Yes, the required portion of the Assistive Technology course is over, and that may well conclude the formal part of that schooling for me, but that's not the end of educating myself on AT. If anything, it's more likely a beginning rather than an end.
I'm continuing on with another online course right now, entitled "Community Perspectives on School and Society". Among yesterday's readings, I was reminded that John Dewey believed that education was a reconstruction of experience. A leader in education in Nova Scotia, Loran DeWolfe, agreed and wrote, "Education is the total sum of experience and is measured by how one feels, acts, and speaks as well as by what one knows and can do."
Watch this video to be introduced to an educated man - a man who will measure high on any scale of knowing and doing. He understands that it's not what they take away from you that counts, it's what you do with what you have left. If you want to know more about Nick Vujicic, this link will take you to his website.
Wednesday, July 28, 2010
Tuesday, July 20, 2010
Day 12: Your Power is Great
Today is the final day of class for this EDUC 5173 Assistive Technology course. Our final group assignment was to find inspiring videos to post to our blogs. Our group was given the deaf and hard of hearing as our general group.
The international Deaflympics organization has hosted summer games every four years since 1924, and winter games since 1949. The summer games were last held in 2009 in Taipei, hosted athletes from 81 countries, and featured competition in 20 different sports; the next summer games are scheduled for Athens in 2013. The winter games were last held in 2007 in 2007 and featured competition in 5 different sports; the next winter games are scheduled for Slovakia in 2011 and in Vancouver in 2015. More than 4000 athletes and 10,000 volunteers participated in the Taipei summer games, so the event rightfully lays claim as "among the world's fastest growing sports event".
The summer sports are:
The winter sports are:
If ever you are looking for an inspirational video to screen, have a look at this collage of highlights from the 21st summer games in Taipei. Consider the video's message as you watch the English subtitled clips.
This is the final posting for this course. I registered for this course because "I came to know that I didn't know - anything!- about assistive technology" and that it was my time to learn. Well, I certainly learned LOTS about low tech assistive devices ranging from dice rollers to pencil grips to 101 uses of Velcro, and even lots more about high tech assistive technology. My eyes have been opened to the possibilities of using technology to improve students' performance and access to both learning and leisure, yet I am sure that we have just seen only the top portion of the berg that is AT.
The international Deaflympics organization has hosted summer games every four years since 1924, and winter games since 1949. The summer games were last held in 2009 in Taipei, hosted athletes from 81 countries, and featured competition in 20 different sports; the next summer games are scheduled for Athens in 2013. The winter games were last held in 2007 in 2007 and featured competition in 5 different sports; the next winter games are scheduled for Slovakia in 2011 and in Vancouver in 2015. More than 4000 athletes and 10,000 volunteers participated in the Taipei summer games, so the event rightfully lays claim as "among the world's fastest growing sports event".The summer sports are:
The winter sports are:
| • Alpine Skiing • Cross Country Skiing • Curling | • Ice Hockey • Snowboard |
If ever you are looking for an inspirational video to screen, have a look at this collage of highlights from the 21st summer games in Taipei. Consider the video's message as you watch the English subtitled clips.
"One person's strength is limited
But together as a family your power is great."
But together as a family your power is great."
This is the final posting for this course. I registered for this course because "I came to know that I didn't know - anything!- about assistive technology" and that it was my time to learn. Well, I certainly learned LOTS about low tech assistive devices ranging from dice rollers to pencil grips to 101 uses of Velcro, and even lots more about high tech assistive technology. My eyes have been opened to the possibilities of using technology to improve students' performance and access to both learning and leisure, yet I am sure that we have just seen only the top portion of the berg that is AT.There were so many firsts for me in this course:
- I started my first-ever Blog, but I can't imagine that it will be my last Blog now that I've been bitten by the Blog Bug!
- I got to use an iTouch and explore the iTunes apps store. I had to hide away my Visa so that I wouldn't impulsively purchase an iTouch and dozens of very useful apps. Now that I have waited a full two weeks, I can rationalize my need to buy this device - it's not an impulse buy if you wait two weeks, right?
- I got the learn how to capture and edit video using Movie Maker. A LOT of my time was invested in this learning, so I plan to make a couple of videos for family and friends about my Wolfville days just to keep the skills in my brain.
- I learned how to grab other people's YouTube videos to post into blogs and not have cumbersome hyperlinks and ever-increasing numbers of tabs open.
- I figured out how to upload to YouTube to share videos, and I even uploaded to Google Docs.
- I learned the basics of Boardmaker Plus software to create an interactive book - this skill will, no doubt, be used again and again as we move towards more inclusion in our schools.
- Finally, I learned a lot about myself as a learner. It's not as easy as it was when I was last in a classroom fifteen years ago! My dominant learning styles of visual and kinesthetic are now disrupted by auditory stimuli -- too many years as a mother listening for the cries of children, I guess. But I've also learned that I am a persistent and goal-oriented learner with enthusiasm and a few techie skills to share.
Yes, this course challenged me in very significant ways! It's been a true learning experience on SO many levels! I stepped into the unknown realm of Assistive Technology just fifteen short days ago, and I am confident that many of my future professional decisions will be shaped by these experiences.
Monday, July 19, 2010
Day 11 Part B: Boardmaker Work Continues
Over the weekend, the switch accessible book about Grand Pre was completed for Sarah. As detailed in Assignment Five distributed by Barb,
"Sara is a grade 7 student who accesses the computer through indirect selection to an onscreen keyboard through single switch scanning with her elbow as control site and appropriate mounting system (you will learn these terms Thursday;). She is non verbal but is able to communicate through her onscreen AAC scanning program Boardmaker Plus. She enjoys participating in all classes with her peers. Sara is on an IPP for all subjects. She is a dependent wheelchair user. She is consistent and accurate when using her switch at the appropriate rates and settings. Sara presents with emergent literacy skills, global delays and good receptive language."
Bev and I spent significant time planning the content of the Grand Pre book, so that it matched with the Social Studies content being covered by the class in the Settler unit. The ten-page book was prepared in Boardmaker Plus, with one communication board being linked to the next in the sequence. The board was programmed to auto scan for its single switch access method by using the spacebar key.
Individual cells were planned with care, either inserting symbols using the symbol finder feature, or by inserting a jpeg image with accompanying text. Then cells on one board had to be logically linked to subsequent cells, and in consideration of consistency and ease of use. Speech was also added to augment text with the goal of Sara moving forward in her IPP communications goal of reading with more independence, and so growing her immergent reader skills, too. The navigation buttons at the bottom of each screen had to planned with significant care so that buttons were programmed appropriately for each different page in the book. There were SO many details to think of, programme, check, recheck!
The detailed planning needed to functionalize the communication boards was a wonderful exercise in task analysis, and content planning. We were careful to select images and text that matched the true story of Longfellow's Evangeline poem (summary here, or full poem here). We also carefully selected images to match the Grand Pre national historic site, located closeby Wolfville, since a field trip to the site would be planned with the full class.
By late morning, we advanced to the second task of beginning to develop a dynamic communications board for Sarah. Again, the board is programmed to auto scan for its access method since Sarah has only her elbow as a control site; the switch is to be the space bar to select the appropriate button. One of the four switch buttons on her Home Board (at left) will bring her into the school board, then Social Studies, then to the option of asking her assistant to load the Grand Pre book for independent reading.
Again, the detailed planning was a task onto itself, but I kept reminding myself that it will be important to have these Techie Teacher skills when I return to the classroom so that I can help students like Sara communicate and learn, just like everyone wants to communicate and learn. It's a right, and I now share in the responsibility because I now share the seeds of the skill set. I have a LONG way to go in my learning, but the possibilities and the path are in front of me.
"Sara is a grade 7 student who accesses the computer through indirect selection to an onscreen keyboard through single switch scanning with her elbow as control site and appropriate mounting system (you will learn these terms Thursday;). She is non verbal but is able to communicate through her onscreen AAC scanning program Boardmaker Plus. She enjoys participating in all classes with her peers. Sara is on an IPP for all subjects. She is a dependent wheelchair user. She is consistent and accurate when using her switch at the appropriate rates and settings. Sara presents with emergent literacy skills, global delays and good receptive language."
Bev and I spent significant time planning the content of the Grand Pre book, so that it matched with the Social Studies content being covered by the class in the Settler unit. The ten-page book was prepared in Boardmaker Plus, with one communication board being linked to the next in the sequence. The board was programmed to auto scan for its single switch access method by using the spacebar key.Individual cells were planned with care, either inserting symbols using the symbol finder feature, or by inserting a jpeg image with accompanying text. Then cells on one board had to be logically linked to subsequent cells, and in consideration of consistency and ease of use. Speech was also added to augment text with the goal of Sara moving forward in her IPP communications goal of reading with more independence, and so growing her immergent reader skills, too. The navigation buttons at the bottom of each screen had to planned with significant care so that buttons were programmed appropriately for each different page in the book. There were SO many details to think of, programme, check, recheck!
The detailed planning needed to functionalize the communication boards was a wonderful exercise in task analysis, and content planning. We were careful to select images and text that matched the true story of Longfellow's Evangeline poem (summary here, or full poem here). We also carefully selected images to match the Grand Pre national historic site, located closeby Wolfville, since a field trip to the site would be planned with the full class.
By late morning, we advanced to the second task of beginning to develop a dynamic communications board for Sarah. Again, the board is programmed to auto scan for its access method since Sarah has only her elbow as a control site; the switch is to be the space bar to select the appropriate button. One of the four switch buttons on her Home Board (at left) will bring her into the school board, then Social Studies, then to the option of asking her assistant to load the Grand Pre book for independent reading.
Again, the detailed planning was a task onto itself, but I kept reminding myself that it will be important to have these Techie Teacher skills when I return to the classroom so that I can help students like Sara communicate and learn, just like everyone wants to communicate and learn. It's a right, and I now share in the responsibility because I now share the seeds of the skill set. I have a LONG way to go in my learning, but the possibilities and the path are in front of me.
Day 11 Part A: Dollar Store presentations
Each of the pairs presented their low tech Dollar Store projects today to complete the requirements for Assignment 3. Bev Anthony and I worked toether on this assignment, and we presented these AT devices to the class. (If you want to view the Powerpoint Presentation we used, click here to go to Google docs, then click Open to start the show in Powerpoint.)
Task A:
Our student is a 10 year old girl in a wheelchair who wants to make play dough/cookies from the recipe her teacher has given to the class. In considering her personality, she enjoys baking with her mother, but needs assistance from an adult to boil water and pour. The task at hand is to make cookies/play dough, but that the mixing utensils/ cookie cutters are hard for her to manipulate easily, as she has a simple grasp and limited mobility with one arm.
Using the MPTTT model, Bev and I searched the shelves of the Dollar Store in New Minas and found a bulb planter to repurpose as a cookie/play dough cutter, as well as a garden trowel to repurpose as a large mixing spoon.
With the home kitchen as her milieu, she and her mother can use a portion of their leisure time to mix the ingredients for homemade KoolAid play-dough with minimal assistance. She can use her large garden trowel as a mixing spoon, and the garden seed planter as a cookie cutter. She can create her cookies/play dough in about the same amount of time as her peers at home with their parents.
Task B:
Again using the MPTTT model, we found that our 10 year old girl in the wheelchair wanted to socialize with her friends in her own back yard. It is the summertime, school is out, and her friends have chosen water play for some backyard fun. Our student wishes to join in, but she does not have the dexterity to operate a normal dollar store water gun. As our student has a simple grasp, we wanted her to be able to participate in the leisure activity with her peers, from her wheelchair.
At the dollar store we found a large water gun, garden kneeling pad, sponge, and long reusable velcro straps. The ribbon loop and a neoprene bottle holder permitted our non-verbal student to keep her iTouch close.
We used the colorful garden rubber kneeling pad as a comfortable support frame for her arm. The sponge was folded to angle for the water gun for better range and targeting. The waterproof neoprene bottle holder was attached by ribbon to the kneeling pad so she could keep her iTouch close by -- but safe from the water. The reusable Velcro straps are elastic, and firmly attach the kneeling pad to the wheelchair. Once adapted by her mother, the time it takes her to use the water gun would be the same as her peers.
With this combination AT invention, our student could easily participate with good aim in the water fun with her friends.
Overall Comments about the Morning Groups' Presentations:
What an amazingly creative group we are in this class! There were devices to roll dice, add numbers, organize locker supplies, create sensory boards, provide choice for classroom activities, and on and on goes the list! It just goes to show that given the opportunity (even with just a few dollars in the budget) and the motivation to help a student, there's no limit to the creativity of teachers!
Task A:
Our student is a 10 year old girl in a wheelchair who wants to make play dough/cookies from the recipe her teacher has given to the class. In considering her personality, she enjoys baking with her mother, but needs assistance from an adult to boil water and pour. The task at hand is to make cookies/play dough, but that the mixing utensils/ cookie cutters are hard for her to manipulate easily, as she has a simple grasp and limited mobility with one arm.
Using the MPTTT model, Bev and I searched the shelves of the Dollar Store in New Minas and found a bulb planter to repurpose as a cookie/play dough cutter, as well as a garden trowel to repurpose as a large mixing spoon.
With the home kitchen as her milieu, she and her mother can use a portion of their leisure time to mix the ingredients for homemade KoolAid play-dough with minimal assistance. She can use her large garden trowel as a mixing spoon, and the garden seed planter as a cookie cutter. She can create her cookies/play dough in about the same amount of time as her peers at home with their parents.Task B:
Again using the MPTTT model, we found that our 10 year old girl in the wheelchair wanted to socialize with her friends in her own back yard. It is the summertime, school is out, and her friends have chosen water play for some backyard fun. Our student wishes to join in, but she does not have the dexterity to operate a normal dollar store water gun. As our student has a simple grasp, we wanted her to be able to participate in the leisure activity with her peers, from her wheelchair.
At the dollar store we found a large water gun, garden kneeling pad, sponge, and long reusable velcro straps. The ribbon loop and a neoprene bottle holder permitted our non-verbal student to keep her iTouch close.
We used the colorful garden rubber kneeling pad as a comfortable support frame for her arm. The sponge was folded to angle for the water gun for better range and targeting. The waterproof neoprene bottle holder was attached by ribbon to the kneeling pad so she could keep her iTouch close by -- but safe from the water. The reusable Velcro straps are elastic, and firmly attach the kneeling pad to the wheelchair. Once adapted by her mother, the time it takes her to use the water gun would be the same as her peers.With this combination AT invention, our student could easily participate with good aim in the water fun with her friends.
Overall Comments about the Morning Groups' Presentations:What an amazingly creative group we are in this class! There were devices to roll dice, add numbers, organize locker supplies, create sensory boards, provide choice for classroom activities, and on and on goes the list! It just goes to show that given the opportunity (even with just a few dollars in the budget) and the motivation to help a student, there's no limit to the creativity of teachers!
“The creative is the place where no one else has ever been. You have to leave the city of your comfort and go into the wilderness of your intuition. What you’ll discover will be wonderful. What you’ll discover is yourself.”
Alan Alda
Sunday, July 18, 2010
Day 10: Beginning Boardmaker Plus
It started with a required assignment to develop a communication board for Sara and grew into an exciting idea of an enrichment project for all of the students in Sara's class...
Today we were introduced to Boardmaker Plus. Barb did a really detailed and quite helpful "how to get started" tutorial, and then Bev and I started to work on Assignment Five, the final assignment fot this course. Now, this is how I like to learn: a person-to-person tutorial filled with just-in-time learning!
Our task is to use Boardmaker Plus to create two communication boards for Sara, a Grade 7 student. Sara is wheelchair dependent, non-verbal, and uses a single switch with her elbow as her control site. Sara has good receptive language, emerging literacy skills, and has an IPP for all subjects.
Bev and I agreed to develop a communication board to help Sara achieve IPP goals in communications and Social Studies, specifically the content area of the Settlers unit in Grade 7. We spent the rest of the morning planning a Boardmaker book about Grand Pre and the story of the deportation of the Acadians. Sara will be able to read the story independently as she prepares for the summative assessment on the unit, which will also be created in Boardmaker.
It is my thought that this Boardmaker project for Sara could be quickly linked to a more extensive multimedia WebQuest Language Arts/ Social Studies project for the full class. A couple of ideas follow...
Even in the content research, this has been an interesting project for me. To discover that the Evangeline story of the expulsion of the Acadians from Nova Scotia to be sent by ship to places as far away as Louisanne is a story that I was not familiar with. If you want to read the full poem by Henry Wadsworth Longfellow (and published in 1847), you can click this link, but if you want the abbreviated version of the story, the Wikipedia article summarizes with
"Evangeline describes the betrothal of an Acadian girl named Evangeline Bellefontaine to her beloved, Gabriel Lajeunesse, and their separation as the British deport the Acadians from Acadie in the Great Upheaval. The poem then follows Evangeline across the landscapes of America as she spends years in a search for him, at some times being near to Gabriel without realizing he was near. Finally she settles in Philadelphia and, as an old woman, works as a Sister of Mercy among the poor. While tending the dying during an epidemic she finds Gabriel among the sick, and he dies in her arms."
The Grand Pre National Historic Site is a truly interesting national historic site, and it's less than 5km from Wolfville.
Finally, if you are "of a certain age" as am I, then you may enjoy this classic tune written with the story of Evangeline in mind, and written and performed by America's Emmylou Harris and Canada's The Band. This is a video clip from the 1976 documentary filmed by Martin C. Scorsese , "The Last Waltz" film, a significant fore runner for today's music videos, in my humble opinion. My thought is that students of music and/or film would also benefit from researching the contributions made to popular music by The Band (and Robbie Robinson) during the 1970's. Of course, these ideas also support differentiated instruction and seeking resources to match different learning styles -- a win-win situation for Sara and all of her classmates. What can I say - I've worked with gifted students for the past four years and it's just how MY brain works, this starting with the seed of an idea for one student that grows into some great learning potential for a whole group of students. What fun is that!
Today we were introduced to Boardmaker Plus. Barb did a really detailed and quite helpful "how to get started" tutorial, and then Bev and I started to work on Assignment Five, the final assignment fot this course. Now, this is how I like to learn: a person-to-person tutorial filled with just-in-time learning!
Our task is to use Boardmaker Plus to create two communication boards for Sara, a Grade 7 student. Sara is wheelchair dependent, non-verbal, and uses a single switch with her elbow as her control site. Sara has good receptive language, emerging literacy skills, and has an IPP for all subjects.Bev and I agreed to develop a communication board to help Sara achieve IPP goals in communications and Social Studies, specifically the content area of the Settlers unit in Grade 7. We spent the rest of the morning planning a Boardmaker book about Grand Pre and the story of the deportation of the Acadians. Sara will be able to read the story independently as she prepares for the summative assessment on the unit, which will also be created in Boardmaker.
It is my thought that this Boardmaker project for Sara could be quickly linked to a more extensive multimedia WebQuest Language Arts/ Social Studies project for the full class. A couple of ideas follow...
Even in the content research, this has been an interesting project for me. To discover that the Evangeline story of the expulsion of the Acadians from Nova Scotia to be sent by ship to places as far away as Louisanne is a story that I was not familiar with. If you want to read the full poem by Henry Wadsworth Longfellow (and published in 1847), you can click this link, but if you want the abbreviated version of the story, the Wikipedia article summarizes with
"Evangeline describes the betrothal of an Acadian girl named Evangeline Bellefontaine to her beloved, Gabriel Lajeunesse, and their separation as the British deport the Acadians from Acadie in the Great Upheaval. The poem then follows Evangeline across the landscapes of America as she spends years in a search for him, at some times being near to Gabriel without realizing he was near. Finally she settles in Philadelphia and, as an old woman, works as a Sister of Mercy among the poor. While tending the dying during an epidemic she finds Gabriel among the sick, and he dies in her arms."The Grand Pre National Historic Site is a truly interesting national historic site, and it's less than 5km from Wolfville.
Finally, if you are "of a certain age" as am I, then you may enjoy this classic tune written with the story of Evangeline in mind, and written and performed by America's Emmylou Harris and Canada's The Band. This is a video clip from the 1976 documentary filmed by Martin C. Scorsese , "The Last Waltz" film, a significant fore runner for today's music videos, in my humble opinion. My thought is that students of music and/or film would also benefit from researching the contributions made to popular music by The Band (and Robbie Robinson) during the 1970's. Of course, these ideas also support differentiated instruction and seeking resources to match different learning styles -- a win-win situation for Sara and all of her classmates. What can I say - I've worked with gifted students for the past four years and it's just how MY brain works, this starting with the seed of an idea for one student that grows into some great learning potential for a whole group of students. What fun is that!
Thursday, July 15, 2010
Day 9 morning: Social Video Presentation
Each of the groups presented their social videos the first thing this morning. Just about every group encountered technical difficulties so it was a significant testament to how goal oriented we are as learners that every group did its Movie Maker video presentation on schedule.
Here is our group's social video. Darlene (who has the role of student in this video) has a real-life student with autism who is working on two tasks in his IPP for the school library mileu: he needs to walk in the library, and he needs to use soft hands with the books. Darlene did the student role because now she will be able to use this video in her real life classroom with a real child.
We were quite conscious of the strengths and needs of the student, and we were very conscious in our decisions to model appropriate behaviour in the library. Even the text in our captions required significant discussion and contributions by the team members most familiar with autism spectrum disorders. Of course, we had to include our favourite blooper at the end!
Here is our group's social video. Darlene (who has the role of student in this video) has a real-life student with autism who is working on two tasks in his IPP for the school library mileu: he needs to walk in the library, and he needs to use soft hands with the books. Darlene did the student role because now she will be able to use this video in her real life classroom with a real child.
We were quite conscious of the strengths and needs of the student, and we were very conscious in our decisions to model appropriate behaviour in the library. Even the text in our captions required significant discussion and contributions by the team members most familiar with autism spectrum disorders. Of course, we had to include our favourite blooper at the end!
Wednesday, July 14, 2010
Day 8: Social Videos & Movie Maker 7
Just remember, "A computer makes as many mistakes in two seconds as 20 people working 20 years make." I may have come close to breaking that record today. It was a day of the group working closely to bring all the bits of video, text, and audio together to make a social video about appropriate behaviour in a school library.
Carol Gray first introduced educators to Social Stories for children with autism spectrum disorders about twenty years ago.
Today, our team of four learned through experience how to
I am also thinking that using Movie Maker to create these videos could be a great enrichment activity for the right team of students and teachers. Some gifted children at a local high school have formed a video production club. perhaps with my help and the new Itinerant for Assistive Technology, Krista Baldwin, those young videographers could help a classmate. And they could earn recognition and real-life experience for themselves. A win-win possibility here!
Although it's only my first experience using the ideas of FACTER (Functional Assessment and Curriculum for teaching Everyday Routines), I like that it starts with an assessment of the student and then deliberately plans to combine ongoing teaching and insstructional supports with goals of more independence at its core.
Gotta go for the night. Thank heavens that Kerry from Everything Computers in Coldharbour is good at problem solving. I hit the wall with a deffective keyboard this afternoon in a 2-month-old laptop. So for about five hours I had big concerns that our team might not be able to present tomorrow. But a way was found (so I need to carry a USB keyboard around for the next couple of days) while the warranty keyboard finds its way from the Dell warehouse to me in Wolfville. The silver lining was that I got to meet Kerry and Dwayne. Two dudes!!
If it's not in the computer, it doesn't exist (so says the Murphy's Law site.) And if you can't get at it through the human interface of the keyboard, it's just as well it wasn't there (so says Terry)!
Carol Gray first introduced educators to Social Stories for children with autism spectrum disorders about twenty years ago.
Today, our team of four learned through experience how to
- use an IPP to initiate the script
- script a story for creation in Movie Maker
- use an iPod nano to capture video
- edit the video, titles/credits, captions, and audio to create a video project
- use a converter to create a video in mp4 format (which can be posted to the WWW on sites like Blogger.com or YouTube)
I am also thinking that using Movie Maker to create these videos could be a great enrichment activity for the right team of students and teachers. Some gifted children at a local high school have formed a video production club. perhaps with my help and the new Itinerant for Assistive Technology, Krista Baldwin, those young videographers could help a classmate. And they could earn recognition and real-life experience for themselves. A win-win possibility here!
Although it's only my first experience using the ideas of FACTER (Functional Assessment and Curriculum for teaching Everyday Routines), I like that it starts with an assessment of the student and then deliberately plans to combine ongoing teaching and insstructional supports with goals of more independence at its core.
Gotta go for the night. Thank heavens that Kerry from Everything Computers in Coldharbour is good at problem solving. I hit the wall with a deffective keyboard this afternoon in a 2-month-old laptop. So for about five hours I had big concerns that our team might not be able to present tomorrow. But a way was found (so I need to carry a USB keyboard around for the next couple of days) while the warranty keyboard finds its way from the Dell warehouse to me in Wolfville. The silver lining was that I got to meet Kerry and Dwayne. Two dudes!!If it's not in the computer, it doesn't exist (so says the Murphy's Law site.) And if you can't get at it through the human interface of the keyboard, it's just as well it wasn't there (so says Terry)!
Tuesday, July 13, 2010
Day 7: Linda Burkhart's Ideas and Social Movie Clips
In her work with augentative communication, Linda Burkhart lists some critical factors to facilitate successful learning:
1. Focus on Interaction and Communication - Not the technology
2. Assessment is an On-Going, Dynamic Team Process
3. Use Multiple Systems, Multiple Modalities, ‘Light Tech’ and ‘High Tech’
4. Active Learning is Critical
5. Children Learn Language through Natural Immersion in Language -Input before Output - Start Young if Possible, but It’s Never too Late
6. The ‘Juggling Act’ for Children who Have Significant Multiple Challenges
7. Motivation is Key
(these summary points were in a pdf handout distributed by Barb Welsford today)
I was especially challenged to juggle ALL of these elements, since my learning curve with the Movie Maker technology was so extreme. I found myself getting lost in the software application and not remembering that it's just the tool to bring the appropriate focus on the communication. While this AT is very much "High Tech", active learning by both the teacher and the student in adopting these technologies will be at the forefront, out of necessity!
This is my Neighbourhood movie, my first movie in Windows 7 Movie Maker. I started this self-teach process at 1:00pm and just finished 5.5 hours later! Only 1:27 of video to show, but I keep reassuring myself that it was an investment in personal learning. This stumble and falter method is NOT my favourite learning style. I need a supper break - my eyes are rectangular from staring at this monitor!!!
(Now back to the keyboard at 9:30, after some much needed food and a walk)
Today was a challenging day. I was a baby boomer (born between 1943-1960) learner "of a certain (read old) age" cast upon the waters of a classroom geared to the learning background of the dominant subgroup in the class, the digitally native millinnials (born between 1980-2000). It was clear right from the beginning of today's session that I was not comfortable being turned loose to transfer (nonexistant) video creation skills to a new goal, making a social video for an imaginary child with autism. Both the context of the task and the technical skills were WAY outside my experience, yet somehow the other members of our small group saw me as the technical expert. Soooooo, not true!
I experienced a high level of stress, and it was compounded by my perceptions of the group's expectations of the expertise I brought to the group. It is very difficult, if not impossible, to dramatically stretch previous learning and experience to meet the current learning goal, but already recognizing that the conceptual framework was entirely absent. I was addled!
So, the next time a child says aloud "I need a break" I promise to truly hear that request and to not dismiss that learner need.
I was present in that overwhelming moment today and I was far beyond frustration. Carl is right, this IS like being fed with a fire hose!
1. Focus on Interaction and Communication - Not the technology
2. Assessment is an On-Going, Dynamic Team Process
3. Use Multiple Systems, Multiple Modalities, ‘Light Tech’ and ‘High Tech’
4. Active Learning is Critical
5. Children Learn Language through Natural Immersion in Language -Input before Output - Start Young if Possible, but It’s Never too Late
6. The ‘Juggling Act’ for Children who Have Significant Multiple Challenges
7. Motivation is Key
(these summary points were in a pdf handout distributed by Barb Welsford today)
I was especially challenged to juggle ALL of these elements, since my learning curve with the Movie Maker technology was so extreme. I found myself getting lost in the software application and not remembering that it's just the tool to bring the appropriate focus on the communication. While this AT is very much "High Tech", active learning by both the teacher and the student in adopting these technologies will be at the forefront, out of necessity!This is my Neighbourhood movie, my first movie in Windows 7 Movie Maker. I started this self-teach process at 1:00pm and just finished 5.5 hours later! Only 1:27 of video to show, but I keep reassuring myself that it was an investment in personal learning. This stumble and falter method is NOT my favourite learning style. I need a supper break - my eyes are rectangular from staring at this monitor!!!
(Now back to the keyboard at 9:30, after some much needed food and a walk)
Today was a challenging day. I was a baby boomer (born between 1943-1960) learner "of a certain (read old) age" cast upon the waters of a classroom geared to the learning background of the dominant subgroup in the class, the digitally native millinnials (born between 1980-2000). It was clear right from the beginning of today's session that I was not comfortable being turned loose to transfer (nonexistant) video creation skills to a new goal, making a social video for an imaginary child with autism. Both the context of the task and the technical skills were WAY outside my experience, yet somehow the other members of our small group saw me as the technical expert. Soooooo, not true!
I experienced a high level of stress, and it was compounded by my perceptions of the group's expectations of the expertise I brought to the group. It is very difficult, if not impossible, to dramatically stretch previous learning and experience to meet the current learning goal, but already recognizing that the conceptual framework was entirely absent. I was addled!So, the next time a child says aloud "I need a break" I promise to truly hear that request and to not dismiss that learner need.
I was present in that overwhelming moment today and I was far beyond frustration. Carl is right, this IS like being fed with a fire hose!
Day 6: Think Like a Kid
Now, this is the sort of assignment I can get into. Monday's task was to go to the Dollar Store with a class friend to search for two low tech apps: one to be used just as it is designed, the second to be modified for the task at hand. Bev and I had a grand time in this creative kid-like mindset.
We didn't just use our one sense of our eyes - like an adult is expected to in a retail space - we got IN THERE! All kinds of items got picked up, played with, discussed with animation and laughter. Such are the benefits of randonmess. Barb set the place, and we arrived with a willingness to have some fun. Researcher Darya Zabelina from North Dakota State University have conducted research into randomness and creativity. Her research shows that Bev and I started off right today by generating and sharing as many randon ideas as came to mind at the store today. In the 30 minute visit, some ideas were abandoned and the goods returned to their original shelf and original purpose, while other ideas became the foundation for yet more purposes and a few necessary modifications.
Yes, we did attract the attention of a store clerk, but she was smiling and commented, "I never thought of using a bulb planter like that before." Such are the benefits of giving ourselves permission to explore and some time to play, perhaps get in touch with our inner girl a little. The fun and the openness to new and wacky ideas didn't just increase our creativity, it motivated us to create.
Tomorrow, Bev and I plan to try out the AT devices after class, back in the kitchen and in the yard. We'll have to document with plenty of pictures - it's all about the process!! OK, it's about the fun, too!!
We didn't just use our one sense of our eyes - like an adult is expected to in a retail space - we got IN THERE! All kinds of items got picked up, played with, discussed with animation and laughter. Such are the benefits of randonmess. Barb set the place, and we arrived with a willingness to have some fun. Researcher Darya Zabelina from North Dakota State University have conducted research into randomness and creativity. Her research shows that Bev and I started off right today by generating and sharing as many randon ideas as came to mind at the store today. In the 30 minute visit, some ideas were abandoned and the goods returned to their original shelf and original purpose, while other ideas became the foundation for yet more purposes and a few necessary modifications.
Yes, we did attract the attention of a store clerk, but she was smiling and commented, "I never thought of using a bulb planter like that before." Such are the benefits of giving ourselves permission to explore and some time to play, perhaps get in touch with our inner girl a little. The fun and the openness to new and wacky ideas didn't just increase our creativity, it motivated us to create.Tomorrow, Bev and I plan to try out the AT devices after class, back in the kitchen and in the yard. We'll have to document with plenty of pictures - it's all about the process!! OK, it's about the fun, too!!
‘This combinatory play seems to be the essential feature in productive thought.’
Albert Einstein
Friday, July 9, 2010
Day 5: Off to the iTunes Apps Store We Go
We had two presentations this morning, one from our group about Sally and the second from the other half of the class about Charlie.
It is just amazing how much work can be done by a team of focused professionals in a very short period of time! Some individuals brought a skill set to share, while others were fast adopters of the technology. The process really reaffirmed Barb's repeated message that everyone needs to "buy in" if the adoption of high tech AAC devices like the iTouch is going to happen. I saw the positive results of the "buy in" today, and I am sold on the foundation that with plenty of planning and sharing of skills and support, high tech AAC devices surely have their place in our schools. The only real hurdle is the cost, and the users (both students and teachers) will get through the rest together.
Late this morning, we started Assignment 2, an individual assignment. Our task is to find apps at the iTunes store which would benefit a specific student. After a brief discussion and OK from Barb, I started to look for iTouch apps that might be useful for N___'s IPP.
N___ is now entering Grade 3 and has been identified as gifted in Mathematical reasoning, performing six grade levels above his peers. N___ already enjoys playing Chess (we introduced him to the game last year through the ChessMaster software CD), and enjoyed the regional chess tournaments this past winter; he is keen to play at even higher levels and to compete against even older students next year. He has now developed interests in two new areas: bird watching and robotics. He shares the interest in birding with his parents, and they are planning a visit to a local staging area at the Codroy Valley Estuary in NL this October. His interest in robotics is being sparked by a friend who is two years older and is just starting to use Lego Mindstorms kits to do basic computer programming. With these details in mind about N___, I headed to the apps store to look for free apps related to introductory algebra, chess, bird watching, and robotics programming.
With a little wandering at first, I found the free iBird Explorer 15 app. I selected this free trial because the screen shots showed colourful and detailed bird identification photos, an alphabetized listing of species, and the opportunity to purchase other apps by the same developer later at a cost of $4.99 for the Backyard version or only $9.99 for the full Canadian guide, should we decide that it's a persisiting interest and a way to advance N___'s IPP.(If you have a student interested in nature or birding, then I encourage you to visit the Cornell Lab of Ornithology online guide.)
I also choose a simple equation solver app to support his academic abilities within the classroom environment. It appears to be an introduction to manipulating the key elements of an equation, but I will have to wait until I get the iTouch in my hands again on Monday to see if the app is appplicable to N____'s emerging needs.
I then searched for free Chess player apps. I selected the free app from Chess.com because, again, if we find that it matches N___'s growing interest and desire for higher challenges, then this is a free preview of a commercially available product.Existing chess skills were estentially self-taught last year and he was quite proud how well he did at his first regional tournament. Since no classmates or neighbourhood friends play at the same level, this app may meet this need to compete against intellectual peers.
N___ is just beginning to explore robotics and computer programming (a very logical expansion of his Mathematical reasoning abilities) with his older friend. They have a shared interest in Lego MindStorms. Like many boys his age, N___ is a reluctant reader of fiction, but he really enjoys comic books. This iRobot app supports the emerging interest in robotics but also will provide opportunities for discussions with his teacher about ethical issues related to AI (artificial intelligence). The central question to the comic is "Would you trust a robot who can kill humans and chooses not to?" I am especially delighted to find this app since it is very difficult to find age-appropriate opportunities for an 8-year old to discuss such ethical issues.Ya just gotta love the potentials and possibilities of these apps (and 100s of thousands more like them) and this device! I am really having to resist driving up the road NOW to make an impulse purchase of my very own iTouch! I SO love my techie toys.
Thursday, July 8, 2010
Day 4: Go Try Proloquo2Go
Every student of every age has the potential - if we assume competence - to be a creative and contributing person in the mobile generation. It's a challenge to shift from learning WHAT to learning HOW, but the fun is there in that leap!
Let me start by sharing a video that challenged me to see that our present or near-future users of AAT such as the iTouch are really the forerunners in a new way of education. The claim is made that the mobile computer is every kid's paper and pencil. (source http://newlearninginstitute.org )
Some really tasty food for thought! And I would welcome your own comments below about the viability and practicality of having laptops in schools or having handheld devices in schools.
I had a browse through the YAACK (Augmentative Communication Resource Guide for Young Kids) website this afternoon. I really liked the straightforward three-level organizational tree:
We started our first group assignment today, and we are using the iPhone and P2Go. Our half of the group has Sally as our student, and Carolyn and I have the school sub-group. It is a big reality check for me to participate in the very detailed planning that goes into tailoring a tool (iTouch) and an app (P2Go) to the very specific needs of a Grade 3 girl. That role playing of an IPP meeting was new for me because I have not yet had a non-verbal child in my class, so I have never before "attended" such a discussion. Of course, then Carolyn and I then had to "get our hands IN there" and start using the device. The little - but still important - details of working out how we will collaborate and share ideas are coming along. That's part of the learning process, too, learning how to work together as a team, each with our own strengths and contributions to make.
I am really looking forward to tomorrow morning's presentations by the eight sub-groups. It will be enlightening to see how others teachers, other learners with their own learning styles, choose to use this specific AAT.
“Not every child has an equal talent or an equal ability or equal motivation, but children have the equal right to develop their talents, their abilities and their motivation.”
G. Terry Pike
Let me start by sharing a video that challenged me to see that our present or near-future users of AAT such as the iTouch are really the forerunners in a new way of education. The claim is made that the mobile computer is every kid's paper and pencil. (source http://newlearninginstitute.org )
Some really tasty food for thought! And I would welcome your own comments below about the viability and practicality of having laptops in schools or having handheld devices in schools.
I had a browse through the YAACK (Augmentative Communication Resource Guide for Young Kids) website this afternoon. I really liked the straightforward three-level organizational tree:- How to Get Started
- Choosing an AAC Team
- Teaching
We started our first group assignment today, and we are using the iPhone and P2Go. Our half of the group has Sally as our student, and Carolyn and I have the school sub-group. It is a big reality check for me to participate in the very detailed planning that goes into tailoring a tool (iTouch) and an app (P2Go) to the very specific needs of a Grade 3 girl. That role playing of an IPP meeting was new for me because I have not yet had a non-verbal child in my class, so I have never before "attended" such a discussion. Of course, then Carolyn and I then had to "get our hands IN there" and start using the device. The little - but still important - details of working out how we will collaborate and share ideas are coming along. That's part of the learning process, too, learning how to work together as a team, each with our own strengths and contributions to make.
I am really looking forward to tomorrow morning's presentations by the eight sub-groups. It will be enlightening to see how others teachers, other learners with their own learning styles, choose to use this specific AAT.
“Not every child has an equal talent or an equal ability or equal motivation, but children have the equal right to develop their talents, their abilities and their motivation.”
John Fitzgerald Kennedy
Wednesday, July 7, 2010
Day 3: Adoption or Abandonment
"Assistive technologies are used when consumers see the devices as valuable to their goal achievement."
Today I got my hands on an iPad and an iTouch, both for the first time. No wonder those devices are so pupolar right now. Now wonder that eBook readers have slashed their prices, because this is the stuff of fun and accessibility and increased communications ability.
Barb told us today that the influence of cosmesis - how a student looks when they are using assistive technology - is an important consideration for encouraging adoption of any assistive technology. Well, it is cool for anyone to have an iTouch, and I want one, too (despite my artifact age)!
I was impresed how easy it was to get the iTouch up and running and on the WWW. The touch screen selection of icons is truly intuitive. For me, not so much the sliding action since I want to slide right-to-left like turning a print page, not left to right to "go forward". At first, the size of the screen deterred me, but when my teammate Carolyn showed me how to pinch and grow on the screen, then I was reassured. It didn't take much explaining (and it sure didn't take a step-by-step manual) to start using the device with relative ease.
Then we had an exploration of Proloquo2Go. It is an amazing commercial text-to-speech app (approximate cost is US$190, or about CAN$200 + shipping and taxes) that you can get right from iTunes. Now, either you need a knowledgeable in-person tutor, like we had in class with Barb Welsford, or you need to refer to the pdf manual. As good as the manual is, my personal learning style leans strongly to the in-person tutorial, the just-in-time and practical learning experiences. And we're going to get more of those tomorrow. Yea!
Here are some video tutorials from the Proloquo website that I used to get a sense of the device and the app in use, but I noted the warning that the videos need to be updated to the most recently available version. There are more pdf format tutorials here.
So, my list of personally encountered communication formats now needs to expand to include these high tech tools. I am amazed by their potential, and I just know that there will be more ideas and triggers tomorrow.
The topic of assessment was also a focus today.
WATI (the Wisconsin Assistive Technology Iniative) has published many resources online and I have added a link to those resources in the Evolving Links Listing to the left. (Click here for a sample of how a school district took the WATI information and tailored it to their SSS programming.) We will start with these as our assessment foundation tomorrow when Barb distributes the case studies for our assignment. It will be so good to apply theory and personal learning to the practicalities of helping a student.
SETT (the Student Environment Tasks Tools framework) by Joy Zabala has also published many online resources and that link is also posted to the Evolving Links Listing
(Marcia J. Scherer in Chapter 8 of Living in the State of Stuck)
Today I got my hands on an iPad and an iTouch, both for the first time. No wonder those devices are so pupolar right now. Now wonder that eBook readers have slashed their prices, because this is the stuff of fun and accessibility and increased communications ability.
Barb told us today that the influence of cosmesis - how a student looks when they are using assistive technology - is an important consideration for encouraging adoption of any assistive technology. Well, it is cool for anyone to have an iTouch, and I want one, too (despite my artifact age)!
I was impresed how easy it was to get the iTouch up and running and on the WWW. The touch screen selection of icons is truly intuitive. For me, not so much the sliding action since I want to slide right-to-left like turning a print page, not left to right to "go forward". At first, the size of the screen deterred me, but when my teammate Carolyn showed me how to pinch and grow on the screen, then I was reassured. It didn't take much explaining (and it sure didn't take a step-by-step manual) to start using the device with relative ease.
Then we had an exploration of Proloquo2Go. It is an amazing commercial text-to-speech app (approximate cost is US$190, or about CAN$200 + shipping and taxes) that you can get right from iTunes. Now, either you need a knowledgeable in-person tutor, like we had in class with Barb Welsford, or you need to refer to the pdf manual. As good as the manual is, my personal learning style leans strongly to the in-person tutorial, the just-in-time and practical learning experiences. And we're going to get more of those tomorrow. Yea!
Here are some video tutorials from the Proloquo website that I used to get a sense of the device and the app in use, but I noted the warning that the videos need to be updated to the most recently available version. There are more pdf format tutorials here.
So, my list of personally encountered communication formats now needs to expand to include these high tech tools. I am amazed by their potential, and I just know that there will be more ideas and triggers tomorrow.
The topic of assessment was also a focus today.
WATI (the Wisconsin Assistive Technology Iniative) has published many resources online and I have added a link to those resources in the Evolving Links Listing to the left. (Click here for a sample of how a school district took the WATI information and tailored it to their SSS programming.) We will start with these as our assessment foundation tomorrow when Barb distributes the case studies for our assignment. It will be so good to apply theory and personal learning to the practicalities of helping a student.
SETT (the Student Environment Tasks Tools framework) by Joy Zabala has also published many online resources and that link is also posted to the Evolving Links Listing
Day 3 am: Zack Anner
Lorraine found this YouTube clip last night. I vote that Zack would host a truly interesting show! What do you think? Should Oprah talk with Zack about his show concept?
Tuesday, July 6, 2010
Day 2: Communication
If literacy is a combination of reading and writing skills, then how much broader is the concept of communication?
In one of Barb's presentations today, she summarized the three requirements to communicate effectively:
I personally encountered the need for a common language just yesterday as I sat at a dinner table where four people could effortlessly switch from English to German, while myself and another were captive in the limited land of just English. I wanted to belong, I wanted to share in the conversation, I wanted to understand and contribute, too. But my lack of language stopped me. I did not have any way to share my thoughts in German, so I had to wait for someone else to switch back to the language I could understand and use. That experience was short-lived, but insightful. How much more difficult for a child lacking the labels, any labels, any context?
Joint attention is also needed. How many times has a frustrated teen exclaimed, "but you're not listening to me!" Communication takes more than just passively being present, all of the people need to be actively listening. It needs to be an active, engaged process on all sides. And if there are barriers, "simpler is better" so that the process of the activity of sharing communication is the focus of the time, not a technology, not an assist, but the shared messages.
Finally, a communication partner is needed. A partner chooses to share with another. Perhaps it is to share ideas, to share knowledge, to share feelings. The best partnerships are balanced, all may not share equal abilities, but "competence is assumed", all persons in the communication circle are respected. That respect is shared through words, body language, tone of voice...
Of course, there's always "Hand Talk", and I resort to that more often than most. I wouldn't have much to say if I couldn't gesture...
Barb has asked us to list at least ten modes oersonf communication. Communication is such a critical and complex process. My list of those I have personally encountered starts with traditional modes:
and then moves on to more contemporary
And I'm still waiting to get my hands on an iPad and/or iTouch ...not to mention Captain Kirk's communicator and Scottie's transporter so that I can be in two places at once!
In one of Barb's presentations today, she summarized the three requirements to communicate effectively:
- common language
- joint attention
- a communication partner
I personally encountered the need for a common language just yesterday as I sat at a dinner table where four people could effortlessly switch from English to German, while myself and another were captive in the limited land of just English. I wanted to belong, I wanted to share in the conversation, I wanted to understand and contribute, too. But my lack of language stopped me. I did not have any way to share my thoughts in German, so I had to wait for someone else to switch back to the language I could understand and use. That experience was short-lived, but insightful. How much more difficult for a child lacking the labels, any labels, any context?
Joint attention is also needed. How many times has a frustrated teen exclaimed, "but you're not listening to me!" Communication takes more than just passively being present, all of the people need to be actively listening. It needs to be an active, engaged process on all sides. And if there are barriers, "simpler is better" so that the process of the activity of sharing communication is the focus of the time, not a technology, not an assist, but the shared messages.
Finally, a communication partner is needed. A partner chooses to share with another. Perhaps it is to share ideas, to share knowledge, to share feelings. The best partnerships are balanced, all may not share equal abilities, but "competence is assumed", all persons in the communication circle are respected. That respect is shared through words, body language, tone of voice...
Of course, there's always "Hand Talk", and I resort to that more often than most. I wouldn't have much to say if I couldn't gesture...
Barb has asked us to list at least ten modes oersonf communication. Communication is such a critical and complex process. My list of those I have personally encountered starts with traditional modes:
- conversation
- storytelling
- music and song
- print books
- telephone
- paper letter
- lecture
- telegraph and Morse code
- typewriter
- telex
- fax machine
- visual art (in all its wonderful and varied mediums!)
- performance art (dance being my personal favourite)
and then moves on to more contemporary
- computer keyboards
- electronic piano keyboards
- cell phone
- eBooks
- IM Instant Message
- Texting (critical to my keeping in touch with my two 20-something children!)
- Blogs (very new to me)
- LMS like Moodle
- surveys & polls
And I'm still waiting to get my hands on an iPad and/or iTouch ...not to mention Captain Kirk's communicator and Scottie's transporter so that I can be in two places at once!
Day 2 am: Map of Pasadena's spot in NL
I live in Pasadena, Newfoundland. It's just one hour drive south of Gros Morne National Park. We enjoy canoeing in the summer and skiing in the winter.
(image source is http://ca.epodunk.com/ )
Monday, July 5, 2010
Day 1: Enlightening Individuals
Presume competency. See the person, not just the label.
I watched Sue Rubin's story as filmed in "Autism Is a World" today for the first time. It was an unexpected and deeply personal glimpse into the mind of another. Such an overwhelmingly intimate experience! As I watched the 40 minute documentary film, I found myself filling with emotions. Just last night, I wrote in my own paper journal that I am looking for my voice, too. It's that shared experience that brought that connection, I guess. SO many of us, looking for our voice.
But how much more challenging for Sue! Towards the end of the film she said that her dream was to advocate and write for a newspaper. Well, the power of her advocacy was shown as other autistic young people attending a conference asked for her help finding their way, too. And I later found her website here.
If you want to view the film as a series of five clips, click here for the YouTube link.
To view the first segment of this Academy Award nominated documentary, click the "Play" button.
As a classroom teacher taking her first elective from the list of inclusionary speciality courses, there are so many new terms for me. I guess my communications skills are too new in this field, but that IS why I signed on for the courses in the first place. I don't know anything, and I'm here to learn. So, a listing of new vocabulary terms from today (or at least my understandings of these terms are only vague):
On Monday, I didn't know how to embed a video, but I learned how to do it on Tuesday. This morning I didn't know that the HTML coding I'd forgotten ten years ago might have some use again in centering a quote. It IS a strange day when you don't learn something. But, by golly, the list of what I need/want to learn is growing exponentially!
(image found at http://prosecure.netgear.com)
I watched Sue Rubin's story as filmed in "Autism Is a World" today for the first time. It was an unexpected and deeply personal glimpse into the mind of another. Such an overwhelmingly intimate experience! As I watched the 40 minute documentary film, I found myself filling with emotions. Just last night, I wrote in my own paper journal that I am looking for my voice, too. It's that shared experience that brought that connection, I guess. SO many of us, looking for our voice.
But how much more challenging for Sue! Towards the end of the film she said that her dream was to advocate and write for a newspaper. Well, the power of her advocacy was shown as other autistic young people attending a conference asked for her help finding their way, too. And I later found her website here.
If you want to view the film as a series of five clips, click here for the YouTube link.
To view the first segment of this Academy Award nominated documentary, click the "Play" button.
As a classroom teacher taking her first elective from the list of inclusionary speciality courses, there are so many new terms for me. I guess my communications skills are too new in this field, but that IS why I signed on for the courses in the first place. I don't know anything, and I'm here to learn. So, a listing of new vocabulary terms from today (or at least my understandings of these terms are only vague):
- iTalk with iPhone (more info here)
- iPod Touch (read Chris Web's blog)
- Clicker 5 eBooks (read research article here)
- Kurzweil scanner (listen to Ray Kurzweil talk about how technology will transform by 2020)
- Move 'n Sit cushion (I bum tested one today for the first time)
"She makes the case that the world needs people on the autism spectrum: visual thinkers, pattern thinkers, verbal thinkers, and all kinds of smart geeky kids."
On Monday, I didn't know how to embed a video, but I learned how to do it on Tuesday. This morning I didn't know that the HTML coding I'd forgotten ten years ago might have some use again in centering a quote. It IS a strange day when you don't learn something. But, by golly, the list of what I need/want to learn is growing exponentially!(image found at http://prosecure.netgear.com)
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