Last Reflective Post

What aspects of this course did you find most beneficial?
I thought the PLE's were one of the most beneficial "readings/lessons" we had during this semester.  I learned a lot of new ways to develop/enhance my classroom with new technology and have the students interact and work together.  I also liked that it was a self-paced course because I don't usually have a lot of free time during the week with teaching/coaching, so it was nice to be able to work without too many deadlines.

What aspects of this course did you find did not meet your needs?  Please make suggestions regarding how your needs might be met.
At times, the readings seemed tedious and more so a "time" filler than actual coursework.  I know the readings were related to the activity but a couple weeks it seemed as if the readings were quite unnecessary.

What topics in this course were most interesting to you?
I really enjoyed the PLE and the collective intelligence module.  I really think the future of education will start moving in that direction, so it was great to see so many examples of how they work.

What topics in this course were least helpful/interesting?
I really felt the equitable access topic was least interesting.  It seemed to overlap with several other courses I've taken at the University, so I felt as though I've seen this material before.  I also think this topic is just going in circles because you are never going to be able to provide equitable access to internet, hardware, software, etc.  With technology always advancing, there is always going to be someone, somewhere, who has access to something you don't.

How did your knowledge of issues in educational technology evolve over the semester?  Did you have any "Aha" moments?

I had several eye-opening moments throughout the course from some of the topics.  I never really stopped to think about the copyright laws and such as I use the internet or pull material/resources from different sites.  This topic made me stop and think about all the legal issues that can be found online.  I also noticed myself being more aware of my students technology use and making sure they were following proper ethics/laws when using pictures, videos, etc.

Any other thoughts you want to share...

This course did help me think of technology in different ways than I had in the past and it was enjoyable to be a part of this learning environment.

Internet Addiction Workshop

My workshop on internet addiction can be found Here.

Module #13

Emerging Technologies and Their Impact on Disability Summary:

                In this article, Paul H. Wise looks at the impact technological innovation has had on the way we define disability and the treatment for children with disabilities.  Wise begins by defining disability and assistive technology as we use them today and shows the relationship they have between one another. Wise then looks at the impact therapeutic and preventive technologies has had on child disabilities like new vaccines, genetic screening, etc.  With all of these new technologies catered to helping children with disabilities, we see a social shift between the haves and the have-nots, along with added pressure on schools and the health care delivery system.   Schools and health care delivery systems are not able to provide all the latest technical and technological advancements to children with disabilities from lack of funding, lack of resource, etc. and the disparity between children with disabilities has widened because of it.  To conclude, we are left with the challenge of providing equitable technical innovations to children with disabilities as the technological advancements continue, to close the disparity gap.

Reflection:

                Working in a school system, it is easy for me to relate to this article.  I can see where children with disabilities can have disparity even among a single school, so it is no shock that this is happening on a global scale with the new innovations and advancements that are coming out.  One thing I do think is happening too is the overuse of assistive technologies to help not only students with disabilities but also students without.  Looking at a program like WebAnywhere, we can see the positives and the benefits of utilizing this in the classroom; however, at the same time students who don’t necessarily have a disability will also have access to this program.  This, in turn, creates a new problem to where students without disabilities become lazy, resulting from technological innovations that might not be necessary for that student.  There are numerous programs like this in the school system, so it creates even more havoc for the school to provide equitable access for students with disabilities, but at the same time limit the use of these assistive technologies for students without disabilities.

WebAnywhere

Apparently this didn't post last week, so I'm posting it now...

WebAnywhere was fairly easy to use, after a bit of reading and a few demo videos.  The program starts right after using the link and at first it starts talking about headings, links, etc. that it finds on the page.  This was a bit confusing before I realized that it was going through the webpage before it starts reading.  After reading through the "shortcut" keys, I realized how to use WebAnywhere and navigate to different pages, sections, etc.  The keys made it much easier to utilize the program and "control" where it is reading.

This program can open up many doors for people with disabilities.  With some practice and memorization the program can be very useful for someone who has impaired vision.  It is a free program, so it is accessible to everyone and it helps them navigate the web, and "see" what is written on a page.  My blog page would be easily accessible to them as long as they know the web address.  There are some minor drawbacks to the program, like learning all the shortcut keys and navigating using only web addresses, but overall, it is a good start to helping visually impaired users on the web.  There are some better programs out there, but for its price, this will get the job done.

Module 12 Reflective Post

Adaptive Technology Overview Summary:

                Computers can enhance the learning environment for all users, including users with disabilities.  While people with disabilities can use a computer there are limiting factors that can be seen like: access to electronic resources (spreadsheets, processors, etc.) and access to computer themselves (using a keyboard, mouse, etc.).  Adaptive technology can help assist these users to make navigating, using, and accessing computers a more beneficial experience.  There are a variety of hardware and software tools available to help assist users with disabilities.  The website gives us several examples and also shares instances of each in action.  People who are blind, for instance, can get locator dots on the keyboard for commonly used keys, Braille embossers, and even speech output.  Modifications similar to these can be made for all users with disabilities to help facilitate access to computers.

Assistive Technology Overview Summary:

                At the University of Washington, they have an organization “DO-IT” to help provide accommodations for students with disabilities when using technology.  The organization focuses on involving incoming students with disabilities, educators, and future employers in a common area to make technology more accessible and available to students with disabilities.  The website has several articles to share the importance of assistive technology, what it is, who it benefits, and how people can help.  There are also several examples of the ways assistive technology is currently being used by students, educators, and employers.  The videos available on the site show even more examples of the technology being used on campus, off-campus, or for work.  The DO-IT organization has developed a huge online resource bank for anyone to check out to learn more about assistive technology and the impact it has on students with disabilities.

Reflection:

                After reading the articles and watching some videos, it is apparent that assistive/adaptive technology is a great way to enhance the learning of students with disabilities.  It makes the technology more user friendly or provides a way for the student to access technology that wouldn’t be readily available without the assistance.  Currently, we use a program in my district to read any worksheet, article, book, etc. out loud for the student.  The high school uses it a lot and the elementary has had several students in the past who have used it as well.  I have given several math tests through this program, and it is great because it will read through the problem (story problems) and the student has time to focus on the math rather than spending 5 minutes reading and deciphering what the problem says.  The only negative about this program is that there is only one scanner that works for it and it does take a while to scan all the worksheets through, if it is in use, you have to check back at a later time, so it can be quite time consuming as an educator.  Although it does have some time commitment drawbacks overall it is a great tool that is available to us.

Activity #11

Problem	Steps to Solution	Teaching Students
There is not sound coming out of the student computers.	1.       Check to make sure speakers are plugged in to the correct place on the computer. 2.       Make sure the speakers are turned on and have power from an outlet/electrical source. 3.       Make sure the master volume is not muted for the computer. Muted            Not Muted 4.       If all of these are working, check the speaker properties in the control panel àsounds and audio devicesàgeneral properties, to see if the speaker’s inner workings are working correctly. 5.       Contact the technology coordinator.	I would provide the students with sample speakers that have different problems with them.  Students would follows these steps to figure out what is wrong, maybe a plug came undone, computer was muted, or a different cable is necessary.
I can’t connect to the network.	1.       Make sure the network cable is connected properly. 2.       Ensure that the LED lights are blinking, which means the network is working. 3.       If the LED lights aren’t blinking, try reconnecting the cable. 4.       Try another wall/floor jack or use a different cable. 5.       Contact the technology coordinator.	I would give the students computers with different network problems, like a plug unplugged, network turned off, or no power source for the network.  The students would follow the solution steps to solve their problem.
My computer keeps freezing up on me.	1.       Stop clicking and let the computer “process” the information. 2.       Ensure the computer is responsive by hitting the caps or number lock on keyboard. 3.       Press ctrl + alt + del and open task manager 4.       In the task manager see if any programs are not responding, if yes, close the program. 5.       If none of these works, reboot the computer by holding the power button to force a shutdown. 6.       If the problem persists, contact the technology coordinator.	I would explain to the students if the computer is freezing they should STOP clicking, typing, etc. immediately.  Then, we would practice the other steps, checking keyboard, ctrl+alt+del, and closing programs.
My printer won’t print.	1.       Make sure all wires are correctly plugged in to the computer. 2.       Make sure printer is on and has power from outlet/electrical source. 3.       Make sure the printer you want to print to is the one you selected. 4.       Check the printer for a paper jam (remove paper if necessary) and ink/toner levels (replace ink/toner if necessary). 5.       Contact the technology coordinator.	I would set-up different problems and have the students work through the steps to figure out what is wrong.  One computer might be set to a different printer, wires unplugged, or low ink/toner levels.
My SMARTboard pens aren't working.	1.       Calibrate/Orient the board. 2.       Right click the smart board icon in the bottom right tray and select “orient.” 3.       Tough the nine locations to calibrate the board. 4.       Ensure all four pens and the eraser are correctly in their pen trays.	I would have each student calibrate the board and follow the remaining steps, ensuring all pens and eraser are correctly in their tray.

Module 11 Reflective Post

Computer Troubleshooting for Teachers and Students Summary:     

      

                This website is dedicated to help teachers and students solve common technical difficulties that occur in the classroom.  The website provides possible ways of troubleshooting problems with hardware and software, like Microsoft office, speakers, keyboards, etc.  The website breaks down each “topic” and provides general steps to take when experiencing a problem.  The table format is used to provide teachers/students with step by step instructions on fixing a certain problem.

A Computer for Every Student and Teacher: A Lesson Learned about Planning and Implementing a Successful 1:1 Learning Initiative in Schools Summary:

                This article summarized the results from twelve North Carolina Schools that implemented a 1:1 learning initiative.  This article shares the necessary factors including: deployment, wireless network, hardware and software tools, policies and procedures, support personnel, professional development, school leadership, and sustainability to successfully implement a 1:1 learning initiative.  The feedback from both teachers and students was used to help other institutions implement a system similar to the ones observed in the study.  The article recommends that at least six months of planning should be completed prior to implementing a system like this, and often times, it will help to adopt policies and procedures used by another school, and adapt them to your own school’s system. 

One of the negatives for teachers was the fact that not all students had their laptops every day.  Sometimes, students’ laptops were being repaired, were left at home, or they didn’t have it because they didn’t have the money for the insurance policy.  These factors limited teacher use of laptops, and made it difficult for teachers to utilize the full potential of their lessons.  Students also had some negative reports regarding where to keep laptops stored during downtimes (such as lunch).  Schools had to develop places to store the laptops so they were safe and secure during the downtime in the classroom and elsewhere throughout the building.

Reflection:

                After looking at the website, I feel this is a website every teacher should be exposed to before the school year.  During my mentorship for EDFI585, I’ve been working with our technology coordinator.  It is amazing to me to see some of the things teachers complain about being broken that are easily fixed by following the guidelines on this site.  Often times, our coordinator will walk in, check one or two wires, and the problem will be fixed.  I know most teachers don’t think to look at those types of things, but students can be very clumsy around wires at times and accidently unplug or loosen an important wire.  By looking at this site, teachers can save themselves and the technology coordinator valuable time.

                The next article was very interesting in terms of implementing 1:1 learning initiatives.  I hadn’t really thought about all the planning that needed to take place prior to implementation.  It was very eye-opening and helpful to see some of the struggles and successes of other schools that were implementing this.  One of the biggest problems I would foresee in my own district is the insurance policy.  A lot of the families in my district would have a very difficult time trying to find the funds to cover the insurance cost for their children’s laptops.  I’m sure we could tweak and develop different terms to help them out, but this would be a consistent problem for our district.