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.