EDUC 5163 Wrap Up

EDUC 5163 Wrap-Up

Big takeaways: 

Assistive Technology- iPad apps & ease of use

Universal Design for Learning

Reading & writing complexity

The first takeaway from the EDUC 5163 is obviously the use of Apple Apps and the impact app software has on students, regardless of their cognitive profile. The apps explored during the App Smash Up assignment combined with the other apps introduced during the last week of the course all have unique characteristics that support student learning in the areas of reading, writing and engagement. The level of accessibility represented by these apps is almost too good to be true- I am used to having to follow a complex list of PC commands and settings to set-up a simple task for students. The creativity of apps combined with speech to text capabilities of apps, read aloud function, easy uploading, easy accessibility to audio, video/photo files and overall ease of use make the iPad a tremendous tool for learning. I am thinking all of the PCs gathering dust that the rear of classrooms would make a good boat anchor...

The second takeaway from the course is the paradigm of Universal Design for Learning. The goal of making all learning fully accessible and free of obstacles is something many educators have been trying to achieve for a long time. While differentiation and adaptations have certainly enhanced student learning and inclusion, UDL as a holistic approach to learning and curriculum development is a goal we need to continue to work towards. The iPad and applicable apps make UDL a reality due to the interactive nature of apps that enhance accessibility and learning for all students and allow students to work within the same context and environment as their peers. 

The third takeaway from EDUC 5163 that resonates with me relates to the complexity of reading and writing. Although we only scratched the surface of these two essential educational processes, I feel far more able to assign task specific strategies that support reluctant readers and writers. Activities and readings related to the task analysis of reading and writing were very informative and enhanced my own understanding of each process. I mentioned this before, but will say it again. Task analysis of both processes and attention to the complexity of reading and writing needs to be a required course for all Bed students prior to entering the classroom. The information conveyed in such a course will impact teacher practice and student learning exponentially. Also, knowing when apps should be used as remedial or compensatory strategies is also an important conversation that we had as a class. I continue to be an advocate for compensatory strategies that enhance student confidence and independence for learner. 

It was a busy two and half weeks. I enjoyed the challenge and learned a tremendous amount of practical information that I look forward to introducing to students in September- thank you!