Day 2 iTunesU

Day two working on iTunesU- a collaborative morning working on iTunesU assignment. As a group, we have become increasingly comfortable with the working interface and the purpose of the assignment. Collectively, we have reviewed a variety of apps that can be used to support reluctant readers. Also, time was spent accessing and uploading relevant research, links, videos, etc. pertaining to the reading process and supporting reluctant readers.
There were a few growing pains in terms of using the interface- we discovered that one person can save content within iTunesU, this made it somewhat difficult, but we took turns to alter and enter info related to our area of focus.

Looking forward to the finished product and presenting info that support reluctant. Also, looking forward to the perspective of other class members as they present.
As a group, we also had a good conversation while starting the day about compensatory vs. remedial apps; we concluded that they are somewhat synonymous and it depends completely on the context how the app is employed while working with students. 

On another note, while looking for additional research material this evening related to the reading process, I stumbled across the following video that I thought may provide additional clarity and perspective in terms of the reading process. Featuring Canadian literary legend Margaret Atwood, the video breaks down the historical context of reading and spoken language as a neurological process. Brief, but interesting video.
Enjoy:
   

Article: iPads as instructional tools to enhance learning... Cumming

Article Review: iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project

When considering the foundational framework of Universal Design for Learning (UDL)- providing multiple means of representation, engagement and expression, it is difficult to overlook the profound impact iPad technology has in the realm educational assistive technology. The highly functional design of apps, combined with the portability of iPads validates iPads as an effective instructional tool for learning. The creators of this article echo the realities listed above and provide multiple examples of where iPads have enhanced instructional practice and student learning during their action research. 

One of the goals of the research reported in this article was to provide students with literacy and communication difficulties an effective communication tool while developing new ways to express themselves. 

As introduced in the article, baseline data collected examined student’s academic ability, achievement and levels of academic achievement, pictures, videos and observations prior to iPad implementation. This data provided a balance of qualitative and quantitative data that was later reviewed. In terms of the findings, it was not surprising that teachers discovered that iPad implementation made it easier to differentiate instruction of each student and provided students with more access to curriculum. Teachers also found that students involved in the study were more engaged and independent; these research findings are very consistent with the conversations had during class while exploring app use to support student learning and UDL. Several of the student testimonies’ listed in the findings demonstrate the effectiveness of iPad implementation. 

In addition to engagement and independence, findings and conversation in the article related to support and success of students with speech and communication struggles is important to recognize. The dictation apps improve student communication and confidence while in class. 

Despite all the successes and endless possibilities resulting from iPad use, it was interesting to examine the limitations listed in the research findings. The perceived lack of age appropriate, low reading level apps was listed as a concern; although with the dictation capabilities of apps, it is possible that the true function of each app was not explored. Other limitations such as accessibility to iPads (not enough devices), or time to learn iPad functioning is more a reality of the study and not a function of the iPad/app. 

It is clear from the overall impression of this article is that iPads are effective tools for instruction, enhance learning, promote independence and make learning more inclusive. As suggested in the closing findings of the article, it is essential that teachers take necessary time to learn iPad/app functioning prior to implementation/student programming.  Nevertheless, it is clear from the research that tablet technology has had a positive global impact in schools, especially for students with disabilities.

July 14 Class

Good Morning,
A quick review of LD oriented apps. Also time spent reviewing accessibility apps on iPad.

In addition to reviewing apps, there was brief, but important conversation about compensatory vs. remediation for students. As discussed, the presence of compensatory apps after grade three is absolutely necessary in order for students to maintain curricular connections, engage in text and approach learning independently. While ongoing remediation is essential to alter student academic growth, compensatory apps allow students to stay on track. 

New Apps introduced:
Claro PDF- excellent reading app. This app allows for students to review text meaning, reading pace is controlled, etc. This app provides a lot of flexibility
Navidys- great search engine app. Again, makes text far more flexible and accessible for students.
Khan Academy- again, a flexible app, reinforces concepts, engagement, motivation, access to info, highly visual. 
Voice Dream- use this app for students with visual impairment, or another platform for reading.

Also, accessibility settings were reviewed as a follow-up to Webinar #2. The accessibility options are helpful as they ensure students remain focused on designated apps/task- very useful!


Lindsey, Liz and I completed the initial iTunes U set-up this morning, created a listing of 20+ apps and designated responsibilities for the Tuesday. Looking forward to working as a group and completing the assigned task.

Webinar 1 & 2

Webinar 1: 

An informative digital presentation pertaining to educational apps that enhance executive functioning. The beginning segment of the webinar provided a deeper understanding of the signs and symptoms of executive functioning. Information related to brain function, frontal lobe development, and specific executive function dysfunction was a very helpful reminder of the challenges students face when diagnosed with an executive functioning disorder such as CD, ADHD, ODD, or ASD. As demonstrated in the Webinar, executive functioning is woven into all aspects of the curriculum. As mentioned in the webinar, if proper scaffolding is not in place, it is difficult for students to learn as they are overcome by a lack of self-regulation/control; this reality often leads to underachievement. The webinar session also a great learning tool as it prompted me to think about the division of "Thinking" and "Doing" and the way students approach curricular tasks when challenged by an executive function impairment.

The reviewed apps that enhance executive functioning were helpful. Blackboard Collaborative is a very useful and interactive tool for learning about various apps. The apps explored for students are great tools that can be used for time management, generating ideas, sequencing of thoughts, and organization of curricular concepts. Three apps that enhance executive functioning and will definitely be used in my classroom are the following:

iBooks Store: This is a terrific app. As a middle level science teacher this app is very useful and conveys meaning from text in a far more engaging way. Often, it is difficult to find related reading material for students who benefit from reduced reading expectations or text presented at lower reading level. This app's ability to provide audio and visual interactivity is very cool. This app reads text to the students, has extended video explanations by scientists related to key concepts. Provided this app has the required text listed, the app provides an engaging alternative for students and makes learning with a conventional subject text more inclusive. This is a great UDL app as it engages all learners.

Sock Puppets: Great interactive voice/text/voice app that is cross-curricular. This app is highly visual, appears to be very user friendly, and very flexible as it engages learners across the curriculum and at all cognitive levels. The app is very versatile as it can be used by students to verbally explain concepts, tell stories and summarize important details. This app can be used by anyone, is a great role playing app and makes learning inclusive for all learners. Student ideas, stories, experiences, etc. quickly turn into puppet shows that can be published, emailed, etc. that demonstrate understanding. For students demonstrating executive function impairment, this app is quick, engaging, easy to follow and relies on student ideas that can be quickly communicated verbally into the program. Cool app that students should find engaging.

Pictello: A great app for classroom teachers, learning center teachers and educational assistants that work with students who struggle with transition, different environments and social settings. I suspect this app would be useful for students with ASD diagnoses as a tool for creating visual/audio stories, prompts, etc. that can be used for all students to predict and navigate difficult social settings. Also, the app can be used to create social stories that model appropriate social behaviors/expectations- this application is beneficial for all students as a proactive tool used to reinforce PEBS expectations. Again, a great app for modeling appropriate social behaviors. With speech to text ability, the app is flexible and appeals to a variety of learners and curricular settings. 


Webinar 2:

Learning disabled students demonstrate a variety of difficulties with acquisition and processing of information.  A variety of difficulties are listed below as discussed in the second webinar. As discussed, the cognitive profile of LD students varies tremendously. Again, LD students typically have demonstrated difficulty in one, or more of the following areas:

Written language (spelling, grammar, written expression)

Language (speaking, listening, understanding)

Reading (phonetic knowledge, visualization, decoding, comprehension, word recognition)

Mathematics (basic math skills, sequencing, computation, memory, problem solving)

Time management, organization skills, social perception, relationships, processing

Three apps that were particularly interesting and I look forward to using in my classroom are the following: 

Prizmo: Although this app was previous introduced in class, the webinar provided additional information that helped build a deeper understanding of the app and the possibilities in the classroom. It is a terrific app for LD students as it helps with reading as a compensatory app. The app allows for mobile scanning by taking a pic of the text, or can be scanned into the program.

iWord: Having used WordQ for several year, the breakdown of the iWord app is far more dynamic and flexible for students. The predictive text, highlighting features and vocabulary capabilities makes this app very flexible and provides ease of use for students. This app allow students to remain in text and access information from text. Great app!

Readiris: Great app that is easy to access. Essentially the app is a scanning app. Once the image is selected, the text becomes very flexible and can be exported to a variety of apps that read the text. Students have access to a hard copy file/text. The app is flexible and portable that allows students to move the text to another reading app such as PDF voice- this digitized text provides independence and keeps students engaged in text.  

Article: Reading Remediation Assistive Technologies Compensatory Strategies for Reading and Acces to Print- Edyburn

Learning From Text- Edyburn

From my perspective, the article has several dimensions. Initially the article has several parallels between the messages conveyed in the TED Talk- The Myth of Average and the perspective offered in this article. Essentially, the Edyburn re-confirms that designing for the average, or prescribing to the one-size-fits all notion of education has damaging consequences.
Early in the article the question is asked, are students learning to read, or reading to learn? Clearly one cannot happen without the other and validates the importance of teachers, across the curriculum taking the time to teach reading, or at the very least be aware of the strategies that can be used for remediation of compensation.

Assistivie technology used for remediation and compensation have tremendous potential- determining when AT should be employed as remedial or compensatory is something that unfortunately receives far to much debate from my perspective. If AT can enhance academic performance, understanding and confidence, then why debate the designation?

Another important discussion item presented by Edyburn relates to the timing of AT implementation. If a student's current reading competency is below grade level and remediation strategies have not provided sufficient results, use an AT strategy- it seems simple, but unfortunately there is still apprehension. This apprehension is generally indicative of limited access to AT, inadequate teacher AT training and in many cases time. However, as suggested by Edyburn, AT applications are generally easy to employee and install quickly- the same experience has been demonstrated in class during the past week. Another variable associated with compensatory AT is the absence of policy/decision making process to determine is AT is required and if it should be deemed as remediation of compensation. Bottom line, if a student is failing to achieve results after countless remedial attempts, then compensate, move on and allow the student to experience success.

The second dimension of the reading provides a breakdown of various ATs and an explanation explaining the function of each AT. Table 2; A taxonomy of text modification strategies listed in the reading gives a great breakdown of AT considerations/function of difficulty/suggestions for reading problems. This table provides useful reference that I plan to use moving forward.

Several of the AT websites recommended to support reading & bypass reading appear practical according to the brief description provided. Wynn, Word Q, Text Help, & Text Aloud are programs I have used with students, but look forward to reviewing the others listed.

Reading Task Analysis continued...

Reading- Task Analysis & class follow-up:

 

As demonstrated through presentation today in class combined with the various video (Suzuki & PBS films) it is clear that reading is a highly sophisticated process. While I had initially broken down my own task analysis of reading, it is evident that I missed a few key components. 

The coordination of many parts of the brain is essentially what allows reading to occur. As mentioned, reading is not innate and all humans have the capacity to learn multiple languages- this speaks to the plasticity of the human brain, particularly at a young age. The process of the reading is overwhelming and complex. As mentioned, reading at its foundational level is an individuals’ cognitive ability to combine auditory and visual input internally in the brain. The visual representation is sent to the brain via the optic nerve, while auditory information is transferred across the ocular membrane where sound is transmitted to the brain. 

It is evident that the left hemisphere of the brain is the most active portion of the brain when reading occurs. It is the left cerebrum that interprets and controls language- ultimately the development of this part of the brain is influenced by experience, exposure to language, repetition of phonemes and phonological awareness; it is these experiences and connection to environmental circumstances that drive brain specialization. 

Again, the process of reading is complex; The presentation this morning revealed the task analysis beyond what I completed initially. Although it is not required, I have included a visual breakdown that begins to navigate the way I interpret the task of reading to help clarify my own understanding. App used is Inspiration.

July 9- "The Myth of Average"

The Myth of Average; Todd Rose TED Talk Video 

Reflection Assignment:
Three Key Take-Away Points from The Myth of Average

Three Key Take-Away Points App: WordCloud (incorporated several key terms from the Ted Talk that seemed to resonate and reflect the three take-away points)

Point #1:
Designing for the average individual does not work. High school drop out, now Harvard faculty member Todd Rose uses the analogy of a one size fits all fighter jet cockpit seats as a comparison to the one size fits all approach to education. I tend to think professionally teachers have grown considerably in recent years and are more in tune with the individual demands of students and pedagogy reflects a willingness to support all learners. Certainly there is a way to go and there are teachers across this nation that still teach from one dimension. Anyhow, the first point that I gathered from this TED Talk is that students fail to reach their potential when they are subjected to to single dimension programming that fails to embrace the foundational elements of universal design for learning(UDL).  Each student has their own unique learning profile, in a class of thirty an average cognitive profile does not exist and programming for an obscure average squashes talent and academic aspiration.

Point #2:

Nurture the potential of all students is the second point that resonates from this TED Talk. Todd Rose speaks about the edges of cognitive ability and the necessity of appealing to these jagged edges through curricular programming. One line that Rose said that speaks volumes is when he says, "designing for the average is designing for no one- there is no nurturing of individual potential". Again, this is an excellent line as it demonstrates the impact of programming that in essence impacts no one. Rose used the example of the strong math who excelled in terms of her/his understanding, but struggled immensely in science class due to his/her inability to read. A simple example demonstrating the limitations of a science teacher who neglected to recognize the students' inability as a reader and implement supports to nurture the student.

Point #3: 

Simple solutions can have a profound impact on student learning and appeal to the jagged edges of student cognition. Simple pedagogical approaches and an understanding of universal design for learning has an immediate impact and breaks down the average. The role of the iPad as an example for something as straight forward as word recognition can break down barriers for students on one side of the jagged edge, while other apps serve as an enrichment tool for others. Rose's reference to Billy, the boy who struggled academically found a new sense of confidence and appreciation for learning while using the iPad to convey understanding. Again, a small solution that can have a profound impact on student learning. 

My Adjustable Seat: 

"Adjustable" is a very appropriate term used to describe the approach in my classroom. I make every attempt to be flexible in terms of learning and assignment expectations. While outcomes provide an important framework and provide targets for student learning, I make every attempt to maintain a flexible and open mind in terms of instruction and assessment of curricular expectations. Students are encouraged to use multiple mediums and tiered assessments to convey understanding. Moving forward, assistive technology, specifically apps explored thus far will be options of students. I think it is important to recognize that you have never found all the answers and as a teacher have a responsibility to keep learning as a means of supporting student learning. My adjustable seat is flexible- isn't this the same thing?

Task Analysis: How I read? I will be adding more info in the coming day, but here is an initial breakdown of how I tackle a text: 
- Attention to task/brain processing. Need a purpose. There needs to be desire and commitment from reading- to get meaning from print.
- I read the titles, observed the format. Read journal, and thought that it was someone’s personal      journey.
- Made several inferences based on prior knowledge according to the titles/context. Decoded several words, locations, etc.
- I brake down several terms. I deciphered several words.
- Memory, I was trying to track key points/reading, events, etc. (working memory). I Made several connections to the text.
- Looked for individual sounds (phonemes) while speaking/reading- I know how the phonemes are combined to construct words. Phonological understanding allows me to piece word parts together into words, phrases and sentences and ultimately decipher the meaning of text.
- Visual/auditory process- continued to make connections with sound of vocabulary internally

*More to come- please refer to Task Analysis for reading for further reflection.