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Research Topic 2 – Using ICT with students with disabilities
Students with severe intellectual disabilities find it hard to communicate and participate in classwork. An article from 2008 entitled Using Microsoft PowerPoint to support Emergent Literacy Skill Development for Young Children At-Risk or who have Disabilities, looks at the use of the Microsoft program of PowerPoint and how it can be used to engage both young students and those with disabilities.
Students with intellectual disabilities are being included in mainstream settings more and more frequently. They are also often in mainstream schools but in a special education unit or class. PowerPoint is an excellent tool for allowing these students some aspect of participation. PowerPoint allows for the inclusion of pictures, including photographs or drawings as well as audio and video content.
The article states that the only limit to PowerPoint is imagination (both of the teacher and student). There are so many possibilities for example interactive stories both fact and fiction made by the teacher, as well as slide shows and presentations created by the student. In the article it suggests that once you use a picture of the student in your slides you will have them fully engaged.
The following blog; Using PowerPoint with students who have special needs (PowerPoint is not just for presentations!), is written by a Science teacher who has also had an interest in incorporating PowerPoint into classrooms for students with disabilities or special needs. He has given suggestions on ways we can use PowerPoint in the classroom. One of my favourite ideas is sequencing. This involves getting a student to put an out of order presentation into the correct order. Many students with intellectual disabilities spend a lot of time completing puzzles, this is a good way for the students to get an understanding or reason and logic. Using PowerPoint in this sequencing way will allow these students to use the same skills they have developed when using puzzles and be able to apply it in an ICT context. Below is a very simple example of what I am talking about (That I quickly made). Students with very minimal literacy and computer skills will be able to participate by putting these slides in their correct order.
The aspect of PowerPoint which excites me most is the ability for students to participate at any level. I have worked with a student who has Fragile X syndrome, and while he has poor written and verbal skills, his skills on a computer are comparatively excellent. I find that sometimes he is left out of class discussion (even though all students in the class have intellectual disabilities). This is because he is often unable to verbally give a coherent or appropriate answer. While using PowerPoint wont give him better skills in a class discussion, it will give him another way to be able to participate. He, and other students with low levels of academic ability would be able to create some sort of slide show, with images and few words to participate.
Powerpoint assignments and tasks could be incorporated into any mainstream class with a whole range of abilities. Those who are more able can go further and be more creative and more technical, similar to our ELPC class and our use of blogs!!
References
Parette, Hourcade, Boeckmann, Blum (2008) Using Microsoft PowerPoint to support Emergent Literacy Skill Development for Young Children At-Risk or who have Disabilities
Blog – http://fiendishlyclever.com/2010/02/using-powerpoint-with-students-who-have-special-needs-powerpoint-is-not-just-for-presentations.html-Using PowerPoint with students who have special needs (PowerPoint is not just for presentations!)
Research Topic: Can ICT be used effectively in the classroom?
Blog post based on Study:
Smith. (2006) The impact of interactive whiteboards on teacher-pupil interaction in the National Literacy and Numeracy Strategies
This study was based in English primary schools and looks at the effect of the interactive white board on numeracy and literacy lessons. This research showed two interesting findings about the impact of IWBs (Interactive White Boards). One was that while they are useful definitely in increasing interaction in forms of whole class teaching, they minimize group work- instead focusing on everyone watching the board. I think group work is so important in providing a setting for all students to participate and it would be unfortunate to lose some of this aspect of lessons. However IWBs are great for stimulating discussion though and the article states that ‘it motivates pupils because of it’s capacity for quality presentation incorporating large visual images, which satisfy the expectations of pupils already immersed in a world of media images.’ I think this is so important to remember- it is so important for teachers to stay in touch with what their students are doing. It will be impossible to keep them engaged otherwise! It seems that students can adapt to ICT changes and advancements so quickly – teachers must be working hard and keeping an open mind just to stay in touch. The second interesting finding was that IWBs and inevitably other ICT techniques are making the traditions of the teacher-student discourse change dramatically- we are perhaps moving away from a relationship where the teacher has all the power and knowledge to a relationship where teachers and students are finding answers together and students are expected to think critically. I do believe that critical thinking and problem solving tools are about the most important things we need to be teaching our students. From there they have the building blocks to survive in society outside of the classroom- no matter the content. If IWBs and ICT can make learning this more effective than this is something to embrace.
Research Topic: Can ICT be used effectively in the classroom?
Blog post based on article:
Kajee (2004) Making waves, not just surfing the net: ICT and learning in the ESL Classroom.
This article is about a study done in a south African university which looks the use of computers and then the Internet and email. It is looking at the ways adults learn differently from children. While this may not seem relevant for someone training to be a school teacher- I think understanding how we learn as adult teachers is as important as how our students learn. It is also important to see and understand the differences. One of the points for how adults learn differently is that they have the motivation to learn. They are not forced to be there. This is the approach teachers need to take in learning about ICT. If they don’t embrace the learning they won’t enjoy it and therefore won’t engage- just like students.
The articles looks at the idea of ‘self concept’ which adult learners possess. It claims that adult learners ‘display a particular self-concept, which ranges from dependence to self- direction, or self directed learning. ‘ I think that with more use of self directed learning, which is a move from traditional teaching methods, adults/teachers can learn new skills but why not also practice these lessons of self directed learning for their students – it may also help with engagement of child students and adult teachers alike. While like with so many aspects of teaching we have to find a balance- one where students are encouraged to self- direct but also are able to get assistance and structure when they need it.
Research Topic: Can ICT be used effectively in the classroom?
Blog post developed from article – Teaching and learning with Web 2.0 technologies -Findings from 2006-2009
The web 2.0 research project looks at how teachers and students can benefit from technology in the classroom. In this article it is exploring the ideas of what becomes possible with web 2.0 technology we can ‘communicate, collaborate, and create content, individually or together, and then publish to a world-wide audience. ‘ Doesn’t this wording capture the imagination. As technologies become easier to use and access the more we will be able to do. But what can we do right now? This research was called the ‘Emerging Technology Program 2006-2008’ and it aimed to promote the use of ICT and digital technologies and create new teaching and learning approaches. While this idea is a great initiative- it seems that we keep coming back to the same recurring problems. While access should be easy and possible- it still isn’t in all schools, especially Internet speed and IT support. We keep coming up with these problems which make effectiveness of ICT in classrooms impossible. Not only is speed and reliabilty of Internet poor- we are often also faced with issues of site blocking programs which are used in schools. They make it hard to plan a lesson relying on ICT to work and to get results. This means that teachers are having to almost have two lesson plans in place – one for if the technology is working and one for when it isn’t. This is another reason which keeps teachers from developing their ability and beliefs in terms of computer usefulness. These articles and research papers keep claiming that ICT is readily available and accessible and we have examples of using social networking in the classroom. I am worried that in reality it is still very difficult and more time consuming than necessary. Therefore is it effective in the classroom? I don’t want to end on a negative note though- I can see how social networks, assisting devices, virtual classrooms can really be a practical and possible way to promote inclusion or participation in a classroom and to solve issues of disengagement and remoteness. I am excited to see if it can become more than a possibility- and actually a reality!!
Research Topic: Can ICT be used effectively in the classroom?
Blog post developed around the article – Robin. The Educational uses of Digital Storytelling
Digital storytelling generally means using technology such as images, audio and video files to tell a story. While it isn’t a new concept you would have to agree that with the current development of digital technology it is becoming increasingly easier to incorporate into the classroom. There are generally three categories of digital stories 1. Personal narratives, 2. Historical documentaries and 3. Stories designed to inform or instruct the viewer on a specific topic/ concept etc (Robin). I think that keeping in mind these three categories it would be possible to use digital stories for different outcomes. This reading– The Educational uses of Digital Storytelling, looks at how creating a digital story as a teacher can be a good way to introduce a new idea or concept. It would be a particularly visual learning technique. It could also be used to create a discussion and just generally a way to engage and keep the attention of all students. The other way the article discusses the use of digital stories is to get students to create their own. This will help develop their literacy at many levels- in digital literacy obviously but also global, technology, visual and information literacy.
What I am most worried about with this concept of students developing digital stories is that they will take a long time to put them together and I worry that it would take away from learning the content of the class. While they are definitely gaining skills they may not be able to develop an ‘educationally sound argument'(Robin), so will therefore be spending a lot of time and effort without being very beneficial.
Another issue could be the ever present problem of the digital divide, whether students have access to the technology they need. The article reassures that we can create digital stories with very basic and widely available programs that all schools should have. With ever growing ICT technologies- and the willingness of teachers to try to incorporate technology in the classroom, the use of digital stories will probably become more and more useful and effective. But are we ready? As a student teacher I am gaining this training in ICT and its uses, while most practicing teachers have not. Is teaching a profession or a trade? If teachers are to incorporate digital storytelling into the classroom they have to be willing to be constantly continuing there education- especially in the ICT field!
The knowledge of philosophy and the history of education will help us, as teachers, understand the reason things work the way they do within a specific school environment and will also help us understand the reasons thinks aren’t working the way we thought they might!!
This is a response to Anne’s scenario-
Anne’s school is an ‘old private school’ the school would be steeped in a very old tradition and culture that would have crossed many generations. Anne herself was a student at the school and it would probably have helped her get the job because she was aware of the way the school was run. This environment of a strong heritage in the community can lead to problems within a school, with becoming static and teaching a curriculum as a social product of these traditions. Seddon (2001) discusses the idea of curriculum within these traditional, powerful institutions- ‘…curriculum has implications for the distribution of authority and influence in society’. Schools have the power within a community to determine the level of education that creates an educated person.
We have discussed the concept that education is a Human Right – however to what extent is this accurate? Are we referring here, as discussed in Phil’s notes, that this is the access to some form of education or a choice in the education we get? The programs running at this school are supporting the idea that as a human right we can have a choice within education. They are providing an education centre for many different students including rural students who have probably come from farm land, rural aboriginal students, local students and students wishing to do an International Baccalaureate. Anne’s school from this excerpt does not appear to be abusing their power in society by controlling the curriculum, and instead are offering many opportunities for different students.
The equity initiative that Anne is involved in suggests that the school realises that the issue here is equity of opportunity for indigenous rural students. Equity understands the social justice idea that was also discussed in Phil’s notes that students come from very different backgrounds and different teaching styles and environments, such as more scaffolded learning, will have to be implemented to allow these students to achieve within this school. This also leads on to the social Democratic idea that understands that because students come from various backgrounds and do not start with the same knowledge, some, such as the rural and rural indigenous students attending this school may need more help to create equity.
Many of the rural students probably come from average to high socio-economic backgrounds, from prospering farmland, however their access to education would not have been great unless they had the opportunity to go to a boarding school, as is the case at Anne’s school. The Emerging Themes- National Inquiry into Rural & Remote Education article discusses the fact that there is a long established tradition in Australia for farming and pastoral families to educate their children at home during their primary school years with some support from the government, and then the students are sent to boarding school for secondary education, again with some financial support from the government.
The rural aboriginal students may have come from families that would not be able to access any formal education, therefore it is an important equity initiative that the school is providing. I am going to assume that the school is offering some sort of scholarship program for the rural aboriginal students to attend the boarding school, however it still shows that the families who have applied for the scholarships do value education as they are willing to send their child away from home for months at a time. However this may not be a successful option for many rural indigenous students. In the Emerging Themes article it states that ‘Where boarding is the only option for remote area Indigenous children, such as in the NT, WA, SA and Queensland, it is rarely successful.’ The article then provides evidence from a hearing in Broome about the reasons it is unsuccessful, such as students having difficulty being away from their home, their culture, their language. It also discusses the fact that for indigenous students being away from their cultures and traditions is not good for them and they should be given opportunities to access education in their own area, being instructed in their own dialect, in an environment that will be best for their learning styles. So is this a good solution to education problems within the indigenous population??
There is so much happening within this school- it is clear that Anne’s(and the rest of the staff’s) enthusiasm and extra-curricular involvement and time will be necessary to make all programs successful. I think with this example we are leaning more to the idea of teaching then being a profession as opposed to a trade??
elisebblog 
Comments on Ed Founds Module A
Hi Phil, these are my two comments for Module A
http://megsy505.wordpress.com/2011/02/27/education-foundations-blog-1/#comment-3
http://meenumausi.tumblr.com/post/3694103273/comment-ed-founds