Applying Effective Computing Techniques to the Field of Special Education

Why I chose the article

A.   I chose this article because special education is related to the speech-language profession. Many children, who receive speech and language services, also are enrolled in resource classes.

What?

B.  The article is about a computer technique called affective computing. Affective computing techniques involve the expression and interpretation of emotion and behavioral response. It can be applied to social skills training and be used in an instructional program.

So What?

C. Affective computing techniques can help people understand emotion and cognition. This is very important to the psychology, sociology, and special education field. Affective computer techniques will enable a computer to determine the emotions of the person speaking or listening, to understand the message more accurately. Studying emotions and reasoning can be used to produce better decision making for people experiencing difficult situations.

Now What?

D.   The potential examples of affective techniques in the special education include the following: preventing behavioral outbursts typical of students with emotional/ behavioral disorders and preventing academic frustration of students with learning disabilities. These devices can help shape inappropriate behaviors in the classroom. Many children in special education are being integrated into the general education setting with the budget cuts. Therefore, classrooms are becoming over impacted and it can be overwhelming for teachers to consistently address behavioral problems. In turn, this can teach a student to monitor their own behavior.   

Steele, M. & Steele, J. (2002-2003). Applying Effective Computing

Techniques to the Field of Special Education. International Society of

Technology. (35)-2, 236-240.

Articles

3 Generic Questions for Editing with Education Technology by Terry Freedman discussed the three questions or tips to keep in mind when writing papers or creating professional work: double check for spelling errors, make sure the information is relevant, and cut out useless details. This article fits into NET-T standard number one: Facilitate and Inspire Student Learning and Creativity.  Students should utilize creative, innovative thinking and inventiveness when writing papers/ working on projects.

 Using Technology in the Curriculum by Terry Freedman has information about collaborative resources. The first website discussed was Web 2.0. It has wikis, blogs, to digital storytelling and podcasting.  The content is organized in a precise way. Vital was another website mentioned. It offers to lessons and find new ways to engage learners. This article relates to NET-T standard number three: Model Digital-Age Work and Learning. These resources model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

Assistive Technology for Individuals Who Are Deaf of Hard of Hearing

What
I read Assistive Technology for Individuals Who Are Deaf of Hard of Hearing (DHH) from chapter 13 of Assessing Students' Needs for Assistive Technology. The article provides a comprehensive overview of the differences between Deaf or hard of hearing, in addition it discusses different accommodations students can utilize in the classroom.  There are different varieties of assistive technology that people use who are Deaf or hard of hearing.  The assistive technologies are grouped into three categories: hearing technology, alerting device and communication supports. Examples of hearing technology include: FM systems (sound is transmitted on a specific frequency or channel), personal amplifications (devices that provide an individual with increased sound across all environments) and hearing aids. Alerting devices comprise of:  baby monitors, computers, and cell phones.  Communication supports consists of: video phones, closed captioning, and pen/paper. 

So What?

The article provides information for educators to understand what different devices students that deaf or hard of hearing may require. Students who are deaf or hard of hearing should have access to receive assistive technology as needed. Teachers also need to be educated about DHH students, so they can ensure that students are learning the curriculum and have access to the Free Appropriate Public Education. Simple modifications can make a huge impact on a child’s learning experience.  

Now What?

This article was a review for me. I am very familiar with the Deaf community and the different devices available to students. It is related to the speech-language profession. This subject goes hand-and-hand with speech. I also have taken three American Sign Language (ASL) classes and did research for a semester in the ASL lab. I believe that I should keep reading about the Deaf or Hard of Hearing Community, in order to stay relevant in the profession.

Assessing Students' Needs for Assistive Technology. (2009). Wisconsin Assistive Technology Initiative, 1-20.

Digital Story Telling in the Language Arts Classroom

The article “Digital Story Telling in the Language Arts Classroom” by Glen Bull & Sara Kajar discussed the elements of digital stories.  Digital stories are a combination of still images and a combined soundtrack to narrate a story.  The seven elements of effective digital stories include the following:  a point of view, a dramatic question, emotional content, economy, pacing, the gift of your voice, and an accompanying soundtrack.  Point of view:  is when the writer incorporates the digital story from one’s own personal experience. A dramatic question: captivates the audience by having a dramatic question that gets resolved at the end of the story.  Emotional Content: conveys an emotional response from the audience. Economy: is limiting the amount of footage to a two-to-three minute video. Pacing: refers to the rhythm and timing of the narrative. The gift of your voice: is when students record themselves narrating their own scripts. Soundtrack: integrating soundtracks into the digital story. The last portion of the article discusses the educational implications of using digital story telling in the classroom.

Reflection

Digital story telling is a great tool for educators. It is a useful way to teach students how to write, brainstorm, sequence events, plan events, and use technology.  Some of the past articles that we have read seem non-applicable to me since I am inspiring to become speech-language pathologist, but I intend to use digital story telling during therapy in the future. It would really benefit children who have speech-language impairments and children that stutter.  I could use one speech–language session teaching students what digital story telling comprises of and brainstorming ideas. The next session could consist of filming the story using an iPod of flip camera. It is a quick and create way to teach students with disabilities. I believe that important because SLPs have limited time to send with students.   

Glen, B. & Kajder, S. (2004-05 December/January). Digital Story Telling in the Language Arts Classroom. Learning & Leading Technology, 32(4), 1-4.

Web 2.0 for Today's Technologies, Tomorrow's Learning

Review 

The article by Jennifer Groff and Jason Haas titled “Web 2.0 for Today’s Technologies, Tomorrow’s Learning” focuses on using simulations, social networks, and digital games in the classroom.  Some of the benefits from using the technology include:  helping students learn, creating another outlet for communication, providing a real-world learning experience, enhancing critical thinking/ problem- solving skills, and improving decision making skills.  The article discussed a high school science teacher named Hal Scheintaub who incorporated digital technology in the classroom.  He used the program Starlogo to create simulations and games to demonstrate the principles of evolution or the factors in a forest fires.  He also used the program Starlogo to as a way to test students. Some of the negative aspects the article addresses about digital technology include the following: having appropriate tools to support access, not having teach-directed outcomes, and students feeling uncertainty about their answers being correct. Some of the strategies for success for teachers comprise of:  exploring the technologies, partnering with colleagues, and finding additional supports.

My Thoughts

The article had good resources for teachers to use digital tools in the classroom. The sites mentioned in the article are structured programs that facilitate learning. It is a different way to approach teaching content and for students to learn.  It makes students have to apply the knowledge they learn by themselves or in groups.  Sometimes students need to make their own conclusions and use critical thinking skills. It is not always good to get “spoon fed” all the time. The sooner students learn these skills, they will be prepared for the future.  I have even noticed adults who have a hard time with using problem solving skills. I have taken several college classes and students complain when every step is not given to them. They cannot figure things out on their own.  

  Hass, J. & Groff, J. 2008. “Web 2.0 for Today’s Technologies, Tomorrow’s Learning” International Society for Technology in Education, 13-15.

Students Dig Up Dirt to Learn About Internet Safety

Summary

The article “Students Dig Up Dirt to Learn About Internet Safety” by Jesse Morehouse discusses concerns about internet safety to students.  The main concern was that children divulge too much information on the internet and do not realize the consequences associated with it. Displaying inappropriate information can prevent a person from gaining employment, running for an election, or getting a date in college. Morehouse developed a module to teach students about social media. First, the class reviewed vocabulary and watched a movie. The students then looked up all the possible facts they can find out about Morehouse called data mining. The class reviewed all of the potential facts about him and then student teams conducted another data mining search on a stranger. Each team presented their results and finally the class changed the settings on their Facebook accounts.   

Reflection

I definitely agree with Morehouse’s views about internet safety. The internet is full of predators waiting to take advantage of people. I use to post too many pictures and information on MySpace when I was younger. It was the big craze and I thought it was the greatest thing. I would spend hours on end on that website. I did have a since of “invincibility” attitude. I started to realize as I got older, that future employers could easily look up my profile and not hire me because of foolish actions. Another idea that came to mind was that I could become a victim of identity theft. Now, I am more cautious of the content I put on social networks. I also make sure I change the settings to make my profile limited to people I know. I believe it should be a requirement for students to take a technology class. It should include information regarding:  internet safety, cyber bullying, how to use digital tools, etc. It will help them become better equip for the real world.  

 Morehouse, J. (2011 September/October).  Students Dig up Dirt to Learn about Internet Safety.  L & L, 34-35. Retrieved September 15, 2011 from www.iste.org/Libraries/.../september-2011-learning-connections.sflb.ashx

Social Based-Learning

The article "Unleashing the Future: Educators 'Speak Up' about the use of Emerging Technologies for Learning", reflects on national findings from teachers, administrators, and aspiring teachers. Project tomorrow compiled data and focused on the following types of learning experiences in the classroom: social-based learning, un-tethered learning, and digitally rich learning opportunities. The area I focused on was social learning. The purpose of social-based learning is for students to gain knowledge through the use of technology to communicate and/or collaborate with peers and teachers. Social-based learning is popular because it appeals to large populations in a matter of seconds. Examples include: Facebook, Twitter, Myspace, blogs, and so on. However, teachers still are more likely to communicate with peers. The article does point out a few other drawbacks of social learning (e.g., filters, limited computers, slow internet access.)  

I agree with the article’s reservations about how teachers will use social-based learning. It sounds good in theory, but there are many factors that need to be considered.  It might be difficult to access or reinforce the lessons if students are supposed to complete coursework in their house. Another factor in social-based learning could be ethics. Students could use each other’s login information to complete assignments. Looking at social-based learning at the teacher’s perspective, it might an   inconvenience for teachers to upload and/or create lesson plans online. Teachers spend a tremendous amount time prepping as it is. This could potentially create twice the work.  In the speech-language profession I would use social learning to communicate with parents useful about techniques they can apply, provide handouts or information regarding upcoming events. Another possibility I could use social-based learning is through Telepractice. It is a new way of providing online speech therapy. The speech-language pathologist and student have live face-to-face interaction via the internet.  Telepractice has a potential of being a successful way of therapy in a highly structured environment with motivated students.

Speak Up. (2009). Unleashing the Future: Educators "Speak Up" about the use of Emerging Technologies for Learning. Retrieved September 12th, 2011 from www.tomorrow.org/speakup/pdfs/SU09UnleashingTheFuture.pdf.