Describe issues related to training special education teachers to use technology.
One of the issues related to training special education teachers to use technology is the minimal amount of experience teachers are leaving college with. To graduate from college I was required to take on computer course and it involved learning how to use and navigate through Microsoft office. I was also working as an assistant in PPCD at the time and a specialist would come in and evaluate the students and decide what type of assistive technology each one might need. None of the tools that were being provided were shown to me in my college classes. The specialist would show the lead teacher and I how to use the equipment and everything else was up to us. The textbook states that the tools are to enhance their productivity, enhance the effectiveness of instruction and the success of all students and/or enable them to acquire and use assistive technology for students in need of performance support. The tools that we used with the students were often low tech, which means another issue is rethinking the service delivery system. Teachers still have to advocate for student to get assistive technology, a systematic process should be put in place where these tools are easily accessible to students. Teachers should be providing the least restrictive environment for students and assistive technology is an important component to that theory.
Give examples of no-tech, low-tech, and high-tech solutions for special students.
Assistive technology is equipment used to increase, maintain, or improve the functional capabilities of a child with a disability. No tech means the student do not need any technology assistance instead strategies can be used like spelling from memory or one hand typing. Low-tech is generally nonelectronic like word list, highlighters, graphic organizers, and these are inexpensive things. High-tech is complex electrical systems, like powered wheelchairs, lifts, voice activated equipment, electronic spellers and they are the most expensive.
Wednesday, October 21, 2009
Wednesday, October 7, 2009
Discussion 7
What are the "history wars," and what are their implications for technology use in history?
The history wars are the debate about should schools focus on history and civics directly or should take a broader approach and covering a number of social studies topics. Supposedly the information that is provided in textbook is factual and accurate. Teachers that were trained in the past were trained to teach using these resources to supplement traditional historical themes. Now teachers have many more resources and the internet has now become one of the main sources. Critics feel like history has become diluted and focused on too many topics outside of the traditional theme and because of this history are less effective.
With students' ready access to information on the Internet, what might be the concerns of social studies teachers?
The internet provides a wealth of information; so much that teacher may feel like their relationship with the students is altered. In the past teachers were the sources of information. They provided the facts and students trusted their opinions. The textbook describes the teacher as somewhat of a filter. Now students do not have to take the teacher word for it and they don’t have to rely on the textbook for information. If they have questions, concerns, or contradictions they can simply go onto the internet and search for information. With the internet there are no filters, and some of the information they find has the potential of being rumors instead of facts. They are interest in conspiracy theories; they can come across hate group sites without ever questioning the accuracy of the information because it comes from the internet.
The history wars are the debate about should schools focus on history and civics directly or should take a broader approach and covering a number of social studies topics. Supposedly the information that is provided in textbook is factual and accurate. Teachers that were trained in the past were trained to teach using these resources to supplement traditional historical themes. Now teachers have many more resources and the internet has now become one of the main sources. Critics feel like history has become diluted and focused on too many topics outside of the traditional theme and because of this history are less effective.
With students' ready access to information on the Internet, what might be the concerns of social studies teachers?
The internet provides a wealth of information; so much that teacher may feel like their relationship with the students is altered. In the past teachers were the sources of information. They provided the facts and students trusted their opinions. The textbook describes the teacher as somewhat of a filter. Now students do not have to take the teacher word for it and they don’t have to rely on the textbook for information. If they have questions, concerns, or contradictions they can simply go onto the internet and search for information. With the internet there are no filters, and some of the information they find has the potential of being rumors instead of facts. They are interest in conspiracy theories; they can come across hate group sites without ever questioning the accuracy of the information because it comes from the internet.
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