I did read Cynthia’s comment on my last reflection. She mentioned that I haven’t written too much about accessible content media. This is very true. The media component of our unit has become the last frontier for our project. I think we have put that portion of the project off for two reasons. 1. Unfortunately, I have not spent a lot of time thinking and planning in terms of accessible media in the past. I have integrated technology in lessons, but of late, I have stuck to predictable, “usual” (for example: word processing, projecting sites on my laptop, etc.) technology rather than really branching out and trying new modes of teaching and learning. 2. The second reason for the procrastination on this front is that we are less knowledgeable about this area of lesson planning and delivery. And, the unknown scares us (read: me)… a lot.

The good news is… we know a lot more about accessible content media now than we ever did before taking this course. Also, we have seen the benefits of implementing accessible tech into our lesson plans. Now, we just need to bite the bullet, suck it up, and tax our brains a little to find the right fit for accessible content media in our writing unit.

Some ideas for implementation of accessible content media…

1. Julie has found some PowerPoints on unit material that were sent along with our language arts curriculum kit. The PowerPoints would be great to use to kick off the unit. I think the kids will enjoy this format of lesson launching, in lieu of simply reading the same material in the text book.

2. We are planning to create a Wiki (or perhaps blog) for the kids to use for reading responses.

3. I toy with the idea of having the students create an electronic presentation about American symbols in order to teach the idea of symbolism.

4. The easiest connection: we will have kids type their stories and edit their work in Appleworks or NeoOffice. I am also planning to have the kids use the text-to-speech capabilities on their laptops to help them edit their work.

5. Our textbook is available online (and on audio cd), so I plan to have kids read the stories while listening to them read aloud. (We will also do a low-tech reading of each reading to work on fluency.)

6. We could teach a literary device in a Web-Quest format, as well. (For example: We may want to teach metaphors by first visiting sites to learn what they are, then visit different sites to see samples of metaphors, next visit sites where kids need to pick out metaphors, and finally, write some of their own metaphors in a wiki or a blog.)

That’s what I have to far… I plan to work with the group tomorrow and see what ideas we can generate. I am really excited to teach this unit. I think my students will really enjoy the engagements and the technology connections. Looking forward to feedback!

Gosse, H., Gunn, H., & Swinkels, L. (2002, March). Learning in a hypertext environment. Web site constructed by Holly Gunn of Halifax Regional School Board. Retrieved September 17, 2007, from
http://www.accesswave.ca/~hgunn/special/papers/hypertxt/index.html

Hypertext is “interlinked pieces of text or other objects stored electronically”. Each piece of information is called a node, module, or topic. Each node is connected to links and this leads to an association of ideas.  Hypertext, in essence, is what we use when we surf the World Wide Web.

Some benefits of teaching uses hypertext are:

1. “Association of ideas through links”

2.  “Choice of paths for readers”

3.  “Immediate access for reference documents”

4. “Movement through browsing”

5. “Focus of thought” is able to shift

6. Constructivism

Most students browse the web. They are familiar with the flow of information and the purpose of embedded links on a web page. An advantage to using hypertext in information delivery is that learning can occur at a student’s own pace. Students can click links to gather more information about a topic or enrich their understanding of a concept.

A drawback to using hyperlink format is the need to read from the computer screen. This type of reading is quite different from traditional reading of a book or written work. Another disadvantage is that students are often overwhelmed with information and do not know where to start when working on the web. I think a teacher could overcome this issue by providing elicit instruction on how to use the web to gather information.

I have had some limited success with Webquests in the past. These activities are high-interest. It is also, in my opinion, easier to find and gather information about concepts by using a series of links on the WWW. The authors also point to an interesting online platform – Storyspace. I want to follow up on this program and see if it has an application in my language arts classes.

Joly, M.C.R.A., Capovilla, A.S.C.G., Bighetti, C. Neri, M.L, & Nicolau, A.F. (2007, June/July). Reading comprehension of freshman students: Comparing printed and digital texts. Paper presented at the Third International Conference on Multimedia and Information & Communication Technologies in Education. Retrieved September 17, 2007, from http://www.formatex.org/micte2005/12.pdf

Joly and colleagues studied the differences in comprehension levels of students who were presented and tested on information in either digital or hard copy formats. The participants in this study were college freshman enrolled in a psychology course. They varied in age from 17 to 56 years old. The authors describe a model of four levels of comprehension:

Level 1: Literal understanding of text

Level 2: Inferential understanding of text (making deductions)

Level 3: Critical understanding of text (analyzing text)

Level 4: Creative understanding of text (elaboration/application of text material)

Obviously, teachers strive to provide learning experiences that push students toward the higher levels of comprehension. The authors of they study propose that providing information in an electronic format may lead students to better comprehend the material. In electronic, as opposed to static paper, format, students are able to “use space in dynamic, virtual, fluid, and temporary” ways. In essence, students as able to differentiate their own text materials for their level of comprehension.

The findings of the article were that students (particularly under the age of 25) performed better on assessments after using digital text formats. The authors propose that this may be due to their familiarity with this type of text delivery. The authors also found that text takers were more frustrated with the printed text than the digital text. The authors close by commenting that the younger generation would probably benefit from their educational information being presented in the digital format that they use in their personal lives.

Dolan, R.P., Hall, T.E., Banerjee, M., Chun, E. & Strangman, N. (2005, February). Applying principles of universal design to test delivery: The effect of computer-based read-aloud on test performance of high school students with learning disabilities. The Journal of Technology, Learning, and Assessment, 3(7). Retrieved September 19, 2007, from http://www.jtla.org

Dolan et al begin their article by pointing to the need for accurate assessment of all learners. They also mention the need for individualized accommodations for learners, especially those with disabilities. It is proposed that text-to-speech technology be employed by test creators to provide a consistent accommodation for students.

The authors write about “construct irrelevance”. This is the idea that many assessments measure unintended skills and knowledge along with the intended content of the test. For example, math tests that are language-based measure the students’ math ability – along with their reading and writing abilities. This can be a particularly difficult problem for students with disabilities (such as sight or hearing impairment, the inability to hold a pencil, etc.).

Dolan et al also write about the traditional accommodations used for struggling readers – having tests read aloud by a teacher or aide on a individual or small group setting. They site three problems with this accommodation:

1. Read alouds vary in quality of delivery.

2. Students are reluctant to ask human readers for clarification or repetition of a questions/passage.

3. Intonation of human reader can be an issue for test takers.

To create an even playing field for learners, Dolan et al suggest using text-to-speech technology (CBT-TTS) in test-taking. This technology involves a computerized voice reading material to test takers. The authors found that this accommodation led to slightly better overall scores on the test. They also found that TTS technology led to significantly better scores when the question involved reading a long passage. Dolan et al also found that over 90% of test-takers accessed the TTS technology when it was available to them during the test.

At our school, we have difficulty finding staff to deliver small-group test accommodations to students. Having the TTS available during standardized testing would solve our test staffing dilemma – and more importantly, make sure that all students are being given the same accommodations and opportunity to succeed.

Burgstahler, S. (2004). How can K-12 teachers promote the use of accessible technology in schools? National Center on Accessible Information Technology in Education. Retrieved September 17, 2007, from http://www.washington.edu/accessit/articles?1252

This article presents useful definitions of terminology related to accessibility:

AT – Assistive Technology – grammar checks, text-to-speech technology, etc.

IT – Information Technology – computers, software, web sites, etc.

UD – Universal Design – In this sense, educators should be choosing products that are able to be utilized by everyone.

Accessible Information Technology – “Producers consider the needs of people when developing IT.”

The authors promote the idea that Accessible Technology & Information Technology can work together.

The authors point out that promoting Universal Design can lead to implementation of NCLB. It is also stated that educators can follow a four step plan to meet the needs of all learners.

1. Educators should be knowledgeable about UD and accessible technology. (In our case, check!)

2. Teachers should “identify the barriers” students have when they attempt to access technology and education. (Working on it…)

3. Districts should write a technology plan that is sensitive to learners’ needs. (Perhaps, next step?)

4. The plan should be instituted and be used to always consider accessibility in the purchasing and utilization of technology.
There are also some useful websites on this page that educators can use to access more information.

YouTube: pb wiki-What is a Wiki? http://www.youtube.com/watch?v=ZmByB0sIPog

Pre-viewing note: Yippee! I am finally going to learn what a Wiki is!

Post viewing notes: Ok. Now I know a little about Wikis. I guess I knew they were an online collaboration tool designed more for groups than for individuals, unlike blogs which seems to be geared more toward one person’s thought-sharing. I like the idea of a class being able to build and discover an idea together electronically. I also heard one of the contributors say a Wiki is “quick-y”, meaning that you can put all of your content – including hyperlinks, definitions, etc. – onto the page so that the entire idea is located in one place – rather then on various sheets of paper or across many computer screens. It was also great to hear that Wikis are pretty easy to build and use – I imagine they are similar to blogs in that they require some set-up originally, but are easy to maintain once they are operational.

Issues…

Are posts “approve-able” before they are public? Can teachers moderate the posts and check relevance and appropriateness before the entire class views the post?

Are Wikis private or open to any web lurker?

Does the technology run smoothly? Will the websites get bogged down if 22 kids in one classroom are online simultaneously?

Overall, this seems more appropriate for my classroom use than a blog would be – but I haven’t really investigated the Wiki-phenomenon enough yet to be sure of that answer. More to learn…

YouTube: CNN Video: What is Podcasting? http://www.youtube.com/watch?v=fM5lXOFD4Zg&mode=related&search=

The video talked briefly about how you Podcast, which was helpful. My impression is that you record yourself (audio or video or both), then use a program (the clip mentions something called “i-podder”) to upload your program to the internet. Then, listeners visit the designated website and download the clip. Finally, listeners can view/hear the podcast at their leisure. It seems to work just like i-tunes or other mp3 sites. I also assume that you can download podcasts onto your computer and listen to them with that device – instead of an mp3 player (although, I’m not completely sure of this).

I like the way the clip wrapped up with this quote: “Podcasting is something like ham radios were… talking to the void to see if anyone can hear you”. It is true that blogs and podcasts seems to allow anyone with a computer and an Internet connection a voice in the world. Whether each individual has something worth listening to is up for debate. I wonder what the far-reaching implications will be for our society when this technology becomes as second-nature to us as television and microwaves. I hope the masses use these technology-driven public forums for good, not evil.

YouTube: Podcast PSA http://www.youtube.com/watch?v=FP5jltqfZSE

That was a cool PSA. Very snappy tune playing in the background! It was also interesting to read about the possibilities for education when you Podcast. I was really amazed at the applications – from watching comedy to leadership training. I have seen a few Podcasts in my time, but am now interested to check out some of the sites mentioned on the video – and learn more. I would also like to try to make Podcast… My hope is to be able to attach a Podcast to one of these blog entries before the end of the course. (In the meantime, I’ve got a lot to learn!

YouTube: The Future of Web Conferencing in Education http://www.youtube.com/watch?v=dGFdRjrakc4  

I agree with  Mr. Martellacci about the need to bring digital information presentation into the classroom for the “digital natives”. I also think that these sort of technologies will be commonplace in school in the not-so-distant future.

One interesting application that Mr. Martellacci mentioned was “polling”. All I can think of is the polling systems used on today’s game shows to “ask the audience”, etc. I think it would be so incredible to have the kids become equipped with these hand-held devices. Imagine the usefulness of this technology! You could instantly check for understanding in any lesson. In seconds, all kids could have a voice in the classroom – and each teacher could have a quick snapshot of student information attainment. I wonder if this technology is available to schools at all – or how expensive it would be to have it available. (I’m sure it would be quite pricey!)  This is something I would definitely add to “The Classroom of the Future”.

National Center for Technology Innovation. (2003, March). Science of Learning Part II: Pre-Existing Knowledge. Retrieved January 21, 2005, from http://www.nationaltechcenter.org/resources/documents/SOLPart2PDF.pdf (Adobe Reader required)

I studied cognition quite a bit in college. We learned a lot about the value of activating prior knowledge when you are learning new concepts. Every prior experience has an impact on how a student is able to learn and remember new knowledge and skills. Finding a way to tap into these past experiences and use them to bring about enhanced learning opportunities is essential for students to have a grasp on brand new concepts. I generally try to do this through discussion and “reflection in writing” techniques in my classroom just before or during a lesson of new material. Kids seem to do well when I am able to make logical connections between past experiences/current interests and the lesson subject matter.

One way that the authors suggest teachers assess prior knowledge is using a method called Curriculum-Based Measurement (CBM). We have been talking about this at length in my “Response to Intervention” PLC. We have been looking at this tool as means to assess student progress as they work through a system of interventions. It is interesting that the authors of this article suggest using it for the purpose of assessing previous learning. As I was reading, I was thinking that it may be useful to use the CBM for all students – not just those in the RTI progress. If CMB became an instructional tool for us, it would be easy to collect data on kids in the RTI process. It also seems like CBM is a quick and easy way to have specific and frequent feedback on all students which can be used to plan more appropriate lessons to meet the needs of learners.