Final Reflection

What aspects of this course did you find most beneficial?

I felt that the variety of topics related to current issues in educational technology were very beneficial during the course. Learning about these things made me much more aware of important and relevant issues in educational technology that I need to keep up with as a teacher. However I particularly liked the more hands-on activities related to technology usage, like using Twitter, creating a website, using Schoology and EdX etc. The reading was very informative, but I much prefer the hands-on activities.

What aspects of this course did you find did not meet your needs?  Please make suggestions regarding how your needs might be met. 

I felt that all of the aspects of the course met my needs to understand educational technology's current issues. However, some of the reading was a bit too dry and complex. I realize that as a grad student that is going to happen, but I just felt that some of it was a bit too challenging. I consider myself to be fairly intelligent and well-read, but a couple of the articles went--at least in part--right over my head. That becomes too challenging, and when it does I simply do not retain the information. And I really do want to retain as much of the information as I can.

What topics in this course were most interesting to you? 

Constructivist Learning, Twitter/Global Communication, and the Copyright/Fair use topics were most interesting to me. I think that Constructivist Learning was my favorite topic, and I think that's why I chose Genius Hour for my Professional Development activity. Genius Hour lends itself well to Contsructivist learning and inquiry-based learning, which I love more and more, the more I learn about them.

What topics in this course were least helpful/interesting?

The Cultural Diversity module was the least interesting for me. Some of it was actually interesting, but some of it (particularly the article about black women and technology and identity) made me yearn for a root canal because it would be more enjoyable (no offense).  I also didn't care for the activity where we had to connect with a teacher in another country. While I can appreciate the reason for it to some extent, having to contact someone abroad when I'm not even teaching seemed kind of pointless. I got one reply from the few teachers I contacted, and she didn't even reply again when I asked her some more specific questions about her teaching experience at an International school on Hong Kong. I think she thought I was just some sort of weirdo masquerading as a college student. But I gave it a shot.

How did your knowledge of issues in educational technology evolve over the semester?  Did you have any "Aha" moments? 

 I think my knowledge evolved in that there were many topics I had only a general awareness of, based on the two prior courses I'd taken up to this point. Since I'm not currently teaching, I'm not quite as in tune as I'd like to be with issues in educational technology. But this course helped me to go a bit more in depth in my learning and understanding of these issues, which makes me feel much more on top of things and I appreciate that. It has also made me want to keep learning, so I've followed many teachers on Twitter, and I use that as a way to keep learning and connecting with other like-minded educators. 

I think my biggest Aha moment was really about Genius Hour and Inquiry-based learning. Because I researched that topic so intently, it just made me realize how much more I need to do as a teacher when I'm teaching again--and how much more my students can and should do as well. I really hope to be able to incorporate Genius Hour into future classes once I'm teaching again.

Any other thoughts you want to share...

I was iffy about this course when it first started, and some of the reading was a bit daunting. But in the end it's been one of my favorite courses so far. I learned a lot and it has made me want to keep learning. That's all I can really hope for when taking any course, but it doesn't always happen. So I'm glad it did this time. Thank you, Dr. A! 

Web Anywhere

Web Anywhere is a non-visual interface that allows visually impaired people to browse the web from any computer. It is completely web-based and requires no download, so it really enables access from any computer, regardless of its operating system.

I think this website and its software is amazing and it kind of blows me away that this kind of program exists and that it's totally free and relatively easy to use. It has a basic set of keyboard commands that it supports, and it just needs a soundcard and speakers/headphones to work. I used Web Anywhere to read my blog, and even though I think the technology is awesome I don't totally love it. So I'm just going to share a list of Pros and Cons about it.

Pros:

• Free
• No software to download
• Relatively easy to use
• Works on any computer & operating system
• Enables the web, email etc from anywhere
• The Beta version highlights the spoken text, and it generates it in a large font at the top of the browser page--which would be a plus for someone who isn't totally blind and would benefit from both seeing and hearing the text at the same time.

Cons: 

• Users wouldn't know the commands at first so they'd have to have help to get started.
• The audible speech is a challenge to understand. I tried it in both the Alpha and Beta versions and it was challenging in both. In fact I closed my eyes to listen and found that if I couldn't follow along in the text with my eyes, I couldn't understand over half of what was being said. Although perhaps that would get easier over time?
• The audible speech doesn't always read things correctly--it doesn't always recognize commas, etc so there aren't pauses sometimes where there should be, which makes things more difficult to understand. Though this seemed to work slightly better in the Beta version.
• It's limited to just web-browsing applications. So it can't help with word processing or other types of basic computer tasks.

I do think that if I needed this program I would use it and it would make web browsing, emailing, etc. much easier to do. If the basic commands were memorized it would definitely be easy to use, but I had to constantly go back and forth between looking at the commands and trying to read/listen to my website through the program. So obviously training is necessary in order to make the most of this program and its features. And the challenge for me in trying to understand what was being said by the speech feature was very, very frustrating. Maybe that's just me, I don't know. But I think it would be nice to have a choice of voices to choose from, because maybe an alternate voice would be easier to understand. I do think though that my blog was accessible through this software for a visually impaired person. Not sure they'd want to read it, but they could. ;)

Adaptive and Assistive Technology

Assistive Technology

This web page explains that Assistive Technology is "any device or system that helps to improve the functional capacity of people with disabilities." AT is generally divided into three categories: low-tech, medium-tech, and high-tech. Low-tech usually means a non-electronic device like a laptop stand. Medium-tech includes devices that are more complicated, like alternative mice or keyboards, and are used by people with "some degree of independent functioning." High-tech devices are more "sophisticated communication and computer control systems" that require considerable training and support; and they're designed for people with very little functioning or communication abilities. This section of the website provides information related to finding the most appropriate fit for the AT for the student and the school. There are other sections that explain the limitations and possibilities of AT, and the necessary factors to consider when choosing appropriate AT. And there are several subsections that provide more detailed information on the various types of AT tools and applications that are available. 

My Thoughts: This was really interesting to read. I always knew there was a feature in Windows for Accessibility Options, but I had no idea exactly what it did or all of the features that it provides. I think it's really cool that the keyboard can be set to provide ease of access in so many ways for people with disabilities. It was interesting also to read about the options for people with visual impairments. I know it's not the same thing, but I just had to get bifocals last year (and I'm already nearsighted) because text was becoming incredibly challenging for me to read. So on my own I figured out how to increase the font/view size in web browsers. Even with my bifocals text is not completely easy to read--especially on my computer monitor. Reading text on my computer and in a book or something are very different things. I still have to zoom my view on most web pages in order to read things more easily. And I have switched to reading books on my iPad so that I can adjust the font sizes in books that way (otherwise I'd go mad squinting all the time--or having to take off my glasses and hold things up close to my face to read them!). So I do have a slight understanding of the visual challenges that can be alleviated through AT. I'm glad to know that there are other alternatives for people with severe visual impairments as well. And just reading about all of the AT possibilities that are available for people with so many types of physical challenges or impairments was very informative.

Assistive Technology: What It Is and How It Works

This web article discusses how it is important to understand what AT is in order to find the right tools for the child/student who needs it. It defines AT as "any device, piece of equipment, or system that helps a person with a disability work around his challenges so he can learn, communicate, or simply function better." Like the previous website, this article talks about the variety of AT tools and how they range from simple tools to high-tech devices. It is noted that IDEA requires that schools determine what AT to purchase for the students on IEP's who need it, and they're also responsible for training teachers to use it. But the law is a bit different for students on 504's: the schools aren't required to purchase it and train teachers in its use, but they are required to "consider it as an accommodation." Details about any use of AT should also be noted in a student's IEP or 504. IEP teams recommend assessments for AT, but there aren't currently any specific standards or procedures for AT assessments. It is important to remember that the goal of AT is to assist in a child's learning so that they can reach goals and be successful; and that it can't "cure" learning or attention issues, nor can it replace ineffective teaching.

My Thoughts: I like this article because I think it breaks down AT and its capabilities and limitations in helping students with special needs be more effective learners. It really explains everything in fairly simple terms that parents can understand. It's important for parents and teachers to really understand what AT is capable of doing and what it cannot do, and also what schools are required to do (or not required to do, as they case may be) where AT is concerned. 

Reflection

I have had two experiences as a teacher that were probably the most beneficial for my own growth as a teacher in the ten years that I have taught. One experience was with a student who was blind, and the other was with a student who was color blind. I am an art teacher, a completely visual subject, so you can imagine what a challenge this was for me as a teacher. I had both of these students within my first 3 years as a teacher, and they both taught me at least a little bit about AT. Everything I did for these two students was completely low-tech, but the goal both times was to help the students to achieve success by adapting tools and lessons to help them learn. 

For the blind student, every lesson I taught had to be adapted specifically to meet his challenges. He did have an aide with him every day and she was a Godsend, but her presence didn't replace my need to adapt things for the student. What I did was to break down my lessons to the very basic skills I was teaching and come up with a tactile way for him to meet the lesson objectives. Often times I would have him use Play-Doh or some other type of clay that he could manipulate. Or I would use string or beads or found objects. He "saw" with his fingers, so whatever I could do to get things into his hands, that is what helped him meet the lesson objectives. I had this student for two years and he always enjoyed Art class, and I loved having him in class. I hope I taught him as much as he taught me in those two years.

And for the student who was color blind, that was almost just as challenging, particularly because other students knew he was color blind (before I did) and they teased him about it. The student approached me about it one day privately and then I constantly came up with ways to adapt tools and methods to meet his needs. If he needed to use only cool colors of markers or pencils for a project, I'd mark the markers or pencils somehow so he'd know which ones were cool. Sometimes we had a secret sort of visual cluing system that we'd use to signal which colors were correct. Whatever I did, I did it as much as possible in a non-obvious way so as not to call attention to it--because I didn't want him getting teased in class by the boys who know about his struggle. More importantly, I wanted him to feel successful, and to feel like a regular kid, which was important to him. At the end of the year I received a letter from that boy's mother, who told me that he had enjoyed Art for the first time ever thanks to me. That meant so much to me, and I still have that letter. :)

I know these aren't necessarily the greatest examples of my experience with AT. They were very low-tech, after all. But they were the first things that came to mind as I reading about AT on this week's web pages. And I left my last teaching job in 2007, which was kind of right before technology started to explode, so these are the closest things I could think of related to AT as a teacher. I hope they're appropriate anecdotes in relation to this week's readings.

Common Tech Problems

The table below demonstrates the solutions I'd use for the suggested common technical issues a student might have. I would demonstrate these possible solutions and then have the students practice those solutions as well, so that they'd be better prepared if these problems were to occur. Then the students could ask questions, and possibly present other troubleshooting scenarios that we could try to solve together in class.

Problems	Solutions to Demonstrate to Students
There is no sound coming out of the speakers on the student computers.	Check to see if the cable is connected. Make sure the speakers are turned on. Check the volume knob on the speaker. Check the internal computer volume.
I can’t connect to the network.	Double check your Username and Password. Make sure the CAPS lock isn’t on. Make sure you’re not logged in on another device.
My computer keeps freezing up on me.	Force close open programs. Restart computer. Teacher may need to do virus scan and/or update system.
My printer won’t print.	Check to see if printer is on. Verify you sent the print job to the correct printer (if on networked printer.) Check that the printer is on-line. Try to print a test page to see if that prints. Make sure there’s not a paper jam.
My SMARTboard pens aren’t working.	Check the ready light. What color is it? Make sure computer is on. Remove and reinsert the cabling to reset the connection. Make sure the pen trays are clean.

Troubleshooting Technology

Computer Troubleshooting for Teachers and Students

This is a website that is meant to help provide online technical support for teachers and students, for some of the most common technology issues that occur on a regular basis. It is broken down into categories for easy location of helpful information: Common Input/Output Devices, Internet and Networking, SmartBoard and Projectors, and Microsoft Office Applications. And then those categories are broken down into various subcategories that, when clicked on, take you to the troubleshooting page for each example device, program, or issue. Each troubleshooting page is setup as a table, with a typical Problem listed on the left side, and possible Solutions on the right. There are also usually helpful links on the far right of the web page, related to whatever issues are being shared in the main content area. The whole site is operated by a group of current and aspiring teachers from Pace University in  New York. 

My Thoughts: I really like this website--what a great reference for troubleshooting common problems! I have bookmarked the site and I'm sure I will use it in the future as the need arises. I think I am going to send the link to my mentor teacher for my practicum. She is a computer teacher at the local elementary school and she often gets overwhelmed with tech support requests, even though that's not really her job. She doesn't mind helping the other teachers at all, but she gets so busy sometimes helping others that it can take too much of her time. I think this site would be something she can share with her teachers that may help them resolve a lot of common problems they may have.

A Computer for Every Student and Teacher

This article is about a pilot program that began in 2008 at twelve high schools in North Carolina that implemented a 1:1 learning initiative, with the goals to "improve teaching practices; increase student achievement; and better prepare students for work, citizenship, and life in the 21st century." The schools were evaluated using a variety of data, including teacher and student surveys, focus groups, classroom observations, interviews, and other existing data. Their most notable lesson from this program is that "it takes administrators, teachers, and students time to adjust to the significant, systematic changes enabled by the introduction of a 1:1 learning environment." The article goes on to list all their recommendations based on the results of what they learned from the study. Eight interrelated critical issues were found to be vital for the success of the 1:1 program.

1. Deployment: They recommend six months planning and preparation before the distribution of the laptops, and teachers should get theirs the semester before the students and get extensive professional development on how to use them.
2. Wireless Network: The infrastructure for the technology needs to be able to support the use of it, so an evaluation of existing infrastructure should be conducted before implementation with regard to retrofitting, upgrades, and connectivity.
3. Hardware & Software Tools: Selecting the most appropriate devices and tools is of the utmost importance for successful 1:1 implementation. Power, Peripherals, Repairs, and Laptop Loaners are important considerations as well. As are Resources for Teachers (which apps, programs and websites), and Resources for Students.
4. Policies & Procedures: Policies and procedures for acceptable use must be implemented, and issues like "student participation, security and storage, virus protection, access privileges, filters, student email accounts, saving student work, discipline, cheating and cyberbullying, and classroom management also must be considered in those policies.
5. Support Personnel: Different types of personnel are recommended to help ensure a successful program: Technology Facilitator (to help teachers and students use the technology to improve learning), On-site Technicians (for tech support), and Student Technology Teams (student volunteers to help support the program). 
6. Professional Development: Specific types of PD were recommended for the program's success. These include content-specific PD, hands-on activities, instructional strategies, lesson planning sessions, site visits to other 1:1 schools, assessment with technology, differentiated levels of PD, classroom management & policy issues, opportunities to collaborate, ongoing support through social networks, more planning and practise time, and just in time mentoring from the technology facilitator. 
7. School Leadership: Leadership must be consistent, supportive, provide a vision with goals, include teachers in some decision-making and allow for teacher feedback, create advocacy, provide appropriate infrastructure, PD, and training, evaluate the program and student outcomes, and utilize effective communication. 
8. Sustainability: A couple of important factors here include budget planning and stakeholder engagement. 

The article concludes that all of this work in necessary, for the sake of the students, to better prepare them for "their futures in a globally-connected, technologically-supported world.

My Thoughts: I hadn't really thought about all of the different factors at play in implementing a 1:1 program in a school or district. There are really a lot of things that have to be considered, and a lot of planning and ongoing support that must occur in order for this kind of program to be successful. It's definitely a lot of work, but I think it's necessary and important if we're going to help our students live and work in the 21st century.

Reflection

I really think that the website for computer troubleshooting is something that I will use in the future when I'm teaching again--whether I'm teaching art or a computer class. I'm fairly tech-savvy as it is, but I don't know everything. And it's very good to know there's a website that is available, focused on teachers and students who may need technical support for common tech problems. This is especially true considering that there is often inadequate technical support available in many schools due to budget constraints. I also found it very enlightening to read about the factors necessary to help ensure the success of a 1:1 program. There are still many schools that haven't yet gone 1:1, so there's every possibility that I may teach in a school that hasn't. But even if I teach in one that does, this article provided me with some insight that may be helpful in either case.