February+7th+Assignments



__Reading Journal Entry: Assignment #1__
 * ** Reading ** || ** Five Most interesting key concepts ** || ** Three Questions or ideas to pursue ** ||
 * ** Special Ed. Pupils Find Learning Tool in iPad Application (pp. 1-6) ** || ** 1) **** “Apraxia” is a disconnect between the brain and mouth resulting in jumbled or slow speech **
 * 2) **** iPad technology has boosted self-confidence of individuals with disabilities with their ability to communicate effectively with peer. **
 * 3) **** Tablets are easier to use and help children with fine-motor skill issues who have difficulty with touchpads or using a mouse; this creates a sense of independence. **
 * 4) **** Students desire to spend time playing games (“Math Ninja”) that are both educational and fun. **
 * 5) **** iPads can cost upwards of $500 while other similar products can cost about $200. ** || ** 1) **** What sort of social implications do the use of iPads have for students with disabilities? **
 * 2) **** What specific apps are most commonly used? **
 * 3) **** Do school districts use government funding to pay for these devices? ** ||
 * ** iPad As A Mobile Classroom and the Newest Tool for Special Education Teachers ** || ** 1) **** The idea of a mobile computer lab can be applied to the use of iPads for the entire class to use. **
 * 2) **** The use of applications can accompany textbooks and enrich learning. **
 * 3) **** iPads are more visually appealing with bright colors. **
 * 4) **** The use of technologies like an iPad can help level the playing field for children in special education. **
 * 5) **** The “cool factor” the iPad has helps a student feel less self-conscious about using technological aids in the classroom. ** || ** 1) **** The idea of a special needs student educating their peers about the uses of the device **
 * 2) **** Social effects of technology use for special ed students. **
 * 3) **** Will textbook publishers create aps to accompany their specific books? (activities etc.) ** ||
 * ** Apple in Education: Useful to everyone. Right from the start ** || ** 1) **** Use of the iPad promotes reading comprehension. **
 * 2) **** The magnification features help low-vision students; the screen reader can help blind students. **
 * 3) **** Text-to-speech features can help students who have difficulty with motor skills and traditional pen and paper writing. **
 * 4) **** The alarm feature can help students keep track of upcoming events. **
 * 5) **** There are guides that show how to personalize a Mac to fit the needs of individual students. ** || ** 1) **** Do other tablets have this type of accommodation for special needs? **
 * 2) **** How effective is the use of the alarm feature for students with special needs (autism in particular)? **
 * 3) **** Does the child I work with (has autism) utilize some of these features on his iPad? ** ||
 * ** 2011: The Year of the Media Tablet as a Learning Tool ** || ** 1) **** Use in business is expected to grow: 40% of executives plan to incorporate use of media tablets. **
 * 2) **** Sales are projected to jump from 19.5 million units to 208 million units in 2014. **
 * 3) **** Use of devices is rising amongst companies that have many traveling employees. **
 * 4) **** Translation applications are especially useful for businesses. **
 * 5) **** Performance reviews could soon become a thing of the past with immediate feedback through tablets. ** || ** 1) **** What sorts of corporations are looking into adopting tablets in the future? **
 * 2) **** What sort of data backs up “increased productivity” with the use of devices among a company? **
 * 3) **** Company funds used for these devices leading to increased prices of products or services. ** ||

__Question #1 pg. 11 (UDL Chapter 1 Reading) Response: __

The use of the iPad as “universally designed feature for learning” can be made more clearly when looking at the essential features of UDL. First, the iPad can represent information in multiple formats and media. Pictures can be used as visual aids for those students who are more visual learners while video clips can be used to enhance the learning experience of more aural learners. For example, instead of being told or simply reading how something works, a diagram could be used as a visual aid for understanding the Water Cycle. The incorporation of multiple formats ensures that all learners, whether they have special needs or not, can be reached effectively. Another aspect of this includes textbooks or novels in an electronic form. The software of the iPad enables the reader to click on a word for a definition or have the text read to them, again enabling the best ways in which a child learns to be accessed more readily. Applications can also be used to enhance learning. Students may learn best when they “do.” Perhaps an application, more like a game, for memorizing basic math facts can be used to deepen understanding. One such app described in “Special Ed. Pupils find Apps For Learning in Tablet Computers,” Math Ninja, successfully engaged a student who was normally extremely intimidated by math before. These applications reach students whether or not they need special education services or not. Second, the iPad provides multiple pathways for students’ actions and expressions. Some students may have issues with fine-motor skills which can translate into difficulty with handwritten assignments. The iPad and its word processing capabilities along with speech recognition software can enable a student to speak their thoughts and ideas to be translated into written work in a word document. The Photo Booth feature of the iPad can be used to take pictures and videos that can serve as another form of communication for any student. The videos the student creates can be sent to others via email. The example given in the “Apple Education- Special Education” article is the use of this feature by deaf students to communicate with sign language. Another feature, iChat, allows communication between teachers and other students to take place via internet. Video conferencing to collaborate with peers is sometime much easier when discussing ideas than sending emails back and forth. Some students simply prefer verbally expressing themselves because they are more confident in their abilities. These alternate forms of communicating ideas to others, instead of traditional hand-written reports or responses, can be implemented by all students in the classroom. Third, the iPad provides multiple means to engage students’ interests and motivations. It is obvious that every student has unique interests and is motivated by different things. The times we live in are ones in which students are becoming more and more tech-savvy even younger. Turning learning into fun is essential into reaching these students so playing on the attraction to technology is advantageous for educators. One student may be more motivated to complete an assignment when he or she is able to present their ideas in a graphic organizer or to demonstrate their learning by completing a game on an app. Another student may like to look up video clips further exploring a topic explored in class or simply a topic they truly enjoy. Students could use the new technology to deepen their understanding of a topic they are already passionate about.