8083 md5 assignment 1

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Consider that learning disabilities can be mild to severe, but there is no doubt that learning is hindered when appropriate measures are not taken to support learning. As technology improves, so does instruction and support for learners via technology, including assistive technology.

The rapid increase in use of technology in learning environments for enrichment, support, and remediation is staggering. Educators are sometimes at a loss as to which are best, and often the information on applications may be missing, or worse, misleading. How do educators decide what is best for their students? In this Assignment, you will have the opportunity to examine two supportive technologies and two assistive technologies that you might consider using in your own learning environment.
To prepare:
• Review the Learning Resources of this module.
• Then, research assistive technology and how it can be used in the learning environment.
• Use the Nielsen article from the required readings and research on your own to identify two assistive technologies and two supportive applications for early childhood that could be used in the learning environment.

2




8083 Module 5 Assignment 1: Blog:

Assessing for Development, Emerging Knowledge, Intervention, and Modification: Using Assistive Technology

Consider that learning disabilities can be mild to severe, but there is no doubt that learning is hindered when appropriate measures are not taken to support learning. As technology improves, so does instruction and support for learners via technology, including assistive technology.

The rapid increase in use of technology in learning environments for enrichment, support, and remediation is staggering. Educators are sometimes at a loss as to which are best, and often the information on applications may be missing, or worse, misleading. How do educators decide what is best for their students? In this Assignment, you will have the opportunity to examine two supportive technologies and two assistive technologies that you might consider using in your own learning environment.

To prepare:

· Review the Learning Resources of this module.

· Then, research assistive technology and how it can be used in the learning environment.

· Use the Nielsen article from the required readings and research on your own to identify two assistive technologies and two supportive applications for early childhood that could be used in the learning environment.


Assignment Task Part 1

Post the following in your Blog:

· Write a 1page brief introduction on the importance of modifying and using assistive/supportive technology.

· Based on the two assistive and supportive technologies you have identified, explain the areas (i.e., development or content knowledge) the technology can be used for, the age of the student it is appropriate for, and what it does to support learning.

· Note if the assistive technology is culturally responsive. Explain why or why not. How would you determine if these assessments were effective?

· Finally, note any issues that the use of the technology might have.


Note:

 Cite your research and provide appropriate references in APA.

Post this summary to your blog.


Assignment Task Part 2

Review your colleagues’ blogs.

Respond to two  of your colleagues in100 words response each whose blogs contain information different from yours.

See if you can determine an additional use for the technology chosen by your colleagues. Explain what this is and how it could be used in the learning environment.

Note if you agree or disagree on the appropriateness of the technology (age, use, etc.) and explain why. Feel free to ask questions of your colleagues to verify.

Return to your own posts and answer questions or respond when necessary.

Submission and Grading Information

To complete this Assignment, do the following:

· Paste your blog post as a new entry in the Module 5 Assignment 1 blog.

· Important Note: Read through your peers’ blogs, note any resources that might inform your current and/or future early childhood practice and areas of possible research, as well as provide comments to your peers on their blogs.

· Submit your blog post in a Word document to the Module 5 Assignment 1 submission link for Instructor feedback. 

2


Paste your blog post as a new entry in the Module 1 Assignment 1 blog.

Important Note: Read through your peers’ blogs, post and respond of 50 words to 1 colleague any resources that might inform your current and/or future early childhood practice and areas of possible research, as well as provide comments to your peers on their blogs.

Posted by   Michelle Hampton  at Sunday, May 1, 2022 3:26:19 PM

Assessing for Development, Emerging Knowledge, Intervention, and Modification: Using Assistive Technology

Introduction

Assistive technology has become an area of great concern in the classroom. Today, many schools try to incorporate assistive technology to ensure pedagogical improvement and take into account the diverse needs of various. One of the importance of modifying and using assistive technology in the classrooms is that it creates an enabling environment for academic success among learning disabled students. According to Nielson (2011), traditional classrooms rarely provides learning disabled children with the appropriate resources to meet their math, writing, mobility skills, reading, and social skills. As a result, many learning disabled students feel marginalized by their teachers and students alike. However, technology provides a platform for learning disabled students to close their challenging gaps, leading to academic success. Touching on the same, Mitchell (2007) explains that using assistive/supportive learning in the classroom helps in supporting the learning needs of all young children as supported by Reggio Emilia philosophy.

WebQuests

One useful assistive and supportive technology is WebQuest—an inquiry lesson format whereby all or most of the information that learners work with comes from the web. Developed by Bernie Dodge in 1995, this assistive technology enables teachers to engage students with the kind of thinking desirable in the 21st century. Overall, the purpose of WebQuests is to enable children acquire development in thinking and individual expertise by using links to essential resources on the World Wide Web (March, 2003). It is based on the fact that the web has become an integral part of children, thus they must make good use of it by learning how to source information from various sources. Often, this assistive technology has been found to be mostly effective for children between 11 to 14 years of age. Research indicates that WebQuests have a positive impact on collaborative working skills and learner attitudes (Abbitt and Ophus, 2008).

Furthermore, WebQuests’ scaffolding structure allows learners to transform new information and understand it better (Gaskill and Brooks, 2006). Because they encourage teamwork among students, WebQuests create an enabling environment for the development of social abilities, which is crucial for achieving goals both inside and outside classrooms. As Vidoni and Maddux (2002) explains, many teachers embrace WebQuest strategy because it inspires critical thinking and contextualizes learning in a way that was previously impossible. Even though WebQuests are not culturally responsive, they can be modified in various ways to make them address the various needs of children from diverse backgrounds. The best way to assess if WebQuests are effective is by keeping tabs on how the students engage in discussion during the inquiry process, and whether they are able to use the provided links in the best appropriate way. Despite its major strengths, WebQuest strategy can be time consuming.

Waterford Early Reading Program

Waterford Early Reading Program is a software-based curriculum for children in kindergarten through grade 2. The program is designed to promote writing, reading, and typing, thereby incorporating literary skills such as language stories, letter mastery, basic writing skills, spelling, listening and reading development, and comprehension strategies. Research shows that Waterford Reading program is effective in improving the reading skills of students with language and learning disabilities. Powers and Price-Johnson (2006) conducted an investigation to determine the impact of Waterford Reading program in kindergarten. They established that WERP kindergartners outperformed students in the control group on all outcome measures. Similarly, the study established that reading gains were greater for Whites, Hispanics, African Americans, Native Americans, and Asian compared to their counterparts in the control group. A similar study was conducted by Camacho (2002) in Harbor City, California. The study found that students’ reading achievement significantly increased, thanks to Waterford Early Reading Program. As a culturally responsive approach WERP is crucial to addressing the various needs of students, especially English Language Leaners (ELL).

 

 

References

Abbitt, J., & Ophus, J. (2008). What we know about the impacts of WebQuests: A review of research. AACE Review (formerly AACE Journal)16(4), 441-456.

Gaskill, M., McNulty, A., & Brooks, D. W. (2006). Learning from webquests. Journal of Science Education and Technology15(2), 133-136.

March, T. (2003). What WebQuests are (really). Su at http://bestwebquests. com/what_webquests_are. asp.

Mitchell, L. M. (2007). Using technology in Reggio Emilia-inspired programs. Theory into Practice46(1), 32–39.

Nielsen, L. (2011). 25 incredible assistive technologies. Retrieved from http://theinnovativeeducator.blogspot.com/2011/09/25-incredible-assistive-technologies.html

Powers, S., & Price-Johnson, C. (2006). Evaluation of the Waterford Early Reading Program in Kindergarten, 2005-06. Online Submission.

Vidoni, K. L., & Maddux, C. D. (2002). WebQuests: Can they be used to improve critical thinking skills in students? Computers in the Schools19(1-2), 101-117.



COMMENT

Heather Lang: Assignment: Assessing for Development, Emerging, Knowledge, Intervention, and Modification: Using Assistive Technology

Posted by   Heather Lang  at Sunday, May 1, 2022 2:22:09 PM

Assignment: Assessing for Development, Emerging, Knowledge, Intervention, and Modification: Using Assistive Technology

                                                    Importance of Modification and Using Assistive Technology

     Assistive or supportive technology is utilized to assist children with disabilities in being fully involved in his or her own education (Nielsen, 2011). Disabilities vary in severity requiring modification to assist each child. As we look, at assessment to be individualized and developmentally appropriate we too, must consider technology use and purpose. The selection of assistive or supportive technology should be considered case by case rather than, one-size fits all. 

                                     Two Technologies

Communication Board

     Children who are autistic and non-verbal for example may require communication boards, or touch software to communicate effectively. Communication boards allow children to select common words or commands that they understand (Nielsen, 2011). 

     Communication boards are developmentally appropriate for children from age 4. Autistic children require a means of communication and often, possess the ability to identify symbols, words, or letters to communicate. The use of communication boards enables children to voice understanding without, the use of verbal communication. 

Braille Displays

     Children who are blind or have limited sight may require braille displays to communicate in the classroom. Braille displays allow children to move along with their peers in the learning process with the use of a computer. The braille displays enable children to use touch to read information presented to their peers in real-time.

     Braille displays are developmentally appropriate for all age groups considering early exposure to braille from birth. The assistive device can be utilized for all content areas as a means of connecting to the material presented in the classroom. Braille displays allow children an additional avenue in which to learn. Children with visual disabilities are in a position that visual learning is improbable or ineffective thus, requiring the necessity for braille display to bridge the gap between instruction and learning. 

Word Prediction Software

      Word prediction software are used by children in the areas of reading or spelling (Neilson, 2011). The software enables children who display characteristics of dyslexia, or other learning disabilities to demonstrate understanding of material presented in the classroom. Through these devices children can effectively complete his or her task, with assistance. 

     Word prediction software is developmentally appropriate for children from approximately 4 years of age dependent upon the child unique learning difficulties. Children entering first grade for example are required to draft papers by the end of the year. Children with word processing delays find these tasks to be difficult therefore, modifications in instruction and learning are required for these children to succeed. 

Speech Recognition

     Speech recognition software enable users to speak verbally the words and have them translated into written text. Children with physical disability for example, used voice software to open material provided by the teacher and complete work through speech recognition software.

    Children in upper elementary and higher may benefit from speech recognition as the requirement for writing becomes more rigorous. The software enables children to demonstrate understanding and knowledge of material while also, allowing children to be involved in the writing process. These students may have physical disabilities but, those disabilities should not limit their individual expression of knowledge. 

                                                                                             Issues with Technology

     The main issues with the use of technology would be accessibility. Children utilizing these tools in school should have access at home. Bridging the gap between home and school is essential for the tools to be effective. Children with disabilities require modification and adaptions at home to build necessary skills in utilizing the device. In other words, to better understand the technology utilization of the tool at school is not enough. For example, this year our autistic student has a communication board. The student utilizes the tool for communication purposes however, at home the student is silenced with YouTube or other media. The parent insists the device does not aide in communication at home because, the student only wants to look at videos. Unfortunately, this is limiting his knowledge of the tool and limiting his speech as he is non-verbal. The goal set for this student is through exposure and communication he may begin to speak. Again, bridging the gap between home and school becomes a factor in the child not being successful at his or her top potential. 

              

                                        References

Nielsen, L. (2011). 25 incredible assistive technologies. Retrieved from http://theinnovativeeducator.blogspot.com/2011/09/25-incredible-assistive-technologies.html

 


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