Wednesday, June 15, 2011
"This I believe: If young people develop a love of reading,they will have better lives. That objective is not listed in our state curriculum standards. Our assessment of reading may begin with standardized test scores, but in the end we must measure a child's reading ability by the amount of laughter exhaled and tears shed as the written word is devoured. Laughter and tears may not be listed in the state curriculum of reading objectives,but they are a standard in Room 56. These kids read for life." - Rafe, Teach Like Your Hair's on Fire.
Sunday, November 28, 2010
Technology = Engaging Students = Happy Students
Last weekend I had the opportunity, with fellow UNITE (Urban Needs in Teacher Education) members, to test out Leapfrog's with kindergartners for the first time at a school in Chicago.
Before the classes arrived, we were helping set up; plugging every cord into the correct spot, attaching headphones to each leapfrog, and inserting the books into the pads. Setting up was going pretty smoothly until we inserting the books into the pads and tried to test them out! For some reason, the books and the cartridges were not matching up correctly. The Leapfrog would play but it would be reading a completely different book. The clock was ticking and we only had about ten minutes to think of a back-up plan. I started to think, "This is what we call a technological inconvience." Luckily, we found back-up books that worked!
I was a little apprehensive on how well the kindergarteners would handle the Leapfrogs. The first class that came in was automatically excited about the neat headphones they would get to wear (they were big and colorful). They were also very eager to learn how to use the Leapfrog. After showing the students once or twice how to use the Leapfrog, they were all tapping the pages with the pens and turning the pages! One boy looked up at me and said, "This is cool!" Except he could not hear how loud he was because of his headphones, so it sounded more like, "THIS IS SO COOL!!!!!" Other than that, the children were completely silent! At one point, the teacher walked in and said, "I should get my video camera! They're so quiet!"
Overall, it was a huge success and I'm glad that I was able to be a part of the experience and I hope they continue to use the Leapfrogs.
After every UNITE experience, we have a "reflect and collect" where we draw a picture or write about something new we learned or thought was great. For my reflection, I drew a picture of a Leapfrog and wrote, "Technology= Engaging Students= Happy Students."
Before the classes arrived, we were helping set up; plugging every cord into the correct spot, attaching headphones to each leapfrog, and inserting the books into the pads. Setting up was going pretty smoothly until we inserting the books into the pads and tried to test them out! For some reason, the books and the cartridges were not matching up correctly. The Leapfrog would play but it would be reading a completely different book. The clock was ticking and we only had about ten minutes to think of a back-up plan. I started to think, "This is what we call a technological inconvience." Luckily, we found back-up books that worked!
I was a little apprehensive on how well the kindergarteners would handle the Leapfrogs. The first class that came in was automatically excited about the neat headphones they would get to wear (they were big and colorful). They were also very eager to learn how to use the Leapfrog. After showing the students once or twice how to use the Leapfrog, they were all tapping the pages with the pens and turning the pages! One boy looked up at me and said, "This is cool!" Except he could not hear how loud he was because of his headphones, so it sounded more like, "THIS IS SO COOL!!!!!" Other than that, the children were completely silent! At one point, the teacher walked in and said, "I should get my video camera! They're so quiet!"
Overall, it was a huge success and I'm glad that I was able to be a part of the experience and I hope they continue to use the Leapfrogs.
After every UNITE experience, we have a "reflect and collect" where we draw a picture or write about something new we learned or thought was great. For my reflection, I drew a picture of a Leapfrog and wrote, "Technology= Engaging Students= Happy Students."
Thursday, November 4, 2010
“It is necessary to give children the possibility of developing according to the laws of their nature, so that they can become strong, and, having become strong, can do even more than we dared hope for them.”-Maria Montessori
Tam & Tao in Numberland is an app on the iPad called the "sandbox App" where children can trace a set of numbers, from 0-9, with their finger.
Before I even continued reading this article, I began to think, "Hm...this sounds a lot like something Maria Montessori would want as an app for the iPad!"
As a matter of fact, the article states that based on documentation materials, the app was actually modeling the sandbox teaching method of Montessori. Such an interesting thought to think about how Montessori would feel about an iPad sandbox App, is it not?
Maria Montessori once said, "I studied my children, and they taught me how to teach them." If Montessori was still alive in the 21st century, I believe that she would be an advocate for integration of technology in the classroom based on that statement right there. If our children are growing up in a technological generation, then why wouldn't they learn best through technology?
I interpret the quote in my title into a "21st century way of thinking." It is necessary as teachers that we give children the possibility to develop according to the culture they are so accustomed to. They need hands-on, they need interactive materials, they need mutiple means of engagement and partcipation, and they need technology. If you take away these aspects, then the equation leaves you with boredom. Boredom is my biggest fear in becoming a teacher because if students become bored, then they lose interest in learning. If they lose interest in learning, then this 'hope' we have for them to reach their full potential may never meet its ultimate high...
Before I even continued reading this article, I began to think, "Hm...this sounds a lot like something Maria Montessori would want as an app for the iPad!"
As a matter of fact, the article states that based on documentation materials, the app was actually modeling the sandbox teaching method of Montessori. Such an interesting thought to think about how Montessori would feel about an iPad sandbox App, is it not?
Maria Montessori once said, "I studied my children, and they taught me how to teach them." If Montessori was still alive in the 21st century, I believe that she would be an advocate for integration of technology in the classroom based on that statement right there. If our children are growing up in a technological generation, then why wouldn't they learn best through technology?
I interpret the quote in my title into a "21st century way of thinking." It is necessary as teachers that we give children the possibility to develop according to the culture they are so accustomed to. They need hands-on, they need interactive materials, they need mutiple means of engagement and partcipation, and they need technology. If you take away these aspects, then the equation leaves you with boredom. Boredom is my biggest fear in becoming a teacher because if students become bored, then they lose interest in learning. If they lose interest in learning, then this 'hope' we have for them to reach their full potential may never meet its ultimate high...
Sunday, October 10, 2010
Play : The Beginning of Knowledge
Remember the days when you did not have to worry about paying those bills, getting to work on time, or fixing that leak in your ceiling? Instead, you were actively engaged in playing with your neighborhood friends. Sure, it seems hard to imagine that those "play-dates" helped you grow into the person that you are today but they indeed did. Play was essential to your development cognitively, physically, socially and emotionally. Did you know that play is a child's right? Every single child has a right to play, to discover, and to actively explore their environment, including those with special needs.
Because play is such a vital part of early childhood education, it should be offered in easy, accesible ways for all children. Therefore, considerations must be taken in the classroom to adapt learning materials or toys so that children with disabilities are offered the same experience. Universally designed materials are those that are accessible, flexible, and adjustable that can be used by all children in the classroom.
Children with disabilities are able to participate in play and do so independently through the use of assistive technology. These devices make it easier for children to move around, communicate and interact with the materials. Most importantly, these devices allow these children to develop through play!
"Although software programs are designed for all children, babies with disabilities may find additional benefits. For them, computer activities can simulate traditional play sequences that are easier to control. For example, a child who likes to watch block towers being built and then knocked down, but is unable to experience this himself due to physical limitations, can do it "all by himself" with the press of a single key, mouse or switch. " -Let's Play! Project
*Let's Play! Project is a great resource for parents, general education teachers, special education teachers, occupational therapists, or anyone who directly interacts with children who have disabilities!
It is very crucial for early childhood educators to be aware that a child with a disability still has a right to play. It is important to have a planned approach to make this child's play experience as socially, physically, cognitively and emotionally developmental as possible. Sometimes when people hear the words, "making adaptions," they might think this process is complicated. It's as if someone has suddendly asked them to build the Sears Tower in a day. When in reality, making adaptions can be as simple as changing the appearance or feel of a toy by adding glued yarn. They are very simple adaptions but they can greatly change the experience for the children! "Adapting Toys" is a great article on modifying toys for children who have difficulties in reaching, locating, stablizing, etc,.
As an aspiring early childhood educator, I believe play is an experience that should not be forgotten or missed out on by any child. Let's not forget children with disabilities or children from low socioeconomic statuses who need play just as much, if not more. Play truly is the beginning of knowledge for children. It teaches children imagination, cause and effect, self-advocacy skills, social skills, and so much more.
As I've grown up, I've realized that the whole world is really just a giant playground;a playground that I would not have known how to interact on had I not discovered, had I not actively experienced the world, had I not played!
Because play is such a vital part of early childhood education, it should be offered in easy, accesible ways for all children. Therefore, considerations must be taken in the classroom to adapt learning materials or toys so that children with disabilities are offered the same experience. Universally designed materials are those that are accessible, flexible, and adjustable that can be used by all children in the classroom.
Children with disabilities are able to participate in play and do so independently through the use of assistive technology. These devices make it easier for children to move around, communicate and interact with the materials. Most importantly, these devices allow these children to develop through play!
"Although software programs are designed for all children, babies with disabilities may find additional benefits. For them, computer activities can simulate traditional play sequences that are easier to control. For example, a child who likes to watch block towers being built and then knocked down, but is unable to experience this himself due to physical limitations, can do it "all by himself" with the press of a single key, mouse or switch. " -Let's Play! Project
*Let's Play! Project is a great resource for parents, general education teachers, special education teachers, occupational therapists, or anyone who directly interacts with children who have disabilities!
It is very crucial for early childhood educators to be aware that a child with a disability still has a right to play. It is important to have a planned approach to make this child's play experience as socially, physically, cognitively and emotionally developmental as possible. Sometimes when people hear the words, "making adaptions," they might think this process is complicated. It's as if someone has suddendly asked them to build the Sears Tower in a day. When in reality, making adaptions can be as simple as changing the appearance or feel of a toy by adding glued yarn. They are very simple adaptions but they can greatly change the experience for the children! "Adapting Toys" is a great article on modifying toys for children who have difficulties in reaching, locating, stablizing, etc,.
As an aspiring early childhood educator, I believe play is an experience that should not be forgotten or missed out on by any child. Let's not forget children with disabilities or children from low socioeconomic statuses who need play just as much, if not more. Play truly is the beginning of knowledge for children. It teaches children imagination, cause and effect, self-advocacy skills, social skills, and so much more.
As I've grown up, I've realized that the whole world is really just a giant playground;a playground that I would not have known how to interact on had I not discovered, had I not actively experienced the world, had I not played!
Sunday, October 3, 2010
Fairness and Equality with Technology in the Classroom
...In response to a comment on my last post, "how do you respond to issues of 'fairness' or 'equality' with regard to providing technology to some students in the classroom and not others?"
My response: Maybe we should start by teaching children what the definition of fair and equality really mean...
In regards to fairness, I think about situations that may occur in providing technology for those who need the assistance versus those who are "fine without it." For instance, what happens if the student who is perfectly capable of reading without assistance finds it unfair that another student uses technology to read the book? I don't want my students to think that other students are recieving what they might percieve of as an "advantage" over other students. On that note, I think we do need to start by teaching children what the words "fair" and "equal" really mean. Sometimes I feel that some teachers underestimate what children are capable of understanding. As an aspiring early childhood educator, I think that children at a young age are capable of understanding the differences amoung us and the fact that not everyone learns the same way. They may not completely grasp the concept, but I think the issue needs to be addressed as early as possible. I also believe that positive reinforcement is essential in enforcing fairness and equality. Always remind your students (whether they are using technology as an aid or not) that they are doing a great job; emphasizing that you appreciate their eagerness to learn and their ability to complete activities in whichever way works best for them.
AND...
All students should have access to technology in the classroom! In my eyes, I see the teacher,with the child who is dyslexic in the classroom, introducing a book on audio tape to the whole classroom. This is beneficial for both the child who is dyslexic and the children who are not. The teacher should offer the option to everyone, yet they should still encourage those who are capable of reading without the tape. I also visualize the students collaborating without the use of technology. The child who reads well without the audio can read out loud to the child who learns better through the audio;this can easily emphasize cooperation skills. Maybe the teacher can even plan a lesson where half of the children can be recorded reading pages in the book and half of the children can listen to the recordings in the book. Of course, this is only one example and we must also consider how to emphasize fairness with other assistive technology devices. Therefore, the technology is going to be different for each individual children. As I stated before, though,I think the option should be introduced to the class as a whole first.
The truth is that I'm not sure how to make technology fair to all quite yet. I am merely stepping into becoming a teacher but I do believe that I need to be prepared to "do as I say and say as I do."Any teacher can say, "Yeah, I think technology is great for children," but it seems that they're not putting forth effort to advocate for what they supposely believe in.
Also, it's not just a want...
I am currently in my clinical observations and the amount of technology use in the classroom that I see is very,very minumum. It is scary yet it makes sense at the same time. Most of the teachers have been in the profession before the "technology generation" hit which causes a difficulty in understanding the benefits of technology. They think, "I've never had to use it before." Well, that may perfectly well be the case but should that ever, ever be an excuse? In my opinion, no. There is a new wave of students entering schools who need to be exposed to technology because it is a part of their life now. Even children who do not have the use of technology at home strive to be exposed to it because their generation is exploding with technology. I feel that some people might think of tecnology as a "cool new pair of Nike's," that every child wants. You know, the child comes home and begs mom and dad to buy him the new pair of shoes that Bobby and John have. If they don't, his reputation will just be ruined! If that were the case, then my generation would have been called the " Power Rangers generation."
Technology is not just a fad or the coolest new pair of Nike's that children want. It's what they need. It has benefits and possiblites for the future, the future that our children will be living in.
My response: Maybe we should start by teaching children what the definition of fair and equality really mean...
In regards to fairness, I think about situations that may occur in providing technology for those who need the assistance versus those who are "fine without it." For instance, what happens if the student who is perfectly capable of reading without assistance finds it unfair that another student uses technology to read the book? I don't want my students to think that other students are recieving what they might percieve of as an "advantage" over other students. On that note, I think we do need to start by teaching children what the words "fair" and "equal" really mean. Sometimes I feel that some teachers underestimate what children are capable of understanding. As an aspiring early childhood educator, I think that children at a young age are capable of understanding the differences amoung us and the fact that not everyone learns the same way. They may not completely grasp the concept, but I think the issue needs to be addressed as early as possible. I also believe that positive reinforcement is essential in enforcing fairness and equality. Always remind your students (whether they are using technology as an aid or not) that they are doing a great job; emphasizing that you appreciate their eagerness to learn and their ability to complete activities in whichever way works best for them.
AND...
All students should have access to technology in the classroom! In my eyes, I see the teacher,with the child who is dyslexic in the classroom, introducing a book on audio tape to the whole classroom. This is beneficial for both the child who is dyslexic and the children who are not. The teacher should offer the option to everyone, yet they should still encourage those who are capable of reading without the tape. I also visualize the students collaborating without the use of technology. The child who reads well without the audio can read out loud to the child who learns better through the audio;this can easily emphasize cooperation skills. Maybe the teacher can even plan a lesson where half of the children can be recorded reading pages in the book and half of the children can listen to the recordings in the book. Of course, this is only one example and we must also consider how to emphasize fairness with other assistive technology devices. Therefore, the technology is going to be different for each individual children. As I stated before, though,I think the option should be introduced to the class as a whole first.
The truth is that I'm not sure how to make technology fair to all quite yet. I am merely stepping into becoming a teacher but I do believe that I need to be prepared to "do as I say and say as I do."Any teacher can say, "Yeah, I think technology is great for children," but it seems that they're not putting forth effort to advocate for what they supposely believe in.
Also, it's not just a want...
I am currently in my clinical observations and the amount of technology use in the classroom that I see is very,very minumum. It is scary yet it makes sense at the same time. Most of the teachers have been in the profession before the "technology generation" hit which causes a difficulty in understanding the benefits of technology. They think, "I've never had to use it before." Well, that may perfectly well be the case but should that ever, ever be an excuse? In my opinion, no. There is a new wave of students entering schools who need to be exposed to technology because it is a part of their life now. Even children who do not have the use of technology at home strive to be exposed to it because their generation is exploding with technology. I feel that some people might think of tecnology as a "cool new pair of Nike's," that every child wants. You know, the child comes home and begs mom and dad to buy him the new pair of shoes that Bobby and John have. If they don't, his reputation will just be ruined! If that were the case, then my generation would have been called the " Power Rangers generation."
Technology is not just a fad or the coolest new pair of Nike's that children want. It's what they need. It has benefits and possiblites for the future, the future that our children will be living in.
Thursday, September 23, 2010
The Beginning
I wish to write about a lot of "beginnings" in this blog today. First and foremost, this is the beginning of my reflective thoughts specifically aimed towards assistive technology in the classroom. Keep in consideration that I am a student studying Early Childhood Education; so some (but not all) of my blogs will be geared towards the specific age range associated with ECE. Throughout this blog, I will reflect on what I have been learning through my assistive technology class and also useful or insightful articles I stumble upon.
On a twitter that I am following, Karen Janowski posts a very compelling video on "The Case Against Assitive Technology." I suggest you watch this video for it is truly one that makes you think.
The video basically sends you through a time line of how the thoughts of technology have progressed over the years. One quote I would like to discuss from the video is, "Until technology is reliable and cheaper, teachers should stick to paper assignments and the classroom should not spill over onto computers," from a High School Journalism Class. What year was this quoted? 2008. Two years ago. If people were thinking this only two years ago, where is our future for technology headed? Within the past two years, I feel as a student that I have seen a boost of technology use in the classroom. Although, one complaint I still hear by fellow students is the unreliability of technology. I somewhat agree that it can become frustrating when technology crashes on us (especially when we become so reliant on it). How can we shape this thought?
There is an assumption that technology is cheating which I have never been able to comprehend. Take for example two children, one who is dyslexic and one who is not, that are clearly reading at different levels. The child who is not dyslexic reads through the book in a breeze and thoroughly gets the full enjoyment factor out of the book. The child who is dyslexic reads through the book in a struggle, becomes frustrated, and ultimately finds no enjoyment in reading. So the teacher allows for the child to listen to a recording of the book where the child can still see the pictures of the book through a computer or just simply allow the child to flip the pages in the actual book. How is this cheating? If both students accomplish the task with enjoyment, then how is that "unfair?"If we were to ask the child who is dyslexic which method he enjoyed better, I think he would chose the one that caused him less frustration. Through technology, the students who are disengaged, from the struggle and lack of enjoyment, are suddenly engaged by a certain task. Isn't that what we want for our future classrooms? Why keep making excuses?
The video ends by asking,"what can you do to change this?" For me, I think I can use the knowledge that I gain through my college preparation and implement it into my own classroom. If there are ways that I can help my future students succeed, then I want to have a solid understanding of them. If that involves using technology to its advantages, then count me in.
On a twitter that I am following, Karen Janowski posts a very compelling video on "The Case Against Assitive Technology." I suggest you watch this video for it is truly one that makes you think.
The video basically sends you through a time line of how the thoughts of technology have progressed over the years. One quote I would like to discuss from the video is, "Until technology is reliable and cheaper, teachers should stick to paper assignments and the classroom should not spill over onto computers," from a High School Journalism Class. What year was this quoted? 2008. Two years ago. If people were thinking this only two years ago, where is our future for technology headed? Within the past two years, I feel as a student that I have seen a boost of technology use in the classroom. Although, one complaint I still hear by fellow students is the unreliability of technology. I somewhat agree that it can become frustrating when technology crashes on us (especially when we become so reliant on it). How can we shape this thought?
There is an assumption that technology is cheating which I have never been able to comprehend. Take for example two children, one who is dyslexic and one who is not, that are clearly reading at different levels. The child who is not dyslexic reads through the book in a breeze and thoroughly gets the full enjoyment factor out of the book. The child who is dyslexic reads through the book in a struggle, becomes frustrated, and ultimately finds no enjoyment in reading. So the teacher allows for the child to listen to a recording of the book where the child can still see the pictures of the book through a computer or just simply allow the child to flip the pages in the actual book. How is this cheating? If both students accomplish the task with enjoyment, then how is that "unfair?"If we were to ask the child who is dyslexic which method he enjoyed better, I think he would chose the one that caused him less frustration. Through technology, the students who are disengaged, from the struggle and lack of enjoyment, are suddenly engaged by a certain task. Isn't that what we want for our future classrooms? Why keep making excuses?
The video ends by asking,"what can you do to change this?" For me, I think I can use the knowledge that I gain through my college preparation and implement it into my own classroom. If there are ways that I can help my future students succeed, then I want to have a solid understanding of them. If that involves using technology to its advantages, then count me in.
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