Sites provide Preschool activities, crafts, Parent resources, Preschool Learning online
great interaction tools between parents and children, advantages for prewriting and prereading skills
text to speech
newsletters, storystarters
3 principles of Universal design for Learning learning, multiple designs, blueprint for creating instructional goals, methods, materials, and assessments that work for everyone. not a single one-size fits all, flexible approaches that can be customized diverse populations--"margins" UDL-Guidelines-Brain Research- present-multiple means of representation,- can child perceive, understand, comprehendible-- how do we ask- options for physical expression, provide options for understanding, provide options for executive functions. how do we motivate and engage--provide options for recruiting interest, options for sustaining effort and persistence, provide options for self-regulation. Build supports and challenges.
Not 100% tech based
2 changes in your teaching to reach all learners in the digital age The resources have given me more ideas to offer teachers and parents suggestions to work with special needs preschoolers.
1 Big idea to implement "on Monday"
sharing the sites with team members and parents, searching for ideas.
ASSIGNMENT:
After exploring the tools in this toolbox time 1, provide 3 resources that you found and how you plan to use them. For each resource:
Provide the name of resource / hyperlink-- Pintrest, Edmondo, Google+
What does it do?-- Provides Preschool activities and crafts, Parent resources, Preschool Learning online
Pro's / Con's-- Pro's- each resource offers a large variety of options, cons-getting parents involved
How you plan on using this resource-- sharing the sites with team members and parents, searching for ideas.
The Future is in the Margins: The role of technology and disability in Educational Reform
1.What assumptions does the author of the text hold?
~New technology will not make less work for teachers, but will transform the work, making it for differentiated, more engaging and more democratized.
-driven by the needs of students, especially students with disabilities
-benefits all students
~New tools will change the concept of learning and teaching-goals, methods, and assessments
~new learning environments provide the right level of support and challenge
-multiple means of representation
-provide for multiple means of expression
-provide multiple means of engagement
2.What do you agree with in the text?
~Students with disabilities, for whom the transformations and multiple representations will vastly increase access and learning opportunities, (e.g. talking books, descriptive video, ASL tracks) are the first beneficiaries of the new media.
~But the ultimate beneficiaries will be all learners, each of whom has experienced in one way or another the barriers to motivation and comprehension that an over-reliance on text and other fixed media have wrought.
~The more differentiated use of media for instruction reveals that individuals who
are defined as “learning disabled” within print-based learning environments are not the same
individuals who are defined as “learning disabled” within video- or audio-based learning
environments.
~Educators take more notice of the “unusual” strengths of individuals with disabilities
3.What do you want to argue with in the text?
I’m not sure if there are areas I could argue with. I have seen the results of the use of technology from switches to voice output systems to eye gaze monitors. The use of these devices have given us the opportunity to understand and assess the knowledge and ability of children with a variety of severe disabilities.
4.What parts of the text do you want to aspire to?
“The result of new technologies will be a re-centering of the core agenda of schools on learning instead of content.”
“The ultimate educational goals will no longer be about the mastery of content (content will be available
everywhere, anytime, electronically) but about the mastery of learning.”
“The implicit goal of education will change from homogenization (all students pointed toward one outcome and measured by one yardstick) to diversification—identifying and fostering the inherent diversity among all of them, identifying new kinds of learning, new kinds of teaching, and new kinds of success."
Toolbox Time #2 - Collaboration Tools:
ASSIGNMENT:
After exploring the tools in this toolbox time, provide 3 resources that you found and how you plan to use them.
Provide the name of resource / hyperlink--Penultimate, skitch, voice thread, storybird, storyplace
What does it do? All provide activities for preschoolers
Pro's / Con's -- great interaction tools between parents and children, advantages for prewriting and prereading skills
How you plan on using this resource- provide opportunities for children to access these sites to determine the success and usability.
Toolbox Time # 3 - Bloom's Digital Taxonomy Tools:
ASSIGNMENT:
After exploring the tools in this toolbox time, provide 3 resources that you found and how you plan to use them. For each resource:
Provide the name of resource / hyperlink--LetterPOP, BeFunky, Storyboard That, Story Starters, *Gube
What does it do? Newsletter, photo editor, Digital storytelling, scholastic resource, *YouTube for kids
Pro's / Con's --These are resources I could use for preschoolers. Many of the other resources are for older student.
How you plan on using this resource-provide opportunities for parents to access newsletters, and to build stories with children.
5 New Technologies to try
Pintrest, Edmondo, Google+,
Penultimate, skitch, voice thread, storybird, storyplace, istorybooks
LetterPOP, BeFunky, Storyboard That, Story Starters, *Gube
4 ideas to share
Sites provide Preschool activities, crafts, Parent resources, Preschool Learning online
great interaction tools between parents and children, advantages for prewriting and prereading skills
text to speech
newsletters, storystarters
3 principles of Universal design for Learning
learning, multiple designs, blueprint for creating instructional goals, methods, materials, and assessments that work for everyone.
not a single one-size fits all, flexible approaches that can be customized
diverse populations--"margins"
UDL-Guidelines-Brain Research- present-multiple means of representation,- can child perceive, understand, comprehendible--
how do we ask- options for physical expression, provide options for understanding, provide options for executive functions.
how do we motivate and engage--provide options for recruiting interest, options for sustaining effort and persistence, provide options for self-regulation. Build supports and challenges.
Not 100% tech based
2 changes in your teaching to reach all learners in the digital age
The resources have given me more ideas to offer teachers and parents suggestions to work with special needs preschoolers.
1 Big idea to implement "on Monday"
sharing the sites with team members and parents, searching for ideas.
ASSIGNMENT:
1.What assumptions does the author of the text hold?
~New technology will not make less work for teachers, but will transform the work, making it for differentiated, more engaging and more democratized.
-driven by the needs of students, especially students with disabilities
-benefits all students
~New tools will change the concept of learning and teaching-goals, methods, and assessments
~new learning environments provide the right level of support and challenge
-multiple means of representation
-provide for multiple means of expression
-provide multiple means of engagement
2.What do you agree with in the text?
~Students with disabilities, for whom the transformations and multiple representations will vastly increase access and learning opportunities, (e.g. talking books, descriptive video, ASL tracks) are the first beneficiaries of the new media.
~But the ultimate beneficiaries will be all learners, each of whom has experienced in one way or another the barriers to motivation and comprehension that an over-reliance on text and other fixed media have wrought.
~The more differentiated use of media for instruction reveals that individuals who
are defined as “learning disabled” within print-based learning environments are not the same
individuals who are defined as “learning disabled” within video- or audio-based learning
environments.
~Educators take more notice of the “unusual” strengths of individuals with disabilities
3.What do you want to argue with in the text?
I’m not sure if there are areas I could argue with. I have seen the results of the use of technology from switches to voice output systems to eye gaze monitors. The use of these devices have given us the opportunity to understand and assess the knowledge and ability of children with a variety of severe disabilities.
4.What parts of the text do you want to aspire to?
“The result of new technologies will be a re-centering of the core agenda of schools on learning instead of content.”
“The ultimate educational goals will no longer be about the mastery of content (content will be available
everywhere, anytime, electronically) but about the mastery of learning.”
“The implicit goal of education will change from homogenization (all students pointed toward one outcome and measured by one yardstick) to diversification—identifying and fostering the inherent diversity among all of them, identifying new kinds of learning, new kinds of teaching, and new kinds of success."
- ASSIGNMENT:
After exploring the tools in this toolbox time, provide 3 resources that you found and how you plan to use them.