This week we read articles about early childhood education and using technology with those students. I have a great deal of experience in working in an early childhood setting. At the early childhood age, I feel that students are eager learners and want to get their hands on everything. Giving students a chance to use technology as a form of learning gives students a chance to become strong and passionate learners. Technology, more specifically assistive technology, can be used to individualize learning and make learning more interactive and fun. I have seen the positive effects of using technology with early childhood children and I know that using technology will create more advanced learners.
The article, Technology and Early Childhood Education, talks about using technology with children in a school setting. Studies have shown how using technology can benefit student learning. The article talked a lot about using technology to improve students' attitudes about learning. The key point of this article is using technology in a way that is appropriate for each student. The use of technology can help to improve verbal skills, cognitive skills, social skills, and academic skills if the tools are used appropriately and effectively. Teachers should acknowledge what types of technology devices would work best for each student. Whether that be computers, laptops, iPads, or another form of assistive technology. When the technology is appropriate for the students then the learning can be at an all time high.
The article, The Role of Technology in Early Childhood Programs, questioned whether educational technology is appropriate for young children or not. To answer this question, you must first ask yourself what are the needs of each student. Does your student need support with verbal skills, communication skills, or academic skills? In most cases, technology or assistive technology can be an appropriate choice for these students. Technology is much more than a tool for gaming or streaming the Internet. Technology allows students to express themselves in a way that feels right to them. Assistive technology can help a young three year old with autism to communicate and become more expressive of their needs. Assistive technology can give a student a chance to learn their colors and shapes in a way that makes senses to them. Technology individualizes learning for students of all ages and gives them a chance to learn with the most appropriate tools.
After reading the articles assigned for this week, I had a chance to really remember the importance of using technology in an early childhood setting. Sometimes we over look the importance of technology with early childhood students. It is important to remember that technology is a resource that has the opportunity to positively effect all student learning. As educators, we just have to remember to use the technology appropriately and in a way that benefits student learning.
Monday, March 30, 2015
Friday, March 27, 2015
Technology and Teaching English as a Second Language
This week we read about technology and English language learners. I have been in many different classrooms and have worked with students with many different backgrounds and learning needs but I have never had the opportunity to work with an English language learner. Through reading the articles for the week and watching the video, I had the chance to learn more about this program and how technology can be used as a teaching tool.
In the article, The Word and the World: Technology Aids English-Language Learners, there is a lot of information about different technological tools that can be used for English Language Learners (ELLs). The article mentioned using the programs, Read Naturally and Rosetta Stone. Both these programs can be used in and out of the classroom. These programs allow students to learn basic language skills that they use in social situations. The programs also help to increase academic vocabulary with these learners. The use of technology helps to create a more unique learning environment for ELLs and helps to capture the students' attention. Many of the students actually prefer to learn on technology devices rather than using pencil and paper. I found it interesting how the number of ELLs is rapidly growing and will eventually consume about one third of the student population. Since ELLs are becoming more of a majority it is important to have the proper tools and resources available for them to use.
The article, Technology Enhanced Instruction for English as a Second Language and Bilingual Learners, talks about a program called Computer Assisted Language Learning (CALL). This program uses technology to enhance basic lessons and make them more individualized for ELLs. The program also uses technology that provides learning tools and rich content. This form of assistive technology allows teachers and students to collaborate cross-culturally, share information and knowledge, use multi-media texts, and become proficient with the new and current technology. The CALL program utilizes assistive technology and develops tools that will help ELLs in and out of school.
The video on, Teaching English to Speakers of Other Languages, opened my eyes to all that is involved with this program and teaching English Language Leaners. These teachers must feel confident with their tools and training to teacher ELLs. There are so many different tools and technology resources available for teachers and ELLs.
The readings this week have taught me a lot about English Language Leaners and how important it is to have the most appropriate resources and technology tools available to teach effectively. Using assistive technology with ELLs means incorporating these programs and any form of translation device or word processing tool. I hope to learn about more technology tools for ELLs and have a chance to use them in the future.
In the article, The Word and the World: Technology Aids English-Language Learners, there is a lot of information about different technological tools that can be used for English Language Learners (ELLs). The article mentioned using the programs, Read Naturally and Rosetta Stone. Both these programs can be used in and out of the classroom. These programs allow students to learn basic language skills that they use in social situations. The programs also help to increase academic vocabulary with these learners. The use of technology helps to create a more unique learning environment for ELLs and helps to capture the students' attention. Many of the students actually prefer to learn on technology devices rather than using pencil and paper. I found it interesting how the number of ELLs is rapidly growing and will eventually consume about one third of the student population. Since ELLs are becoming more of a majority it is important to have the proper tools and resources available for them to use.
The article, Technology Enhanced Instruction for English as a Second Language and Bilingual Learners, talks about a program called Computer Assisted Language Learning (CALL). This program uses technology to enhance basic lessons and make them more individualized for ELLs. The program also uses technology that provides learning tools and rich content. This form of assistive technology allows teachers and students to collaborate cross-culturally, share information and knowledge, use multi-media texts, and become proficient with the new and current technology. The CALL program utilizes assistive technology and develops tools that will help ELLs in and out of school.
The video on, Teaching English to Speakers of Other Languages, opened my eyes to all that is involved with this program and teaching English Language Leaners. These teachers must feel confident with their tools and training to teacher ELLs. There are so many different tools and technology resources available for teachers and ELLs.
The readings this week have taught me a lot about English Language Leaners and how important it is to have the most appropriate resources and technology tools available to teach effectively. Using assistive technology with ELLs means incorporating these programs and any form of translation device or word processing tool. I hope to learn about more technology tools for ELLs and have a chance to use them in the future.
Friday, March 20, 2015
Technology and Emotional Behavioral Disorders
This week we read about emotional and behavioral disorders. I have worked with many students who have an emotional behavioral disorder. After reading through the characteristics of this disorder, I found most of them to be true. Emotional behavioral disorders are difficult because they can stem from a variety of causes. I have seen students with emotional behavioral disorders and one factor that can affect their school performance is if a trigger occurs. This trigger can set off the student and potentially ruin their entire school day. One way to deal with this disorder is buy finding tools that help the student to maintain a positive attitude throughout the day and escape from the triggers. Some of these tools can include assistive technology devices.
I thought the Emotional or Behavioral Disorders sildeshare created a solid foundation when first learning about the disorder. The article on Emotional Behavioral Disorders, gave education recommendations that I am familiar with and have used in the past. It is important to observe the behaviors and triggers to find the best tools and an effective plan. Emotional and behavioral disorders can alter a student's performance but as educators we need to find and use the best tools that will help the student learn and succeed in the classroom and in life. Using assistive technology devices can help to ensure that the student is performing at an appropriate level and is learning in the most suitable environment with the best tools at hand.
The article, Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology, talks a lot about the different assistive technology devices that students with a behavioral disorder can use. I have personally used the stopwatches and computer devices. The stop watches are a great tool because this allows the student to take a break from what they are doing and monitor the time they have. The computer devices allows the student to communicate in a different way when necessary, take a break from their triggers, and manage their classroom behaviors. There are many more assistive technology tools and resources in this article that I hope to use in my own classroom. Every student is different and each of these tools will work differently with each student.
I thought the Emotional or Behavioral Disorders sildeshare created a solid foundation when first learning about the disorder. The article on Emotional Behavioral Disorders, gave education recommendations that I am familiar with and have used in the past. It is important to observe the behaviors and triggers to find the best tools and an effective plan. Emotional and behavioral disorders can alter a student's performance but as educators we need to find and use the best tools that will help the student learn and succeed in the classroom and in life. Using assistive technology devices can help to ensure that the student is performing at an appropriate level and is learning in the most suitable environment with the best tools at hand.
The article, Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology, talks a lot about the different assistive technology devices that students with a behavioral disorder can use. I have personally used the stopwatches and computer devices. The stop watches are a great tool because this allows the student to take a break from what they are doing and monitor the time they have. The computer devices allows the student to communicate in a different way when necessary, take a break from their triggers, and manage their classroom behaviors. There are many more assistive technology tools and resources in this article that I hope to use in my own classroom. Every student is different and each of these tools will work differently with each student.
Sunday, March 8, 2015
Technology and Funding
This week we took a look at technology and the funding that is needed to acquire assistive technology. Working in a school that uses all types of assistive technology, I see how difficult it can be to maintain the technology and to constantly update to the newest and most current assistive technology. Some devices may become out dated and less efficient, and therefore useless to the student. This is where funding can comes into play. Schools need funding to be able to provide the most appropriate assistive technology devices for their students. I have seen how difficult it can be to receive adequate funding and how much work it takes to get the funding. The articles we read this week talked a lot about the laws that come into play for technology and how to get appropriate funding to fulfill all the technology needs in a student's IEP.
The article, Funding Assistive Technology, describes funding and the ways to obtain funding for students with learning disabilities. According to the Individuals with Disabilities Education Act (IDEA), school districts must provide assistive technology for students who have assistive technology devices in their IEP. It is the school districts responsibility to provide the technology and get what ever funding is needed. The difficulty with funding is finding appropriate funding and ensuring that their is no cost to the parents. Funding can be difficult to come by because not all funding sources will approve the technology or approve the newest technology.
The article, Building an Initial Information Base, goes into detail talking about developing an appropriate educational plan for a student. Once the IEP is written up and evaluated, the assistive technology should then be considered. Under the IDEA, assistive technology must be provided if it is within the education plan of the student. This means finding the necessary funding to make this possible. Free and Appropriate Public Education (FAPE) talks about how assistive technology should always be considered when writing a student's IEP. Students should be provided with all of the resources and tools they need to be successful in school. This improves the "functional levels" of a student who has a disability.
The last article, Assistive and Universally Designed Technology, discusses "technology making things possible." For some students technology plays a vital role in their education and in their daily form of communication. Without this technology, school would be more difficult then it needs to be. Technology allows people with learning disabilities to live life in anyway they choose and to complete tasks they may have thought were impossible. The key to living a "possible" life is by getting the proper funding to make the technology readily available for anyone who needs it. This is done through funding. This article gave suggestions on how to receive funding and how to work around getting denied. There is always funding out there and as educators, we must advocate for our students to ensure that they are getting the assistive technology they need.
I found the readings this week to be very informative. I learned about a lot of great resources to use when trying to obtain funding for assistive technology. Technology is a key resource to learning for a student with a learning disability and an IEP. By advocating for our students, we can ensure that they receive the technology devices they need and ensure that the funding is being fought for.
The article, Funding Assistive Technology, describes funding and the ways to obtain funding for students with learning disabilities. According to the Individuals with Disabilities Education Act (IDEA), school districts must provide assistive technology for students who have assistive technology devices in their IEP. It is the school districts responsibility to provide the technology and get what ever funding is needed. The difficulty with funding is finding appropriate funding and ensuring that their is no cost to the parents. Funding can be difficult to come by because not all funding sources will approve the technology or approve the newest technology.
The article, Building an Initial Information Base, goes into detail talking about developing an appropriate educational plan for a student. Once the IEP is written up and evaluated, the assistive technology should then be considered. Under the IDEA, assistive technology must be provided if it is within the education plan of the student. This means finding the necessary funding to make this possible. Free and Appropriate Public Education (FAPE) talks about how assistive technology should always be considered when writing a student's IEP. Students should be provided with all of the resources and tools they need to be successful in school. This improves the "functional levels" of a student who has a disability.
The last article, Assistive and Universally Designed Technology, discusses "technology making things possible." For some students technology plays a vital role in their education and in their daily form of communication. Without this technology, school would be more difficult then it needs to be. Technology allows people with learning disabilities to live life in anyway they choose and to complete tasks they may have thought were impossible. The key to living a "possible" life is by getting the proper funding to make the technology readily available for anyone who needs it. This is done through funding. This article gave suggestions on how to receive funding and how to work around getting denied. There is always funding out there and as educators, we must advocate for our students to ensure that they are getting the assistive technology they need.
I found the readings this week to be very informative. I learned about a lot of great resources to use when trying to obtain funding for assistive technology. Technology is a key resource to learning for a student with a learning disability and an IEP. By advocating for our students, we can ensure that they receive the technology devices they need and ensure that the funding is being fought for.
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