Bowser, G. & Zabala, J.S. (May, 2012). AIM for digital equity. Learning & Leading with Technology, 16-19. Retrieved from http://www.iste.org/store/my-virtual-products
This article is based on another future perspective in education. The possibility of little to no paper being used in the classroom. The authors outline the different resources such as Bookshare which is used as a resource in special education. It is based on the principles of AIM or accessible instructional material. It is a resource that allows school to abide by the laws of the IDEA act of 2004 which states that all schools must provide free and appropriate public education. The first example the authors give is a student whom used a form of technology to allow him to bridge his literacy gap in order to understand the test of his math problems. This has far reaching implications. The authors acknowledge that in implementing AIM for all students whom need it it is a much harder task. Materials to implement this are very expensive. the authors suggest that teachers become aware of both free online sources and audio and visual components that are given with a textbook set to help bridge this gap. Both authors have an interest in AIM as one works for the national institute of AIM and the other is a retired special education teacher and administrator. The responses in this article reflect those of a special education teacher as there are many references to IDEA 2004.
So what about AIM? AIM is a very good concept that will help those struggling with literacy. It is being implemented in special education programs accross California. I like how the authors acknowledge that implementing AIM on a large scale will take a lot of work for the teachers. I also like how they give many ideas on what to look for, knowing that most textbooks come with an audio component or CD. They also suggest that teachers take professional development courses on technologies like these so they are able to use them themselves and become more aware of them. Recording lectures is one way to help bridge this gap because recorded lectures can be replayed. Finally, collaboration is key to implementing AIM because it will take a network of personnel to implement AIM and will aide you as a teacher.
The article is correct in stating that classrooms are becoming more paperless, however it still depends on the school district and their budget on how much AIM can be implemented. It will take money out of the teacher's pocket to implement this strategy. The good news is that some classes are devoted to this idea and have many digital resources to implement AIM. I think as a teacher I will explore these ideas and try to work with my IT department to make AIM a part of my classroom.
Friday, November 16, 2012
Digital Video Goes to School
Hoffenberg, H. & Handler, M. (October, 2001) Digital video goes to school. Learning & Leading with Technology, 29 (2), 10-15. Retrieved from http://www.iste.org/store/my-virtual-products.
This is an article that outlines one possible future if digital technology is used for projects in multiple classes. The authors are and Apple Inc. educational development executive and a member of the ISTE Board of Directors. What is interesting about this article is that it gives a number of different examples of what students have done with digital technology. Students place their own creativity into these videos while learning at the same time. They are engaged in learning. One example was from a teacher that used an interview of actual immigrants and children of immigrants to showcase the story and process of immigration from a primary source. I too interviewed an immigrant during my childhood but it was not videotaped. Technology in schools allows this to happen on a far wider scale because, public school children now have access to these materials. It is also a resource for teachers as one example the authors give is that the use of student video clips can be used an an enhancement to a resume. Visual communication tools are, and will be in the future a means of doing school work for both teachers and students. The authors also acknowledge that these tools must be used responsibly.
So what about this new digital, and Quicktime mode of classroom participation? Digital media is here to stay and is most likely the main mode of communication that we as a society are exposed to. I know children as early as fourth or fifth grade are aquireing cell phones that are internet capable. It is only logical that they will want to use these tools to get their messages across and demonstrate what they know. As this article points out students that visit other places and and take video can have experiences beyond the purpose of the video. As a future teacher it would be best to jump on board this bandwagon as the digital media creeps into the classroom.
I am encouraged to explore ways of using digital media to do projects. This article has a very short section on guideline for use of video usage. It touches on how to use video, angles and shots to bring the most out of your video message. I would like to explore this further as well. One concern I have is that this article seems to give little consideration for content standards. One example was that students in Cox Bay were filming things that were interesting to them instead of hearing a lecture on a subject. This is one way digital media can be abused. If students have these learning experiences, but do not cover what they are supposed to learn, then it is a useless video and cannot be measured as an understanding of the content standards that teachers are required to teach. It is up to the teachers to guide the use of technology.
This is an article that outlines one possible future if digital technology is used for projects in multiple classes. The authors are and Apple Inc. educational development executive and a member of the ISTE Board of Directors. What is interesting about this article is that it gives a number of different examples of what students have done with digital technology. Students place their own creativity into these videos while learning at the same time. They are engaged in learning. One example was from a teacher that used an interview of actual immigrants and children of immigrants to showcase the story and process of immigration from a primary source. I too interviewed an immigrant during my childhood but it was not videotaped. Technology in schools allows this to happen on a far wider scale because, public school children now have access to these materials. It is also a resource for teachers as one example the authors give is that the use of student video clips can be used an an enhancement to a resume. Visual communication tools are, and will be in the future a means of doing school work for both teachers and students. The authors also acknowledge that these tools must be used responsibly.
So what about this new digital, and Quicktime mode of classroom participation? Digital media is here to stay and is most likely the main mode of communication that we as a society are exposed to. I know children as early as fourth or fifth grade are aquireing cell phones that are internet capable. It is only logical that they will want to use these tools to get their messages across and demonstrate what they know. As this article points out students that visit other places and and take video can have experiences beyond the purpose of the video. As a future teacher it would be best to jump on board this bandwagon as the digital media creeps into the classroom.
I am encouraged to explore ways of using digital media to do projects. This article has a very short section on guideline for use of video usage. It touches on how to use video, angles and shots to bring the most out of your video message. I would like to explore this further as well. One concern I have is that this article seems to give little consideration for content standards. One example was that students in Cox Bay were filming things that were interesting to them instead of hearing a lecture on a subject. This is one way digital media can be abused. If students have these learning experiences, but do not cover what they are supposed to learn, then it is a useless video and cannot be measured as an understanding of the content standards that teachers are required to teach. It is up to the teachers to guide the use of technology.
Thursday, November 15, 2012
Royer, R. & Richards, P. (November, 2008). Learning connections: digital storytelling. Learning and Leading With Technology. Retrieved from http://www.iste.org/store/my-virtual-products
In Learning connections Digital Storytelling the two authors stress that there are sixteen strategies that have been adopted by the National Reading Panel and five pillars by R. L. Allington to effectively teach reading and literacy. Digital story telling is a mix of almost all of these strategies because it comprises self read material, visuals and active listening as their are parts read to you. It may also allow you to read along with the story depending upon the computer software. The authors are educational technology professor and a professor of a university Reading Specialist Program. Both have come to geather to make this argument that digital story telling can also offer differentiated instruction to students that struggle with reading and can be an excellent tool for teachers as long as they manipulate their specific content standard goals.
So what of this new strategy and the use of digital storytelling to execute it? Digital story telling is usually made by companies that design these programs with students in mind. This is a form of assistive technology that can be used on a wider scale, not just for students in special education. These are also national standards and strategies that are covered in the California Language Arts Framework for teaching literacy. It should definitely allow teachers to reach multiple students in ways that they could not before. Digital storytelling can work if there is a way to add and keep track of students learning and literacy goals as well as what the student has to work on.
This is definitely a technology that i would like to use in my classroom with students who really need help with reading. Students with special needs and English learners would benefit from this resource and so would teachers. I I would like to learn which programs could be purchased or used in schools to make this possible.
In Learning connections Digital Storytelling the two authors stress that there are sixteen strategies that have been adopted by the National Reading Panel and five pillars by R. L. Allington to effectively teach reading and literacy. Digital story telling is a mix of almost all of these strategies because it comprises self read material, visuals and active listening as their are parts read to you. It may also allow you to read along with the story depending upon the computer software. The authors are educational technology professor and a professor of a university Reading Specialist Program. Both have come to geather to make this argument that digital story telling can also offer differentiated instruction to students that struggle with reading and can be an excellent tool for teachers as long as they manipulate their specific content standard goals.
So what of this new strategy and the use of digital storytelling to execute it? Digital story telling is usually made by companies that design these programs with students in mind. This is a form of assistive technology that can be used on a wider scale, not just for students in special education. These are also national standards and strategies that are covered in the California Language Arts Framework for teaching literacy. It should definitely allow teachers to reach multiple students in ways that they could not before. Digital storytelling can work if there is a way to add and keep track of students learning and literacy goals as well as what the student has to work on.
This is definitely a technology that i would like to use in my classroom with students who really need help with reading. Students with special needs and English learners would benefit from this resource and so would teachers. I I would like to learn which programs could be purchased or used in schools to make this possible.
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