Three new things I learned from reading Chapter 15 in the text were:
1. I loved the distinction the book made between a disability and a handicap. I think that it is very important for educators to realize and understand the difference between the two; and I did not. A disability is an impairment that limits an individual from performing an activity in a manner normally expected for human beings. A handicap is when an individual is unable to fulfill a role due to an impairment or disability.
2. I had heard of the term "assistive technology device," but was not exactly sure what that meant or what it looked like in a classroom. An assistive technology device is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.
3. And finally, I learned that there are target groups of special education students that teachers focus on: students with mild and moderate to severe disabilities, students with physical disabilities, students with sensory disabilities, at-risk students, and students with gifts and talents.
Two ways I could integrate this information into the classroom are:
1. For students who have certain types of physical disabilities, some may not have the ability to type on a keyboard. Therefore, it could be useful to use joysticks or switches instead of keyboards to help students around the task of using a keyboard.
2. I really liked the idea of having text-to-speech readers for students who have sensory disabilities. I think that a tool such as JAWS for Windows could be a great idea if it is integrated well by the teachers and also if it is properly used by the students.
One question I have about the chapter is:
Very soon, all special education students will be integrated into a regular classroom setting instead of being separated in special education classrooms. How will this affect technology use in a regular classroom setting?
Sunday, April 24, 2011
Sunday, April 10, 2011
Chapter 13
Three new things that I learned from reading Chapter 13 in our text:
1. I definitely did not know that the terms tweening and morphing were actual words, and therefore, also did not know that these particular terms referred to graphic techniques that can only be done with computer software.
2. For an art educator, having a computerized kiln could be extremely beneficial because it automatically sets required temperatures, monitor lengths of time, and begins the process of cooling down and shutting off. Without the computerized kiln, teachers or students would need to keep a very careful eye on the process to see when to shut it off.
3. The software for music performance, such as Finale and Sibelius would be really great to use in a music education program also because it is basically like a word processing program, except for the creation of music. I did not know there was any software like this and certainly did not know the benefits that it could have in the classroom.
Two integration strategies for the material from Chapter 13:
1. I really liked the idea of using the tool called "Doodle Pad" in a music classroom because it would help teach students about the different types of instruments, but they can also write different parts for all of the types of instruments. I love the interactive quality of this as well.
2. Having students do some research on specific different pieces of artwork and then writing up an interactive brochure and sharing that brochure with the class would be a great because the students would get to learn about different works of art, practice their writing skills, and use technology, all in one project.
One question I came up with while reading the chapter was:
-What would the main problem be if schools and teachers did not meet the standards for art education? Would the problem simply be that technology would not be successfully integrated?
1. I definitely did not know that the terms tweening and morphing were actual words, and therefore, also did not know that these particular terms referred to graphic techniques that can only be done with computer software.
2. For an art educator, having a computerized kiln could be extremely beneficial because it automatically sets required temperatures, monitor lengths of time, and begins the process of cooling down and shutting off. Without the computerized kiln, teachers or students would need to keep a very careful eye on the process to see when to shut it off.
3. The software for music performance, such as Finale and Sibelius would be really great to use in a music education program also because it is basically like a word processing program, except for the creation of music. I did not know there was any software like this and certainly did not know the benefits that it could have in the classroom.
Two integration strategies for the material from Chapter 13:
1. I really liked the idea of using the tool called "Doodle Pad" in a music classroom because it would help teach students about the different types of instruments, but they can also write different parts for all of the types of instruments. I love the interactive quality of this as well.
2. Having students do some research on specific different pieces of artwork and then writing up an interactive brochure and sharing that brochure with the class would be a great because the students would get to learn about different works of art, practice their writing skills, and use technology, all in one project.
One question I came up with while reading the chapter was:
-What would the main problem be if schools and teachers did not meet the standards for art education? Would the problem simply be that technology would not be successfully integrated?
Sunday, April 3, 2011
Chapter 12
Three new things I learned from reading Chapter 12 in our text:
1. I was not aware of the fact that social studies themes and topics are not usually among those included in statewide assessments. I feel like there are multiple different social studies topics that are essential for students to know in order to be successful in their future years of education.
2. I learned what Adventure Learning is and how it can be successfully integrated into the classroom. It is actually a hybrid distance education approach that gives students the opportunity to explore real-world issues.
3. I learned that there are some fairly legitimate concerns for social studies teachers as far as the use of technology goes in a social studies classroom. Teachers need to very carefully choose what websites they let their students use and how the students are monitored while using them.
Two new integration strategies from Chapter 12:
1. Once again, virtual field trips are brought up in the text. I really do love the idea of integrating this into the classroom, particularly in a social studies lesson. The students could go to different museums and explore different events throughout history without having to leave the classroom.
2. Graphic representations of certain concepts would also be a really great idea for the students. A teacher could easily understand a timeline if they actually saw one that the teacher has already made as an example.
One question I had from the chapter is:
I know there are many downsides when students are allowed to use the internet for research. What are the downsides for the use of Geospatial technologies in the classroom?
1. I was not aware of the fact that social studies themes and topics are not usually among those included in statewide assessments. I feel like there are multiple different social studies topics that are essential for students to know in order to be successful in their future years of education.
2. I learned what Adventure Learning is and how it can be successfully integrated into the classroom. It is actually a hybrid distance education approach that gives students the opportunity to explore real-world issues.
3. I learned that there are some fairly legitimate concerns for social studies teachers as far as the use of technology goes in a social studies classroom. Teachers need to very carefully choose what websites they let their students use and how the students are monitored while using them.
Two new integration strategies from Chapter 12:
1. Once again, virtual field trips are brought up in the text. I really do love the idea of integrating this into the classroom, particularly in a social studies lesson. The students could go to different museums and explore different events throughout history without having to leave the classroom.
2. Graphic representations of certain concepts would also be a really great idea for the students. A teacher could easily understand a timeline if they actually saw one that the teacher has already made as an example.
One question I had from the chapter is:
I know there are many downsides when students are allowed to use the internet for research. What are the downsides for the use of Geospatial technologies in the classroom?
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