., Bouck, E., & Richardson, J. (n.d.). Middle School Special Education Teachers’ Perceptions and Use of Assistive Technology in Literacy Instruction. Assistive Technology, 24-30.  
2. Lindsey-Glenn, P. F., & Gentry, J. E. (2008). Improving vocabulary skills through assistive technology: Rick’s story. TEACHING Exceptional Children Plus, 5(2) Article 1. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol5/iss2/art1