Too Much Technology?

My favorite part of the Prezi presentation was the embedded video of Louis CK’s technology rant. I don’t often stop to appreciate how truly amazing technology is but rather get easily angered when a website takes more than 2 seconds to load. My aunt and uncle actually had a rotary phone up until about 10 years ago. They upgraded to a phone still attached to a cord without an answering machine. When they finally got an answering machine a few years ago, I already owned a cell phone. They still refuse to buy cell phones because they don’t feel the necessity and would rather not be bothered. Its completely baffling to me because I don’t go anywhere without my iPhone, which I check often throughout the day. I think we’ve become an impatient generation that expects and needs quick fixes for everything. We’re also quite spoiled given the new technology that comes out every year. It’s hard to imagine what life was like before laptops, cell phones, and iPads even though I was alive at the time.

How do we avoid the cost of a pervasive digital environment in the classroom in the presence of instructional and adaptive technology?

Students must be exposed to a combination of technological and traditional lessons, activities, and resources. As teachers, we will be constantly learning about new technologies that we may want to test in the classroom. We need to make sure that it actually benefits the students rather than distract or over stimulate them. The video clip from the economist discussed the limits of working memory. We can only retain about 7 pieces of information in working memory at one time, and when we become overwhelmed with information we don’t fully attend to anything. So teachers need to be sure that the technology they use in the classroom does not overwhelm students.

There are some skills that cannot be fully developed if technology is used. Learning handwriting, for example, will never be replaced despite the numerous devices that have been invented for students to type on. I worked with a fifth grader whose school gave him a Neo because his handwriting was awful and they didn’t feel like trying to help him. Using adaptive technology should never replace another skill that needs to be learned (if the student is capable of it of course).

How do we prepare students with good strategies for using technology in their outside lives?

Students should be taught to engage in metacognition. They should be able evaluate which technologies may be hindering or helping them in school and in life. They should also be aware of how much time and effort they invest in using technology versus using traditional means to accomplish a goal. Students should be taught to reflect on the results of interactions that involve technology versus those that were face to face. I don’t think we as teachers should or are able to convince students to restrict their technology use, but we can teach them to be reflective.

What about in your professional practice?

I plan on getting my PhD in clinical psychology and continuing to work with children with various disabilities. I plan to stay well informed on assistive and adaptive technology so that I can recommend the best resources to parents.

Universal Design

In our last class we were presented with numerous objects whose function were not immediately obvious, such as a one handed book holder. These objects were created with the principles of universal design to meet the needs of a diverse set of consumers. One such company that designs their products with UD is OXO. Their website actually has a page that addresses UD.

"For OXO, the principles of Universal Design mean a salad spinner that can be used with one hand; liquid measuring cups that can be read from above without bending over; kettles with whistle lids that open automatically when tipped to pour; and tools with pressure-absorbing, non-slip handles that make them more efficient."

OXO designs their products to meet the needs of as many people as possible, including those with special needs. I love this company's philosophy and wish that more companies made UD a part of their mission. 

Testing Accomodations

The University of the State of New York, The State Education Department, and VESID have detailed important information on testing accommodations and modifications in a lengthy document. One of the very important distinctions it makes is testing accommodations vs. modifications. An accommodation is a change made in the way the test is administered to make it fully accessible to the student with a disability. Accommodations do not change the constructs being tested in anyway. In contrast, a modification changes the constructs of the test by altering the content, changing the test process, or adding assistive technology. 
I imagine it must be difficult to meet a student's needs with an accommodation rather than a modification in some cases. All of the students in my current student teaching placement do not participate in state assessments. They are administered alternative assessments. I wonder where the state draws the line in how much modifications and accommodations a student needs before they should just be administered an alternative assessment. 
I think it is very important that teachers use the accommodations provided to students on state tests regularly in the classroom. Students who have no prior experience using the accommodations may find them intrusive, unfamiliar, or confusing. I believe the IEP and the CSE team should make it a requirement that the teacher use these accommodations in the classroom as well as for state tests. 

AAC

My Experience with AAC:

Two of the five students in the classroom I am student teaching in are nonverbal and use an AAC application on the iPad, Proloquo2go, as their main form of communication. This application is wonderful because you can create symbols, phrases, and categories. The students have learned to maneuver through the application to find the proper symbols to express their needs and answer questions we pose. It is especially interesting to see how students use the speech available to them on the iPad to create novel phrases that are not already preprogrammed. For example, one student asked "When are we going to the park?" in response to the teacher saying we were going on a field trip. He did not have the phrase "Where are we going?," so he used another phrase to communicate this meaning. Similarly, he will click on the symbol that say's his mother's name then the symbol for car in order to say his mother is picking him up. The only drawback to this application is the amount of time it takes to update it with more phrases and symbols. 

What is language?

Language is a code used to communicate wants and needs. It is a dynamic system of sounds, symbols, and gestures used to communicate. 

What is speech?

Speech is the spoken form of language. 

Inherent difficulties of unaided system:

I have a nonverbal student who has created his own signs. When he wants to watch Blues Clues, he points to his stomach. Anyone who hasn't been told what his unique signs mean will have to guess. It is useful for him to have this unaided system to communicate his needs when his iPad is not available, but only those who have worked with him know what he's saying. 

Planning with Technology

Students may have barriers to accessing educational content in one or more networks: strategic, affective, and recognition networks. These are actual networks in the brain:

Although, teachers cannot use brain imaging to identify which networks may be under active, they can use assessments and observation to identify students' strengths and weaknesses. Teachers can match up the strengths and weaknesses assessed to the different networks and determine which technologies would best address their needs. We have a large technological tool belt at our disposal, but we have to make sure the methods we choose meet the diverse needs of our learners. Luckily, many of the technologies we use have features that activate multiple networks. One such technology is the SMART board. It allows a teacher to manipulate the presentation of information so that students are using multiple sensory modalities to access the information (recognition network). It allows for multiple means of interaction and engagement (strategic network). Additionally, using interactive lessons with media is highly motivating for most students (affective network). 
It is important for teachers to use technology with purpose. We may inadvertently complicate a lesson or make it less accessible by trying to incorporate technology, so we must always reflect on the needs of the students and how the technology will address those needs. 

Assistive and Adaptive Technology

Adapting Classrooms for AT Users: Challenges and Solutions


Nothing seems more cruel to me than having a student who cannot run sit on the sidelines in a gym class watching his peers run and play sports. We need to take a Partial Participation approach to including students in activities that are typically considered off limits. Those who are not familiar with adapting activities find it easier to just find an alternate activity for students with disabilities. This video details classrooms designed for students with disabilities. A modification like a supportive chair can allow a child to participate in an activity without falling off her chair. Something as simple as putting felt in between the pages of a book make it easier for a child with a physical disability to turn the pages. There are many modifications and accommodations that are costly but there are also things we can do that cost very little. We have to think outside of the box and be willing to spend some time to make classrooms accessible to all students. 

Disabled Bodies, Able Minds: Giving Voice, Movement, and Independence to the Physically Challenged

Providing students with disabilities access to assistive technology devices increases their independence. My non-verbal students with autism use Proloquo2go to communicate. Without it (and the devices that preceded the iPad and this application) all the adults in these students lives would just guess what they needed and do everything for them. The students in this article/video were able to pursue their interests and participate fully in school and extracurricular activities through the use of assistive technology. When there was no technology yet available (the device made to play the instrument), it pushed someone to create it. Without students like this who continually seek to be involved in activities considered out of their reach, we would not continue to make advances in AT. 

Interview with Richard Keller

Dr. Keller explains the difference between assistive and adaptive technology, two words that are often used interchangeably. Dr. Keller points out that assistive technology is derived from the medical model of disability in which the person will somehow be fixed or made complete. On the other hand, adaptive technology changes the technology, not the person --a disabilities study paradigm. Dr. Keller explains further, "when we say assistive it means you're helping me and when it says adaptive, it's a tool that works specially for me in the circumstances I want to use it in." I think it is very important to speak about disabilities using language that empowers individuals. Dr. Keller also speaks about gaining independence through the use of adaptive technology.

SMART Board: A Glorified Projector?

Many classrooms are now equipped with SMART Boards. Used to its fullest potential, the SMART Board can be used as both an instructional tool and an adaptive technology tool. Lessons can be created that are adapted to fit the learning and accessibility needs of many learners. However, there are many accessibility issues that remain unresolved. The SMART Board is primarily manipulated by touch, but for students with physical disabilities the interactive feature that is the highlight of the white board may not be accessible. A solution may be making the SMART Board compatible with a laser pointer mounted to a student's glasses. Many AAC devices use a laser pointer and it seems relatively easy to incorporate this technology to make the SMART Board more accessible. 
I spoke to a first year teacher who has a SMART Board in her classroom. I asked her if she had any formal training and what her experience has been thus far. She replied, "It's basically a glorified projector." She expressed difficulty in using it for anything more than displaying texts and PowerPoints. She has not been provided with any training by the school. Educators provided with this amazing tool should be provided with professional development training on how to use it to its full potential. Teachers with very busy schedules may not have time outside of school to access the many tutorials provided online. Trainings should be part of the normal hours of the school day or part of summer orientations. 

Web Tools

Little Bird Tales is wonderful for the classroom I am currently student teaching in. Currently, none of my students can read a book. They have autism and intellectual disabilities. They all love to use the computer as a reward to completing their work. Their favorite characters are Dora the Explorer, Elmo, and Blues Clues. I think it would be wonderful if my head teacher recorded different books with the students’ favorite characters in her own voice. The website is easy to navigate, and I think my students would love it. For typically developing students, a teacher could ask the students to create and record their own stories as a literacy project. I would definitely use this tool in my future classroom with typical learners or students with disabilities.

Diigo is an amazing tool that I decided to sign up for. Many of our readings and assignments in graduate school are online, and I alternate between using my laptop and iPad. Diigo uses the cloud, so any pages I bookmark, highlight, or take notes on will be available on my laptop and iPad. I usually print online readings so that I can highlight and annotate them, but with Diigo I can do all of this on my devices. It will definitely save me time and money. I think this is a great tool for older students who do a lot of online reading or research.

Prezi is my favorite tool as a soon to be teacher. I’ve sat through and created so many of your ordinary boring PowerPoint presentations. Prezi certainly captures an audience’s attention from the start of the presentation. Our eyes are naturally drawn to movement, color, and unique designs. With Prezi, just watching the presentation progress is entertaining and interesting. I will definitely use it to spice up my own presentations.

I also really enjoyed exploring Stixy. It would be a great tool for managing your own research and also collaborating with others. My only concern is that the page would get too crowded too easily.

I have not seen or used any of these tools in a classroom, but if I were to teach older students who have more advanced technology skills and large projects, I would use VoiceThread, Prezi, Stixy, or Titanpad. I would use Little Bird Tales for younger students. 

BookShare

BookShare is an incredible resource for students with print disabilities. Their mission statement begins, "People with print disabilities deserve to enjoy reading as much as all other readers." What about readers with disabilities other than print whose reading abilities are affected? They deserve to enjoy reading as well. BookShare lists 20 major donors on their website. I know that they have the ability to make their technology accessible to an even larger range of students. Their technology could be a huge asset to students with autism. Many of the students I am currently student teaching with cannot read, however, they enjoy being read to. Their receptive language is often significantly better than their verbal abilities. These students could really benefit from access to BookShare. 
As for those with print disabilities, are there potential accessibility issues in using BookShare? From what I can tell, BookShare is incredibly accessible. Mobile versions are available for both Apple and Android. It is compatible with Kurzweil and other scan and read technologies. It can also be converted to a braille format. Although I have not been able to explore the fine details without access to BookShare, the developers seem to have addressed potential accessibility issues. 

iCan

The iPad is without a doubt the hottest item on the market for special educators. Its built in accessibility features allow for users with special needs to have the same access as a typically developing user. It seems to be a universally designed tablet, but it still is not as universally designed as possible. I have a student in my ABA school who uses Proloquo2go to speak. Many of our ABA programs can be run using his iPad. This student has fine and gross motor difficulties. Therefore, he often presses the wrong icons on Proloquo2go and has to delete what he has selected and try again. Although the touch screen is wonderful in many respects, it poses a lot of challenges for students like mine who have motor difficulties (in addition to the visually impaired). The most obvious change would be to create some buttons and/or a flip out keyboard. Another thought is for the touch screen to provide feedback (vibrations) when touched. Perhaps different patterns of vibration can be set for different functions/applications. This would definitely assist the visually impaired. Although the iPad is not as universally designed as it could be, I believe Apple is committed to making their products accessible to the widest range of consumers. Apple will probably take over the special education world if they continue on this track. 

God Bless the Internet

Creating a universally designed lesson can seem like a daunting task without the right tools. Obviously, the first step is knowing what UDL principles you need to target based on your students' strengths and weaknesses. Teachers may find it useful to make a list of their students strength and weaknesses paired with corresponding UDL principles. In effect, they would be making a UDL checklist personalized for their classroom. The second step is having the tools available to create the ideal lesson. Unbeknownst to many teachers, there is an enormous amount of free (or relatively cheap) resources online to UDLize (yes I just made my own word) any lesson. 

I came across this website that not only explains the principles of UDL but provides examples and resources for implementing each. 

UDLize Your Lesson 

Some of my favorite UDL resources include:

Lexipedia 

Toon University 

Voki

Tagxedo

Shahi

The most useful technique I've found in incorporating UDL into my own lessons is to put myself in the shoes of my students and ask myself whether I would be engaged in the lesson, how I would prefer to to have the material represented, and what would be the most engaging way for me to respond and express my knowledge. From there I have a good starting point to which I add the needs of other learners. 

Is there an architect in the house?

I previously posted about the inaccessibility of the school I am currently student teaching in. There are simply too many staircases. How does one get rid of that many staircases? My first thought was the school simply needs to relocate or rebuild, but that would cost an absurd amount of money. After a little investigation, I found out that there is an alternate entrance on the adjacent street. 

Here's the entrance the students currently use: 

The students enter on (X) street in order to get to a building on (X-1) street, which really makes no sense. If you enter at the adjacent street, you avoid 4 staircases including the one I originally posted: 

Stair case connecting the two buildings 

Here's the other entrance: 

Now there are only two staircases the students must contend with. The first is outside, and it would be relatively simple to insert a ramp as the staircase is wide. The second (not pictured here) is just through that doorway. It is also wide enough to be fitted with a stairway lift: 

So why don't they already use the alternate entrance? I have no clue. I'll have to ask. Most likely, the school doesn't want to pay for a second security officer to man two entrances. Perhaps a digital security card system can be put into effect. 

Principles of UDL:

1. Equitable Use

2. Flexibility In Use

3. Simple And Intuitive

4. Perceptible Information

5. Tolerance For Error

6. Low Physical Effort

7. Size And Space For Approach And Use

This solution is the simplest and most cost effective compared to rebuilding or relocating. The size of the current stairways indicates that there is enough space for a ramp and stairway lift to be installed alongside the original stairs without causing more barriers. A moderate amount of physical effort will be necessary to use the ramp and/or stairway lift but less so than the original pathway to my classroom. 

Too Much Technology?

The principles of UDL call for multiple means of engagement. While I agree with Rose and Meyer's advocacy of new technology in schools, I have seen an over reliance on technology in some classrooms. Last semester, I worked with a fifth grade student who uses a Neo, a portable word processing keyboard, to type all of his assignments in school. His handwriting is poor but still legible. His teachers decided to let him type all of his assignments on the Neo instead of working with him to improve his handwriting. When the student goes home, he has difficulty completing his assignments without the Neo, which remains in the classroom. I fear that teachers may use technology to substitute learning important skills, such as handwriting. I think it is important for teachers to assess what students can accomplish without assistive technology to avoid creating an unnecessary over reliance on it. 
On the other hand, some students may not have any access to the curriculum without the use of assistive technology. In the classroom I currently student teach in, three of my five students communicate using an iPad application called Proloquo2go. It is a new form of an alternative augmentative communication device. Without it, one student would not be able to convey how badly he wants to go to Disney World or respond to academic prompts. 

Universal Design

I student teach at a school for students with autism that couldn't be more poorly designed if you tried. In order to get to my classroom, you need to walk down a flight of narrow stairs into one building, walk up a flight of stairs to exit that building, walk up two flights of stairs in this awkward space connecting the two buildings, and finally walk up three flights of stairs in my actual building. You must walk through four doorways. 

Many of the students at the school cannot walk from place to place independently whether due to mobility limitations or behavioral problems. It is impossible to walk side by side on many of these staircases. Due to the frequency of behavioral issues that the students display, the school actually has a protocol for what should be done if an episode occurs on the stairs to maintain the safety of the student and the staff. It is unfortunate that the design of the school adds safety issues to be addressed when there are already so many. 

The awkward space in between the two buildings

On Technology

In elementary school, I was most likely known for the vast and varied amount of office supplies I carried in my overweight backpack. If you needed a stapler, you’d know to ask the girl with the uncontrollable frizzy curls. In college, I may not even have remembered to pack a pen, but I never went anywhere without my MacBook, whose name was Felix, of course. I even carried around a Mini-DVI to VGA adapter, which became a hot commodity amongst teaching assistants and professors.

My father constructed my first computer from scratch. I guess I should have expected to inherit his ease with and reliance on technology along with his tendency for sweets. As a child, I spent hours playing computer games, most notably, Where in the World is Carmen Sandiego? I was fortunate to experience and learn how to use computers from a young age. Most of my knowledge came from watching my father work on his computer. When the computer malfunctioned, my father would fix it, and I would watch. Soon, I began troubleshooting on my own. I can solve most technological problems on my own or with the help of a Google search on the issue. Learning how to use technology effectively results from a combination of experimentation, trial and error learning, and direct instruction. It amazes me that children, even babies, can learn to use iPhones just by watching their parents. My cousin’s 1-year-old son knows how to unlock my phone and swipe his finger across the screen to view a photo stream. Most devices are made to be user friendly but others require a tutorial.

You know you are dependent on technology when you start naming your various devices. I cannot go anywhere without my iPhone, Jack. Not only does it keep me connected to the important people in my life but it also organizes and directs most aspects of my life. My schedule tells me where I need to be and my reminder application tells me what I should be doing. Dropbox gives me access to all my files for school, so that I really have no excuse when it comes to staying on top of assignments. My MTA application allows me to plan how I get around the city and tells me exactly how long my trips will take. Various applications allow me to waste time and be entertained when I can’t fall asleep at night. A Nike application syncs to my shoes, which congratulate me at the end of my workouts. Perhaps the most important aspect is portable music.

Music can lift us out of depression or move us to tears- it is a remedy, a tonic, orange juice for the ear. But for many of my neurological patients, music is even more- it can provide access, even when no medication can, to movement, to speech, to life. For them, music is not a luxury, but a necessity.

     -Oliver Sacks

I have various playlists for different times of the day, moods, and activities. Listening to certain songs on route to class or student teaching can help set the proper tone for the task at hand. I guess you can say I maximize the use of all my devices, with my iPhone being the most important. Now if only someone could find a way to make batteries last forever.

I am in my final semester as a graduate student at Teachers College Columbia University working towards a degree in Intellectual Disability/Autism. I earned my BA in Psychology from NYU, and I have always been passionate about the mental health and development of children. This last semester will decide whether I plan to pursue a career in the special education field or apply to a PhD program in clinical psychology. I am excited to be taking Computer Applications in Special Education. I’ve had the pleasure to observe many different special education classrooms that use technology as educational tools. I have seen students use an iPad Augmentative and Alternative Communication application called Proloquo to communicate. I have seen students light up at the opportunity to demonstrate their knowledge of counting money in an interactive SMART Board designed lesson. Technology is a powerful tool for students with disabilities that allows them to access the curriculum, communicate, and learn in ways that are not always possible through traditional means. I look forward to learn to successfully navigate the many technological advancements I will be exposed to and apply this knowledge in whatever I choose to do in the future.

On a completely unrelated note, I will now tell you my thoughts on the topic of problem solving.

According Martinez, “problem solving is the process of moving toward a goal when the path to that goal is uncertain.” My greatest challenge to engaging in problem solving is anxiety and fear of uncertainty or failure. If the path is unclear, I often decide not to embark on it at all. Avoidance and procrastination become my solution. 
American culture exalts not only perfection but efficiency. We are expected and taught to be independent and to accomplish our goals in the least amount of time possible spending the least amount of resources. This doesn’t allow much room for error. “Everyone makes mistakes” does not imply that mistakes are useful in the problem solving process—just that you shouldn’t be so hard on yourself. Instead teachers and parents should say that mistakes are a necessary part of learning or expect to make mistakes and learn from them. Unfortunately most schools, do not have the luxury of time, and I feel that teaching problem solving and allowing students to fail and learn from their mistakes is a time consuming process.